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Jacksonian Era
History 200 Applied History
SNHU
Terrell McGhee
7/11/2021
Jacksonian Era
Topic
The historical event I chose for this assignment is the
Jacksonian era, also known as the Era of the Common Man. The
Jacksonian era was ushered in by the United States President
Andrew Jackson between 1829 to 1837. This era was
characterized by a spirit of democracy where it promoted an
equal political policy. The era of the common man led to the
rise of the Jacksonian Democracy, which expanded the right to
vote for the American people, especially the white men who
were over twenty-one years (Blair, 2019). This era also resulted
in the widening of the participation of the American citizens on
matters of the government. It also resulted in the strengthening
of the United States presidential powers and that of the
executive branch.
Secondary Sources
The type of secondary sources that I choose for this assignment
are journal articles analyzing the Jacksonian era. The first
article is Vagabond Voters and Racial Suffrage in the
Jacksonian era. The second one is The High Price of Living:
The Lives of Insolvent Laborers in Jacksonian-Era (McCoy,
2017). I choose these articles because they both address how the
Jacksonian era impacted the state of Pennsylvania. Although
there is a similarity in terms of the state being studied, there is
a significant difference in what is addressed in this article. One
article addresses the living and material conditions of the
workers during this era, and the other addresses the voting
rights of the black people and the voters who were moving from
one state to another. These articles are appropriate because they
address the living conditions of the American citizens under the
Jacksonian era and the suffrage rights of the African Americans.
My thought process involved choosing an article that evaluates
the jacksonian era in a particular state. I then narrowed my
search to ensure that I got an article that addresses living
conditions and voting rights. I made my choice after finding the
articles which met the requirements of having the same state
and addressing both the living conditions and voting rights.
Research Question
What impact did the Jacksonian democracy have on the political
and social sectionalism in the American Society between 1824
to 1864?
References
Blair, W. A. (2019). Vagabond Voters and Racial Suffrage in
Jacksonian-Era Pennsylvania. Journal of the civil war era, 9(4),
569-587.
McCoy, M. B. (2017). “The High Price of Living”: The Lives of
Insolvent Laborers in Jacksonian-Era Cumberland County,
Pennsylvania, 1815–1842. Pennsylvania History, 84(2), 171-
213.
The A.R.I.A Test Worksheet
The following questions will help you determine whether or not
your source is reliable. Answer each of the questions for each
category below. Once you’ve answered each question in a
category, assign the category a numerical score based on the
number of points indicated in parentheses next to the category,
with 1 meaning the source does not meet the criteria of the
category at all and the highest possible score meaning the
source meets the criteria of the category excellently. Then, add
up the scores to determine whether the source passes the
(A.R.I.A.) test!
Source Title:
Category 1: Accuracy (15 points) Category 1 Score:
· Is the information supported by evidence and references?
· Has the information been peer-reviewed?
· Is the source professional in appearance and free of errors?
Category 2: Relevance (10 points) Category 2 Score:
· Does the information relate to your project?
· Have you looked at a variety other sources? Do other sources
meet your needs more effectively?
· Who is the intended audience of the source?
Category 3: Intent (10 points) Category 3 Score:
· What is the author’s purpose? To inform? Persuade?
Entertain?
· Is the information fact or opinion?
· Does the point of view seem to be objective or biased?
Category 4: Authority (15 points) Category 4 Score:
· Who is the author?
· What are the author’s credentials or organizational
affiliations?
· Is the source published by a reputable organization?
Understanding your score:
Below 30: Unacceptable
30-34: Questionable
35-39: Average
40-44: Good
45-50: Excellent
TOTAL SCORE:
HIS 200 Writing Plan Progress Check 3 Guidelines and Rubric
Overview: Throughout Modules Three and Four, you have
continued to work on your Project 1: Writing Plan assignment,
which you will formally submit for
completion at the end of Module Four of the course. This
progress check assignment provides you with an important
opportunity to get valuable instructor
feedback on the progress you are making and to ensure you are
on the right track for your later submission.
Prompt: Module Three: Communicating Historical Ideas has
considered how historians communicate their message to a
specific audience. Return to your
submission for Progress Check 2 and identify an audience that
would be interested in your event and research question and
describe how and why you would
tailor your message to that audience. You will also describe
primary and secondary sources you could use to research your
historical event.
