[Solved] History – American history Global Awareness Assignment

Assignment Prompt & Instructions

– ## GLOBALASSIGNMENT.docx **## GLOBALASSIGNMENT.docx** Global Awareness Assignment Purpose This assignment asks you to demonstrate the course competency of **Global Awareness** by explaining how local, regional, national, and global events influenced the interactions between different groups of people in American history. The practice of contextualization is not only a critical skill that professional historians use every day, it is a skill that is essential to functioning as a well-informed citizen in society today. In this assignment, you will choose two demographic groups and explain how national or global events impacted the relationship between the two groups. Learning Outcomes The purpose of this assignment is to demonstrate your knowledge of the interrelatedness of local, global, international, and intercultural issues, trends, and systems. You are required to analyze the debates over the admission of African Americans into the Army Air Corps during World War II. You must consider the opposition of the U.S. Army and former Secretary of the Army, Kenneth C. Royall, to Executive Order 9981 which desegregated the armed forces. Kenneth Royall went so far to say in 1949 that the army “was not an instrument for social evolution.” Additionally, evaluate how international and/or domestic events shaped the debate over desegregation of the military in the United States. Evaluation Process: · Describe how historical context shapes group interactions. For example, how does your thesis address the views of both supporters and opponents of Executive Order 9981. · Explain the interrelationship of events on the local, regional, national, and/or global levels. For example, the belief that "African Americans fought for freedom at home and abroad during World War II." · Use primary sources together with prior knowledge to engage in critical thinking about a topic within the historical context. Assignment Tasks In between 1,200 to 1,500 words, use and analyze the article written by Gropman, A. L. on "Tuskegee Airmen", Kenneth C. Royall's quote, "the army was not an instrument for social evolution", course notes, and information from chapter 24 to answer the following prompt: What does the article reveal about the treatment of African Americans during World War II? What could the United States government could have done different to prevent anomalies committed against African Americans in the armed forces? And, do you think that African Americans were fighting for freedom not only abroad but at home? If so, explain. Please click on the link below to access article: Gropman, A. L. (1996). Tuskegee Airmen. _Air Force Magazine (March 1996)_, 52-56. [Tuskegee AirmenLinks to an external site.](https://www.airandspaceforces.com/PDF/MagazineArchive/Documents/1996/March%201996/0396tuskegee.pdf) Optional Additional Resources: [African Americans Online ArticleLinks to an external site.](https://www.nationalww2museum.org/war/articles/african-americans-fought-freedom-home-and-abroad-during-world-war-ii) Criteria · **Argument:** Does your paper have a clear, singular, specific argument that answers the question? · **Evidence**: Do you use all of the relevant evidence to defend your argument? · **Organization**: Does your paper have a logical structure and use clear topic sentences and transitions? · **Clarity**: Is your prose efficient, crisp and polished, free of excessive passive voice or distracting spelling or grammatical errors? **Formatting**: · 12-pt., Times New Roman font, double-spaced · 1” margins · 1200-1500 words (4-5 full, double-spaced pages) · **Make sure you stay below 15% plagiarism** **APA** Style You must provide 4-5 references. One must be from your textbook and one from the article provided. Submit your completed assignment in Canvas. No essays will be accepted through FIU email. Essay will be reviewed for plagiarism in " **Turn-it-in**". Rubric **Global Awareness Rubric 1** | | | | | | — | — | — | — | | Global Awareness Rubric 1 | | **Criteria** | **Ratings** | **Pts** | | This criterion is linked to a Learning OutcomeFocus<br>Does the submission follow instructions? | | | | | | | — | — | — | — | | **30 to >27.0 pts**<br>**Full Marks**<br>The paper completely addresses the prompt. It