HIS 200 Project 1 Guidelines and Rubric Overview History is for human self-knowledge . . . the only clue to what man can do is what man has done. The value of history, then, is that it teaches us what man has done and thus what man is. —R. G. Collingwood Historical awareness informs various aspects of our lives. We live in a time of rapid change, and we often think more about the future than the past. However, studying history can help us better understand our own lives in the context of the places we live and society in general. In America, specifically, the government is informed by its citizens. If the ideals of society shift, that shift will eventually move throughout the different levels of government, effecting widespread change. For the projects in this course, you will select a historical event that has impacted American society in some way. You may select an event that was discussed in the course, or you may select your own event, with instructor approval. You may consider using the event you chose to work on in your Perspectives in History class, if that event is something you wish to investigate further through this assessment. In Project 1, you will develop a plan for an essay on this historical event. The plan will include a brief description of the selected historical event and the resources you will use in your research. In addition, you will identify an audience for your essay and decide how to communicate your information to this audience. In Project 2, you will write an essay analyzing the historical event you selected, examining its impact on society as well as its impact on you personally. Project 1 addresses the following course outcomes:  Select appropriate and relevant primary and secondary sources in investigating foundational historic events  Communicate effectively to specific audiences in examining fundamental aspects of human history  Apply key approaches to studying history in addressing critical questions related to historical narratives and perspectives Prompt Your writing plan should answer the following prompt: Select a historical event that has impacted American society. Develop a plan for writing your essay, describing the historical event, selecting appropriate resources for your research, and identifying an audience for your essay. The purpose of this writing plan is to provide you with a way to gather your thoughts and begin thinking about how to support your thesis statement. The following critical elements will be assessed in a 1- to 2-page word processing document. 1 Specifically, the following critical elements must be addressed: I. Describe the historical event that you selected. Why is this event significant? II. Describe at least two secondary sources that you could use to research your historical event. Your sources must be relevant to your event and must be of an appropriate academic nature. In your description, consider que ...

1. HIS 200 Project 1 Guidelines and Rubric
Overview
History is for human self-knowledge . . . the only clue to what
man can do is what man has done. The value of history, then, is
that it teaches us what man has
done and thus what man is.
—R. G. Collingwood
Historical awareness informs various aspects of our lives. We
live in a time of rapid change, and we often think more about
the future than the past. However,
studying history can help us better understand our own lives in

2. the context of the places we live and society in general. In
America, specifically, the government is
informed by its citizens. If the ideals of society shift, that shift
will eventually move throughout the different levels of
government, effecting widespread change.
For the projects in this course, you will select a historical event
that has impacted American society in some way. You may
select an event that was discussed in
the course, or you may select your own event, with instructor
approval. You may consider using the event you chose to work
on in your Perspectives in History
class, if that event is something you wish to investigate further
through this assessment.
In Project 1, you will develop a plan for an essay on this
historical event. The plan will include a brief description of the
selected historical event and the resources
you will use in your research. In addition, you will identify an
audience for your essay and decide how to communicate your
information to this audience. In
Project 2, you will write an essay analyzing the historical event
you selected, examining its impact on society as well as its
impact on you personally.
Project 1 addresses the following course outcomes:
y and secondary
sources in investigating foundational historic events
fundamental aspects of human history
critical questions related to historical narratives and
perspectives
Prompt

3. Your writing plan should answer the following prompt: Select a
historical event that has impacted American society. Develop a
plan for writing your essay,
describing the historical event, selecting appropriate resources
for your research, and identifying an audience for your essay.
The purpose of this writing plan is to
provide you with a way to gather your thoughts and begin
thinking about how to support your thesis statement. The
following critical elements will be assessed
in a 1- to 2-page word processing document.
1

4. Specifically, the following critical elements must be addressed:
I. Describe the historical event that you selected. Why is this
event significant?
II. Describe at least two secondary sources that you could use to
research your historical event. Your sources must be relevant to
your event and must be of
an appropriate academic nature. In your description, consider
questions such as: What are the similarities and differences in
the content of your sources?
What makes these sources appropriate and relevant for
investigating your event? What was your thought process when
you were searching for sources?
How did you make choices?
III. Describe at least two primary sources that you could use to
research your historical event. Your sources must be relevant to
your event and must be of
an appropriate academic nature. In your description, consider
questions such as: How do these sources relate to your
secondary sources? What do they
add to your understanding of the event? What makes them
appropriate and relevant for investigating your event?
IV. Based on your review of primary and secondary sources,
develop a research question related to the historical event you
selected. In other words, what
would you like to know more about?
V. Identify an audience that would be interested in your
historical event and research question. For example, who would
benefit most from hearing your

5. message?
VI. Describe how and why you can tailor your message to your
audience, providing specific examples. For example, will your
audience understand historical
terminology and principles associated with your event, or will
you need to explain these? How will you communicate
effectively with your audience?
Project 1 Rubric
Guidelines for Submission: Your writing plan should adhere to
the following formatting requirements: 1–2 pages, double-
spaced, using 12-point Times New
Roman font and one-inch margins.
Critical Elements Exemplary (100%) Proficient (85%) Needs
Improvement (55%) Not Evident (0%) Value
Historical Event Meets “Proficient” criteria, and
description is exceptionally
clear and contextualized
Describes selected historical
event and its significance
Describes selected historical
event and its significance, but
with gaps in detail or clarity
Does not describe selected
historical event and its
significance
15.8
2