Specifically, in this assignment, you will submit the following
elements of your Project 1: Writing Plan for review by your
instructor:
In Module Three: Communicating Historical Ideas, Learning
Block 3-4 (page 2) in the webtext, you completed the following
element:
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 them 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?
In Module Three: Communicating Historical Ideas, Learning
Block 3-4 (page 3) in the webtext, you worked toward the
following element:
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?
Create a thesis statement based on your research question. This
will help you address these two critical elements later on:
V. Identify an audience that would be interested in your
historical event and research question. For example, who would
benefit most from hearing your
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?
Please note that the numbering included above directly aligns
with the numbering of these elements as they are presented in
the Project 1 Guidelines and
Rubric. You will need to add finishing touches to this progress
check submission to prepare your final writing plan for
submission in Module Four.
Terrell McGhee
Highlight
Rubric
Guidelines for Submission: The Writing Plan Progress Check 3
must be submitted as a 1-page Microsoft Word document with
double spacing, 12-point Times
New Roman font, and one-inch margins. Follow the formatting
of the example included in Module Three: Communicating
Historical Ideas, learning block 3-4
(page 3) in the webtext and include identifying information
(name, course code and title, assignment title, name of
university, and date) as well as section
headings (preliminary writing plan, sources, thesis statement) as
appropriate.
Critical Elements Proficient (100%) Needs Improvement (75%)
Not Evident (0%) Value
Historical Event 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
5
Secondary Sources Describes at least two relevant
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
20
Primary Sources 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
Does not describe at least two
primary sources that could be
used to research the historical
event
20
Research 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
20
Thesis Meets criteria for “Proficient” and
supports thesis with evidence
from sources
Develops a thesis statement
related to the research question
Does not develop a thesis
statement
25
Articulation of Response 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
10
Total 100%
Terrell McGhee
HighlightHIS 200 Writing Plan Progress Check 3 Guidelines
and RubricRubricAccessibility ReportFilename: HIS 200
Writing Plan Progress Check 3 Guidelines and Rubric.pdfReport
created by: Organization:
[Enter personal and organization information through the
Preferences > Identity dialog.]
Summary
The checker found no problems in this document.Needs manual
check: 2Passed manually: 0Failed manually: 0Skipped: 1Passed:
29Failed: 0
Detailed ReportDocumentRule
NameStatusDescriptionAccessibility permission
flagPassedAccessibility permission flag must be setImage-only
PDFPassedDocument is not image-only PDFTagged
PDFPassedDocument is tagged PDFLogical Reading
OrderNeeds manual checkDocument structure provides a logical
reading orderPrimary languagePassedText language is
specifiedTitlePassedDocument title is showing in title
barBookmarksPassedBookmarks are present in large
documentsColor contrastNeeds manual checkDocument has
appropriate color contrastPage ContentRule
NameStatusDescriptionTagged contentPassedAll page content is
taggedTagged annotationsPassedAll annotations are taggedTab
orderPassedTab order is consistent with structure
orderCharacter encodingPassedReliable character encoding is
providedTagged multimediaPassedAll multimedia objects are
taggedScreen flickerPassedPage will not cause screen
flickerScriptsPassedNo inaccessible scriptsTimed
responsesPassedPage does not require timed
responsesNavigation linksPassedNavigation links are not
repetitiveFormsRule NameStatusDescriptionTagged form
fieldsPassedAll form fields are taggedField
descriptionsPassedAll form fields have descriptionAlternate
TextRule NameStatusDescriptionFigures alternate
textPassedFigures require alternate textNested alternate
textPassedAlternate text that will never be readAssociated with
contentPassedAlternate text must be associated with some
