Below I have provided the template along with the previous work I have submitted building up to this point. Plea

Below I have provided the template along with the previous work I have submitted building up to this point. Please use what you can of it to ensure some form of consistency throughout the course. Just fill in the information for the research plan (possibly using the short response info.) then write an introduction. I’ve also included the rubric to explain what’s required.


Running head: Project 2
1
Project 2: Research Plan and Introduction
Lillie Limbrick
Southern New Hampshire University
Project 2
2
Research Plan
Research Question: How were American and Japanese civilians social and economic status
effected after the dropping of the atomic bomb in 1945?
Secondary Sources:
[Citation for source one]
[Citation for source two]
Historical Context: [3- to 5-sentence explanation of your event’s historical context, citing
sources one and two]
Influence of Historical Context: [3- to 5-sentence discussion of how historical context influenced
your event, citing sources one and two]
Primary Sources:
[Citation for source one]
[Citation for source two]
Relate to Secondary Sources: [3- to 5-sentence explanation of how your primary sources relate to
your secondary sources]
Add to Understanding: [3- to 5-sentence explanation of how your primary sources add to your
understanding of the topic]
Introduction
Project 2
3
[3- to 5-sentence discussion of background information about your historical event to
capture the interest of your audience] [2- to 3-sentence thesis statement based on your research
question that addresses your historical event and explains how your event has been influenced by
historical context] [2- to 3-sentence explanation of how you will use the primary and secondary
sources you listed in the Research Plan in your hypothetical research paper]
HIS 100 THEME 1
PROJECT 1:
TOPIC EXPLORATION WORKSHEET
Part I
Select a research topic area for Project 1 based on which of the following areas interests
you the most. You will explore the selected topic a little later in this theme.
Scientific and Technological Advances
Government and Domestic Policy
Military Strategy
International Relations and Japanese and American Civilians
1
Write a short paragraph about what you already knew about the topic you selected prior
to this course, based on your personal history or experiences. This may include
assumptions, beliefs, or values related to the topic. Be as detailed as possible.
To be honest, I really don’t remember much of anything concerning the dropping of the atomic bomb. I was trying
to think back to high school history classes and I have drawn a blank. The only information I know at the moment
is Eleanor was married to President Roosevelt and was really involved with social justice. From the topic question,
I pose she highly influenced or created the United Nations Declaration of Human Rights, which places me in the
mind frame of civil rights movement. I am eager to learn what the declaration says according to Eleanor’s beliefs
and values before I can create an opinion.
HIS 100 THEME 1
PROJECT 1:
TOPIC EXPLORATION WORKSHEET
Part II
Now that you have identified your topic and described what you already know about the
topic, what questions do you still have about the topic that you would like to know? By filling
out the information requested in these text boxes, you will get a head start on Project
1 due at the end of this theme. You will be able to download and save this information in a
Word document that you can reference for your Project 1 submission.
Identify one question about
the topic you are curious
about.
Describe why this question
matters to you personally.
Describe why this question
matters to society.
Identify a second question
about the topic you are
curious about.
Describe why this question
matters to you personally.
Describe why this question
matters to society.
How was E. Roosevelt and the United Nations Declaration of Human
Rights influenced by the dropping of the atomic bomb?
I really don’t know much or remember anything about the atomic
bomb nor am I familiar with the declaration for human rights. What
decisions were made or impacted that may affect me now as a civilian
and an adult?
Whatever decisions were made may have shaped or cultivated society
in many ways e.g., safety and the wellbeing of all humans,
international or not. I’m sure many people’s though process swayed
from their original beliefs or life lessons.
How NATO formed and the affect on the nation after its formation?
How did the Warsaw Pact counteract with NATO?
Provides a sense of clarity of national security with the possibility of
understanding or realizing how or why my ancestors may have taught
their children or families certain ways of life or instilled particular
beliefs concerning different nationalities or politics for that matter.