has a singular, clear, and concise argument that answers the question. | **27 to >24.0 pts**<br>**Acceptable**<br>The paper generally addresses the prompt. It provides an argument that answers the question. | **24 to >21.0 pts**<br>**Developing**<br>Attempts to address the prompt, but ideas are unclear. Argument is limited. | **21 to >0 pts**<br>**Unsatisfactory**<br>Does not attempt to address the prompt or ideas are unoriginal. Argument provided is weak and unclear. | | 30 pts | | This criterion is linked to a Learning OutcomeEvidence<br>Does the paper contain sufficient examples to support thesis? | | | | | | | — | — | — | — | | **35 to >32.0 pts**<br>**Full Marks**<br>The paper contains 3 or more clear examples that offer compelling support for the thesis. Paper provides 4 to 5 reliable references. | **32 to >28.0 pts**<br>**Acceptable**<br>The paper contains 3 or more clear examples that offer moderate support for the thesis. Paper provides 3 reliable references. | **28 to >24.0 pts**<br>**Developing**<br>The paper contains 2 or more clear examples that offer some support for the thesis. Paper provides 2 reliable references. | **24 to >0 pts**<br>**Unsatisfactory**<br>The paper contains one example or less. Paper does not provide any references. | | 35 pts | | This criterion is linked to a Learning OutcomeExplanation<br>Does the paper provide sufficient explanation for why the examples support the thesis? | | | | | | | — | — | — | — | | **35 to >32.0 pts**<br>**Full Marks**<br>The paper's explanations are consistently convincing. Paper contains a logical structure and polished topic sentences. | **32 to >28.0 pts**<br>**Acceptable**<br>The paper's explanations are mostly convincing. Paper contains a concise structure and clear topic sentences. | **28 to >24.0 pts**<br>**Developing**<br>The paper's explanations are sometimes convincing. Paper contains a limited structure and topic sentences. | **24 to >0 pts**<br>**Unsatisfactory**<br>No attempt is made to explain how evidence supports the thesis. Paper does not contain a clear structure and very limited use of topic sentences. | | 35 pts | | Total Points: 100 | [**PREVIOUS**](https://fiu.instructure.com/courses/185035/modules/items/8358914) **## GLOBALASSIGNMENT.docx** Global Awareness Assignment Purpose This assignment asks you to demonstrate the course competency of **Global Awareness** by explaining how local, regional, national, and global events influenced the interactions between different groups of people in American history. The practice of contextualization is not only a critical skill that professional historians use every day, it is a skill that is essential to functioning as a well-informed citizen in society today. In this assignment, you will choose two demographic groups and explain how national or global events impacted the relationship between the two groups. Learning Outcomes The purpose of this assignment is to demonstrate your knowledge of the interrelatedness of local, global, international, and intercultural issues, trends, and systems. You are required to analyze the debates over the admission of African Americans into the Army Air Corps during World War II. You must consider the opposition of the U.S. Army and former Secretary of the Army, Kenneth C. Royall, to Executive Order 9981 which desegregated the armed forces. Kenneth Royall went so far to say in 1949 that the army “was not an instrument for social evolution.” Additionally, evaluate how international and/or domestic events shaped the debate over desegregation of the military in the United States. Evaluation Process: · Describe how historical context shapes group interactions. For example, how does your thesis address the views of both supporters and opponents of Executive Order 9981. · Explain the interrelationship of events on the local, regional, national, and/or global levels. For example, the belief that "African Americans fought for freedom at home and abroad during World War II." · Use primary sources together with prior knowledge to engage in critical thinking about a topic within the historical context. Assignment Tasks In between 1,200 to 1,500 words, use and analyze the article written by Gropman, A. L. on "Tuskegee Airmen", Kenneth C. Royall's quote, "the army was not an instrument for social evolution", course notes, and