contentHides annotationPassedAlternate text should not hide
annotationOther elements alternate textPassedOther elements
that require alternate textTablesRule
NameStatusDescriptionRowsPassedTR must be a child of Table,
THead, TBody, or TFootTH and TDPassedTH and TD must be
children of TRHeadersPassedTables should have
headersRegularityPassedTables must contain the same number
of columns in each row and rows in each
columnSummarySkippedTables must have a summaryListsRule
NameStatusDescriptionList itemsPassedLI must be a child of
LLbl and LBodyPassedLbl and LBody must be children of
LIHeadingsRule NameStatusDescriptionAppropriate
nestingPassedAppropriate nestingBack to Top

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13Jacksonian EraHistory 200 Applied HistorySNHU T

  • 1. 1 3 Jacksonian Era History 200 Applied History SNHU Terrell McGhee 7/11/2021 Jacksonian Era Topic The historical event I chose for this assignment is the Jacksonian era, also known as the Era of the Common Man. The Jacksonian era was ushered in by the United States President Andrew Jackson between 1829 to 1837. This era was characterized by a spirit of democracy where it promoted an equal political policy. The era of the common man led to the rise of the Jacksonian Democracy, which expanded the right to vote for the American people, especially the white men who were over twenty-one years (Blair, 2019). This era also resulted in the widening of the participation of the American citizens on matters of the government. It also resulted in the strengthening of the United States presidential powers and that of the executive branch. Secondary Sources The type of secondary sources that I choose for this assignment are journal articles analyzing the Jacksonian era. The first article is Vagabond Voters and Racial Suffrage in the Jacksonian era. The second one is The High Price of Living: The Lives of Insolvent Laborers in Jacksonian-Era (McCoy, 2017). I choose these articles because they both address how the Jacksonian era impacted the state of Pennsylvania. Although there is a similarity in terms of the state being studied, there is a significant difference in what is addressed in this article. One
  • 2. article addresses the living and material conditions of the workers during this era, and the other addresses the voting rights of the black people and the voters who were moving from one state to another. These articles are appropriate because they address the living conditions of the American citizens under the Jacksonian era and the suffrage rights of the African Americans. My thought process involved choosing an article that evaluates the jacksonian era in a particular state. I then narrowed my search to ensure that I got an article that addresses living conditions and voting rights. I made my choice after finding the articles which met the requirements of having the same state and addressing both the living conditions and voting rights. Research Question What impact did the Jacksonian democracy have on the political and social sectionalism in the American Society between 1824 to 1864? References Blair, W. A. (2019). Vagabond Voters and Racial Suffrage in
  • 3. Jacksonian-Era Pennsylvania. Journal of the civil war era, 9(4), 569-587. McCoy, M. B. (2017). “The High Price of Living”: The Lives of Insolvent Laborers in Jacksonian-Era Cumberland County, Pennsylvania, 1815–1842. Pennsylvania History, 84(2), 171- 213. The A.R.I.A Test Worksheet The following questions will help you determine whether or not your source is reliable. Answer each of the questions for each category below. Once you’ve answered each question in a category, assign the category a numerical score based on the number of points indicated in parentheses next to the category, with 1 meaning the source does not meet the criteria of the category at all and the highest possible score meaning the source meets the criteria of the category excellently. Then, add up the scores to determine whether the source passes the (A.R.I.A.) test! Source Title: Category 1: Accuracy (15 points) Category 1 Score: · Is the information supported by evidence and references? · Has the information been peer-reviewed? · Is the source professional in appearance and free of errors? Category 2: Relevance (10 points) Category 2 Score: · Does the information relate to your project? · Have you looked at a variety other sources? Do other sources meet your needs more effectively?