How the U.S. and foreign countries built or rebuilt relationships
between them?
HIS 100 THEME 1
PROJECT 1:
TOPIC EXPLORATION WORKSHEET
Part III
You are now ready to complete the final part of your Topic Exploration Worksheet. You
have chosen a topic, posed some research questions, and are ready to start thinking
about what kind of sources you will need to investigate your research questions further.
Using the Research Kit provided for your chosen topic, skim through the suggested
resources and complete the following information for your research questions.
List which secondary sources provided
in your topic’s Research Kit would
be helpful for investigating your first
research question.
List which primary sources provided
in your topic’s Research Kit would
be helpful for investigating your first
research question.
List which secondary sources provided
in your topic’s Research Kit would be
helpful for investigating your second
research question.
List which primary sources provided
in your topic’s Research Kit would be
helpful for investigating your second
research question.
Bernstein, B. J. (1976). The uneasy alliance: Roosevelt,
Churchill, and the atomic bomb, 1940–1945. The Western
Political Quarterly, 29(2), 202–
230. Retrieved from
http://ezproxy.snhu.edu/login?url=http://www.jstor.org/sta
ble/448105
Johnson A. (1946). Twaddle on the atomic bomb. The
American Journal of Economics and Sociology, 5(2), 201–
202. Retrieved from
http://ezproxy.snhu.edu/login?url=http://www.jstor.org/sta
ble/3483583
Pape, R. A. (1993). Why Japan surrendered. International
Security, 18(2), 154–201. Retrieved from
http://ezproxy.snhu.edu/login?url=http://muse.jhu.edu/artic
le/447083/pdf
Walker, J. S. (2005). Recent literature on Truman’s atomic
bomb decision: A search for middle ground. Diplomatic
Turlington, E. (1946). International control of the atomic
History, 29(2), 311–334.
bomb. The American Journal of International Law, 40(1),
165–167.
from
Retrieved Retrieved
from
http://ezproxy.snhu.edu/login?url=http://www.jstor.org/sta
http://ezproxy.snhu.edu/login?url=https://search.ebscohost.
ble/2193901
com/login.aspx?direct=true&db=asn&AN=16401198&site
=eds
live&scope=site
HIS 100: THEME 1
FINAL PROJECT 1:
TOPIC EXPLORATION WORKSHEET
Now that you have gone through
the research provided on your topic,
describe what you have learned about
your topic in one to two paragraphs.
I have learned that Eleanor acted as an equal
rights advocate for women and AfricanAmericans promoting courage and human
rights abroad. She created the United Nations
Declaration of Human Rights which has
influenced international law nationally
protecting human rights. NATO was formed to
provide national security, formed of military
personal, officials, and civilians to enforce
freedom. The Warsaw Pact, 1955-1991 was
formed to counteract NATO after feeling
threatened by the U.S. and West Germany as
allies but was not strong enough to carry out
their mission due to East Germany leaving the
pact, influencing other eastern areas to join
NATO.
My research question is How were American and Japanese civilians social and economic status
effected after the dropping of the atomic bomb in 1945?
My plan is to search deeper to answer the following questions to create a picture of the events
during and after the atomic bomb. How was E. Roosevelt and the United Nations Declaration of
Human Rights influenced by the dropping of the atomic bomb? I want to know what decisions
were made or impacted that may affect me now as a civilian and an adult. Whatever decisions
were made may have shaped or cultivated society in many ways e.g., safety and the wellbeing of
all humans, international or not. I’m sure many people’s thoughts process swayed from their
original beliefs or life lessons. How NATO formed and the effect on the nation after its
formation? How did the Warsaw Pact counteract with NATO will provides a sense of clarity of
national security with the possibility of understanding or realizing how or why my ancestors may
have taught their children or families certain ways of life or instilled beliefs concerning different
nationalities or politics. How the U.S. and foreign countries built or rebuilt relationships between
them? This question warrants an answer to explain the after effect of the society and how people
began to put the pieces off their lives back together. Knowing how there were people dying of
hunger, radiation poisoning causing brain tumors, etc. There was no trust amongst the people off
Japan and American civilians towards their government. There were no open schools and young
boys, twelve years of age or so were trained to fight, to be on standby for another war. This was
known as the “Duck and Cover” tactic. So many lies and deaths.