7. Secondary Sources Meets “Proficient” criteria, and
description of resources
demonstrates strong
understanding of information
needed to investigate
foundational historic events
Describes at least two relevant

8. and appropriate secondary
sources that could be used to
research the historical event
Describes at least two
secondary sources that could
be used to research the
historical event, but with gaps
in appropriateness, relevance,
or detail
Does not describe at least two
secondary sources that could
be used to research the
historical event
15.8
Primary Sources Meets “Proficient” criteria, and
description of resources
demonstrates strong
understanding of information
needed to investigate
foundational historic events
Describes at least two relevant
and appropriate primary
sources that could be used to
research the historical event
Describes at least two primary
sources that could be used to
research the historical event,
but with gaps in
appropriateness, relevance, or
detail

9. Does not describe at least two
primary sources that could be
used to research the historical
event
15.8
Research Question Meets “Proficient” criteria, and
response demonstrates insight
into connection between
research and question
Develops research question
related to the selected
historical event based on
review of primary and
secondary sources
Develops research question
related to the selected
historical event, but question is
not based on review of
primary and secondary sources
Does not develop research
question related to the
selected historical event
15.8
Audience Meets “Proficient” criteria, and
identification of audience
demonstrates insight into
event and question

10. Identifies an audience that
would be interested in event
and research question
Identifies an audience that
would be interested in event
and research question, but
audience is not appropriate for
event and question
Does not identify an audience
that would be interested in
event and research question
15.8
Message Meets “Proficient” criteria, and
response demonstrates
sophisticated understanding of
how to effectively
communicate with specific
audience
Describes how and why
message can be tailored to
audience, providing specific
examples
Describes how and why
message can be tailored to
audience, but with gaps in
examples
Does not describe how and
why message can be tailored
to audience

11. 15.8
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
5.2
Total 100%
3

12. HIS 200 Project 1 Guidelines and RubricOverview Prompt
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MHW-512: Family Dynamics and Systems Worksheet 3
Scoring Guide
Grading Category
Points
Comments
The worksheet fully explains what is meant by a “parentified”
child in the film What's Eating Gilbert Grape.
0/10
The worksheet fully describes a family system that contributes
to a “parentified” child in the film What's Eating Gilbert Grape.
0/10
The worksheet fully explains example of a “parentified” child in
the film What's Eating Gilbert Grape.

14. In addition, the worksheet fully explains some of the issues the
child had to face, how he/she handled the issues, and the
parental effect on the child.
0/10
The worksheet fully explains the Four Horseman communication
styles (Criticism, Contempt, Defensiveness, and Stonewalling)
in relation to parenting by describing each and providing an
example.
0/10
The worksheet fully describes what the pursuer-distancer looks
like in a couple.
0/10
The worksheet fully provides an example of a pursuer-distancer
the student knows.
0/10
The worksheet fully recommends ways to break the pursuer-
distancer pattern.
0/10
The worksheet fully explains some of the parenting dynamics
and challenges of the following parenting types:
· Married parents
· Single parents
· Divorced parents
· Step parents
· Same-sex parents
0/20
Total
0/90

15. ©2016. Grand Canyon University. All Rights Reserved.
MHW-512 Family Dynamics and Systems Worksheet 3
As a mental health worker, it is essential to understand the
family systems: Individuals and their roles and boundaries. This
assignments will help you understand how to analyze a family
system.
Cite two to four sources (in addition to the textbook) to support
your answers.
After viewing the What’s Eating Gilbert Grape film and reading
the “What’s Eating Gilbert Grape Case Study,” answer the
following prompts:
Explain what is meant by a “parentified” child. (50-75 words):
Describe a family system that contributes to a “parentified”
child. (100-150 words):
Explain an example of a “parentified” child in the film What’s
Eating Gilbert Grape. What were some of the issues this child
had to face? How did this child handle the issues? Explain the
parental effect on this child (150-200 words):
After reading "The Four Horseman: Criticism, Contempt,
Defensiveness, and Stonewalling," by Lisitsa, from The
Gottsman Institute, answer the following prompts:
Explain the Four Horseman communication styles in relation to
parenting by describing each and providing an example (75-100

16. words each):
Criticism:
Contempt:
Defensiveness:
Stonewalling:
Explain what is meant by pursuer-distancer dynamics in
couples:
Describe what the pursuer-distancer looks like in a couple. (50-
75 words).
Provide an example of a pursuer-distancer you know (50-75
words):
Recommend ways to break the pursuer-distancer pattern (75-100
words):
Next, list some of the parenting dynamics and challenges of the
following parenting types (75-100 words each):
Married parents:
Single parents:
Divorced parents:
Step parents:
Same-sex parents:
© 2016. Grand Canyon University. All Rights Reserved.
© 2016. Grand Canyon University. All Rights Reserved.