  • 4. · Who is the intended audience of the source? Category 3: Intent (10 points) Category 3 Score: · What is the author’s purpose? To inform? Persuade? Entertain? · Is the information fact or opinion? · Does the point of view seem to be objective or biased? Category 4: Authority (15 points) Category 4 Score: · Who is the author? · What are the author’s credentials or organizational affiliations? · Is the source published by a reputable organization? Understanding your score: Below 30: Unacceptable 30-34: Questionable 35-39: Average 40-44: Good 45-50: Excellent TOTAL SCORE: HIS 200 Writing Plan Progress Check 3 Guidelines and Rubric Overview: Throughout Modules Three and Four, you have
  • 5. continued to work on your Project 1: Writing Plan assignment, which you will formally submit for completion at the end of Module Four of the course. This progress check assignment provides you with an important opportunity to get valuable instructor feedback on the progress you are making and to ensure you are on the right track for your later submission. Prompt: Module Three: Communicating Historical Ideas has considered how historians communicate their message to a specific audience. Return to your submission for Progress Check 2 and identify an audience that would be interested in your event and research question and describe how and why you would tailor your message to that audience. You will also describe primary and secondary sources you could use to research your historical event. Specifically, in this assignment, you will submit the following elements of your Project 1: Writing Plan for review by your instructor: In Module Three: Communicating Historical Ideas, Learning Block 3-4 (page 2) in the webtext, you completed the following element: 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 them appropriate and relevant for
  • 6. 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? In Module Three: Communicating Historical Ideas, Learning Block 3-4 (page 3) in the webtext, you worked toward the following element: 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? Create a thesis statement based on your research question. This will help you address these two critical elements later on: V. Identify an audience that would be interested in your historical event and research question. For example, who would benefit most from hearing your 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
  • 7. you need to explain these? How will you communicate effectively with your audience? Please note that the numbering included above directly aligns with the numbering of these elements as they are presented in the Project 1 Guidelines and Rubric. You will need to add finishing touches to this progress check submission to prepare your final writing plan for submission in Module Four. Terrell McGhee Highlight Rubric Guidelines for Submission: The Writing Plan Progress Check 3 must be submitted as a 1-page Microsoft Word document with double spacing, 12-point Times New Roman font, and one-inch margins. Follow the formatting of the example included in Module Three: Communicating Historical Ideas, learning block 3-4 (page 3) in the webtext and include identifying information (name, course code and title, assignment title, name of university, and date) as well as section headings (preliminary writing plan, sources, thesis statement) as appropriate. Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value
  • 8. Historical Event 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 5 Secondary Sources Describes at least two relevant 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 20 Primary Sources Describes at least two relevant and appropriate primary sources that could be used to research the historical event
  • 9. Describes at least two primary sources that could be used to research the historical event, but with gaps in appropriateness, relevance, or detail Does not describe at least two primary sources that could be used to research the historical event 20 Research 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 20 Thesis Meets criteria for “Proficient” and supports thesis with evidence from sources Develops a thesis statement related to the research question
  • 10. Does not develop a thesis statement 25 Articulation of Response 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 10 Total 100% Terrell McGhee HighlightHIS 200 Writing Plan Progress Check 3 Guidelines and RubricRubricAccessibility ReportFilename: HIS 200 Writing Plan Progress Check 3 Guidelines and Rubric.pdfReport created by: Organization: [Enter personal and organization information through the Preferences > Identity dialog.]
  • 11. Summary The checker found no problems in this document.Needs manual check: 2Passed manually: 0Failed manually: 0Skipped: 1Passed: 29Failed: 0 Detailed ReportDocumentRule NameStatusDescriptionAccessibility permission flagPassedAccessibility permission flag must be setImage-only PDFPassedDocument is not image-only PDFTagged PDFPassedDocument is tagged PDFLogical Reading OrderNeeds manual checkDocument structure provides a logical reading orderPrimary languagePassedText language is specifiedTitlePassedDocument title is showing in title barBookmarksPassedBookmarks are present in large documentsColor contrastNeeds manual checkDocument has appropriate color contrastPage ContentRule NameStatusDescriptionTagged contentPassedAll page content is taggedTagged annotationsPassedAll annotations are taggedTab orderPassedTab order is consistent with structure orderCharacter encodingPassedReliable character encoding is providedTagged multimediaPassedAll multimedia objects are taggedScreen flickerPassedPage will not cause screen flickerScriptsPassedNo inaccessible scriptsTimed responsesPassedPage does not require timed responsesNavigation linksPassedNavigation links are not repetitiveFormsRule NameStatusDescriptionTagged form fieldsPassedAll form fields are taggedField descriptionsPassedAll form fields have descriptionAlternate TextRule NameStatusDescriptionFigures alternate textPassedFigures require alternate textNested alternate textPassedAlternate text that will never be readAssociated with contentPassedAlternate text must be associated with some contentHides annotationPassedAlternate text should not hide annotationOther elements alternate textPassedOther elements that require alternate textTablesRule
  • 12. NameStatusDescriptionRowsPassedTR must be a child of Table, THead, TBody, or TFootTH and TDPassedTH and TD must be children of TRHeadersPassedTables should have headersRegularityPassedTables must contain the same number of columns in each row and rows in each columnSummarySkippedTables must have a summaryListsRule NameStatusDescriptionList itemsPassedLI must be a child of LLbl and LBodyPassedLbl and LBody must be children of LIHeadingsRule NameStatusDescriptionAppropriate nestingPassedAppropriate nestingBack to Top