Knowing the difference between primary, secondary, and tertiary resources provides ways to
distinguish the difference from those who were involved first hand whether partaking in the
plummeting of the bomb or simply videoed the event. Authors who have written by interviewing
and the viewpoints of their books and journals as well as historians research information will app
provide different informative views.
HIS 100 Project 2: Research Plan and Introduction Guidelines and Rubric
Overview
“If you want to understand today, you have to search yesterday.”
—Pearl Buck
Your second longer term assignment in this course is to complete a research plan and introduction. The work you did on the Topic Exploration Worksheet in
Theme 1 will directly support your work on this project as well as your third longer term project—the multimedia presentation—due in Theme 4.
One of the prime benefits of studying history is that it allows us to learn about who we are and where we came from. The people and events of the past can
often shed light on the conditions and social norms of the present. Having historical awareness can inform various aspects of your life as well as future
aspirations. Learning from past failures and successes can shape ideals and values for years to come.
This is your second longer term project designed to help you understand the fundamental processes and value of studying history. In the first project, you
completed the Topic Exploration Worksheet on one of the topics or themes from the research kit. You investigated the types of research you might need to do
to learn more about the topic and developed research questions. In Project 2, you will use your completed Topic Exploration Worksheet to complete a
research plan and introduction. You will choose one of your research questions and do some secondary source research, speculate on primary source needs,
and use the information to write the introduction and thesis statement for a possible research paper. Be sure to only use the sources provided in the
research kit for your chosen topic. (You will not write the entire paper—only the introduction). In the third project, you will create a multimedia presentation
that explores both major developments in historical inquiry as well as the value of examining history.
This research plan and introduction assignment will assess the following course outcome, which you focused on throughout Theme 3:

Determine fundamental approaches to studying history in addressing questions about how events are shaped by their larger historical context
Prompt
In this project, you will write the introductory paragraph of a history paper based on one of the questions you identified in your topic exploration worksheet. To
do this, however, you must first find out a bit more information about your topic and draft a research plan. This will allow you to transform your question about
your topic into a thesis statement, as well as give you the background information you will need to craft an interesting introductory paragraph. You will not write
the entire paper, just the introduction to the paper that concludes with a thesis statement. The following critical elements will be assessed in a Word document
of 3–5 pages that combines both your research plan (Critical Elements I-II) and your introduction (Critical Element III).
Specifically, the following critical elements must be addressed:
I.
Compile secondary sources about your event that address the following questions using the provided materials. Be sure to cite your information using
the most recent version of APA guidelines. Based on the sources you have selected, address the following questions:
A. What is the historical context of the event? In other words, what was going on in the world/area/society around the event?
B. How did the historical context influence the event? For instance, what was happening in the world/area/society around the event that impacted
how it occurred?
II.
Compile primary sources you could use for additional information using the provided materials. Be sure to cite your information using the most recent
version of APA guidelines. Based on the sources you have selected, address the following questions:
A. Discuss how the primary sources relate to the secondary sources. Do the primary sources support what the secondary sources are telling you, or
do they contradict what those sources have told you?
B. Explain what these primary sources add to your understanding of the topic. How does it help you understand the topic better than the
secondary sources?
III.
Write your introduction.
A. Based on your primary and secondary source research, turn your research question into a thesis statement that addresses your topic and how it
has been influenced by its historical context.
B. From the knowledge you have gained from your primary and secondary sources, determine what background information you will use in the
introduction to lead to your thesis statement.
C. Write your introduction. Be sure to incorporate your background information and to conclude with your thesis statement.