information from chapter 24 to answer the following prompt: What does the article reveal about the treatment of African Americans during World War II? What could the United States government could have done different to prevent anomalies committed against African Americans in the armed forces? And, do you think that African Americans were fighting for freedom not only abroad but at home? If so, explain. Please click on the link below to access article: Gropman, A. L. (1996). Tuskegee Airmen. _Air Force Magazine (March 1996)_, 52-56. [Tuskegee AirmenLinks to an external site.](https://www.airandspaceforces.com/PDF/MagazineArchive/Documents/1996/March%201996/0396tuskegee.pdf) Optional Additional Resources: [African Americans Online ArticleLinks to an external site.](https://www.nationalww2museum.org/war/articles/african-americans-fought-freedom-home-and-abroad-during-world-war-ii) Criteria · **Argument:** Does your paper have a clear, singular, specific argument that answers the question? · **Evidence**: Do you use all of the relevant evidence to defend your argument? · **Organization**: Does your paper have a logical structure and use clear topic sentences and transitions? · **Clarity**: Is your prose efficient, crisp and polished, free of excessive passive voice or distracting spelling or grammatical errors? **Formatting**: · 12-pt., Times New Roman font, double-spaced · 1” margins · 1200-1500 words (4-5 full, double-spaced pages) · **Make sure you stay below 15% plagiarism** **APA** Style You must provide 4-5 references. One must be from your textbook and one from the article provided. Submit your completed assignment in Canvas. No essays will be accepted through FIU email. Essay will be reviewed for plagiarism in " **Turn-it-in**". Rubric **Global Awareness Rubric 1** | | | | | | — | — | — | — | | Global Awareness Rubric 1 | | **Criteria** | **Ratings** | **Pts** | | This criterion is linked to a Learning OutcomeFocus<br>Does the submission follow instructions? | | | | | | | — | — | — | — | | **30 to >27.0 pts**<br>**Full Marks**<br>The paper completely addresses the prompt. It has a singular, clear, and concise argument that answers the question. | **27 to >24.0 pts**<br>**Acceptable**<br>The paper generally addresses the prompt. It provides an argument that answers the question. | **24 to >21.0 pts**<br>**Developing**<br>Attempts to address the prompt, but ideas are unclear. Argument is limited. | **21 to >0 pts**<br>**Unsatisfactory**<br>Does not attempt to address the prompt or ideas are unoriginal. Argument provided is weak and unclear. | | 30 pts | | This criterion is linked to a Learning OutcomeEvidence<br>Does the paper contain sufficient examples to support thesis? | | | | | | | — | — | — | — | | **35 to >32.0 pts**<br>**Full Marks**<br>The paper contains 3 or more clear examples that offer compelling support for the thesis. Paper provides 4 to 5 reliable references. | **32 to >28.0 pts**<br>**Acceptable**<br>The paper contains 3 or more clear examples that offer moderate support for the thesis. Paper provides 3 reliable references. | **28 to >24.0 pts**<br>**Developing**<br>The paper contains 2 or more clear examples that offer some support for the thesis. Paper provides 2 reliable references. | **24 to >0 pts**<br>**Unsatisfactory**<br>The paper contains one example or less. Paper does not provide any references. | | 35 pts | | This criterion is linked to a Learning OutcomeExplanation<br>Does the paper provide sufficient explanation for why the examples support the thesis? | | | | | | | — | — | — | — | | **35 to >32.0 pts**<br>**Full Marks**<br>The paper's explanations are consistently convincing. Paper contains a logical structure and polished topic sentences. | **32 to >28.0 pts**<br>**Acceptable**<br>The paper's explanations are mostly convincing. Paper contains a concise structure and clear topic sentences. | **28 to >24.0 pts**<br>**Developing**<br>The paper's explanations are sometimes convincing. Paper contains a limited structure and topic sentences. | **24 to >0 pts**<br>**Unsatisfactory**<br>No attempt is made to explain how evidence supports the thesis. Paper does not contain a clear structure and very limited use of topic sentences. | | 35 pts | | Total Points: 100 | [**PREVIOUS**](https://fiu.instructure.com/courses/185035/modules/items/8358914)