Supporting Work and Resources
Throughout Theme 3, there are opportunities to work directly on different elements of the research plan and introduction.
1. In Learning Block 3-4, you will use your chosen secondary sources to help you establish the context for your topic and your research. What historical
trends affected your topic? How did your topic affect historical trends?
2. In Learning Block 3-5, you will determine how your chosen primary sources “fit” with the secondary sources. Do the primary sources support the
secondary sources, or do they seem to tell a different story? How do the primary sources help you to understand the secondary sources (and your topic)
better?
3. In Learning Block 3-6, you will write an introduction to your project, which includes a strong thesis statement, relevant context, and a summary of the
primary and secondary sources you would use in a full project.
Project 2 Rubric
Guidelines for Submission: Your research plan and introduction should be 3–5 pages, with double spacing, one-inch margins, 12-point Times New Roman font,
and formatted according to the most current version of APA style.
Critical Elements
Secondary Sources:
Historical Context
Exemplary (100%)
Meets “Proficient” criteria and
information used from research
communicates a strong grasp of
the historical context
Proficient (85%)
Explains the historical context
of the event, properly citing the
secondary sources used
Secondary Sources:
Influence
Meets “Proficient” criteria and
information used from research
communicates a strong grasp of
the influence of the historical
context
Meets “Proficient” criteria and
compilation communicates
depth of thought about the
topic
Meets “Proficient” criteria and
details communicate depth of
thought about the topic
Explains how the historical
context influenced the event,
properly citing the secondary
sources used
Meets “Proficient” criteria and
argument posited
demonstrates insightful
connection between event and
its historical context
Meets “Proficient” criteria and
choice of background
information demonstrates
insight into the argument
posited
Crafts a thesis statement based
on the research question that
addresses the topic and how it
has been influenced by its
historical context
Determines background
information for introduction
relevant to the thesis statement
based on secondary source
research
Meets “Proficient” criteria and
cohesion of expression
demonstrates a mature grasp of
the requirements of an
introduction
Writes an introduction that
incorporates the background
information and concludes with
the thesis statement
Primary Sources:
Relate
Primary Sources: Add
Introduction: Thesis
Statement
Introduction:
Background
Information
Introduction: Write
Explains how the primary
sources relate to the secondary
sources
Explains how the primary
sources listed add to
understanding the topic
Needs Improvement (55%)
Explains the historical context
of the event but does not
properly cite the secondary
sources, or is cursory or has
inaccuracies
Explains how the historical
context influenced the event
but does not properly cite the
secondary sources, or is cursory
or has inaccuracies
Explains how the primary
sources relate to the secondary
sources but has inaccuracies
Not Evident (0%)
Does not explain the historical
context of the event
Explains how the primary
sources listed add to
understanding the topic but is
overly generalized
Crafts a thesis statement based
on the research question that
addresses the topic, but does
not address historical context
or has inaccuracies
Determines background
information for introduction
based on secondary source
research but lacks relevance to
thesis statement or has
inaccuracies
Writes an introduction that
incorporates the background
information and concludes with
the thesis statement but is
cursory or has inaccuracies
Value
14
Does not explain how the
historical context influenced
the event
14
Does not explain how the
primary sources relate to the
secondary sources
14
Does not explain how the
primary sources listed add to
understanding the topic
14
Does not craft a thesis
statement based on the
research question that
addresses the topic
14
Does not determine
background information for
introduction
14
Does not write an introduction
that incorporates the
background information and
concludes with the thesis
statement
14
Articulation of
Response
Submission is free of errors
related to citations, grammar,
spelling, syntax, and
organization and is presented in
a professional and easy-to-read
format
Submission has no major errors
related to citations, grammar,
spelling, syntax, or organization
Submission has major errors
related to citations, grammar,
spelling, syntax, or organization
that negatively impact
readability and articulation of
main ideas
Submission has critical errors
related to citations, grammar,
spelling, syntax, or organization
that prevent understanding of
ideas
Total
2
100%

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