Brittany__Cavin_HIS_200__Applied_History (4)

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Southern New Hampshire University *

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200

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Arts Humanities

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Jan 9, 2024

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docx

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4

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Module 4 Short Responses – Question 1 1. Your best friend 2. People reading a newspaper editorial you've written 3. Your professor 4. The audience at a conference where you are presenting 1. When I have to show a post to my best friend, she doesn't have to review my work. The tone of this communication is not formal, except informally to encourage my friend to con- tribute in some way to my work. The information I send to my friend is not a detailed text, but rather an outline of the content of the essay. Recommending a friend suggests areas that are most important to your friend or simply identifies areas where you need their input. I wouldn't necessarily recommend other areas where I feel more comfortable to friends. Before giving the teacher the floor, she wants to identify the areas she feels are not being adequately addressed so her friend can help. 2. Editorials focus on changes that can be made to information before it is published. For this person, time is formal, which is explained by the fact that the writer wants to feel competent and, in essence, really confident. The text should be as interesting as possible to ensure that it attracts these people and captures the attention of the essay's intended audience. The main concern of these groups of people is the direction for possible corrections before the informa- tion is published. 3. When introducing a teacher, your tone is formal and professional. This is to focus the teacher's attention so that I can understand the concepts that will be included in the essay. It also reduces the time teachers need to read papers. The essay is written to be detailed in na- ture, excluding the details requested by the teacher. In the task, the teacher tries to understand the concepts that will be included in the text. Perhaps they will have a schedule to decide in advance what to include in the post and compare it to what is presented. 4. The tone of the presentation will again be formal as the team is made up of elites who are well trained and have a keen eye for detail. The essay contains a lot of detailed information and explanations about some of the decisions that were made and why some were recom- mended over others. The presentation is structured to be as interesting as possible to capture the audience's attention. The main issue that the group considers during the presentation is the ability to communicate effectively and understand the assigned concepts. The presentation ends with a score. This makes the team an important part and requires thorough preparation before the presentation. Module 4 Short Responses – Question 2 Consider how your audience might influence the information you include in an histori- cal analysis essay about the Women's Suffrage Movement. What audience would be most interested in reading about the women's movement? How would you tailor your presentation to that audience? What message would be most ap- propriate for this audience? 1. The readers most interested in reading about the women's movement are those who want equal rights for all people, regardless of gender. This audience wants to learn more about the struggles and successes of the women's suffrage movement and better understand how far we've come and how far we still have to go. 2. I will begin my presentation to the audience by focusing on the progress made since the women's suffrage movement and informing them of the work that remains to be done. I will also focus on the stories of individual women involved in the movement to personalize the experience and show that these are real people fighting for their rights.
3. The most appropriate message for this audience would be one of hope and determination. I want to show that although the women's suffrage movement was a long and difficult struggle, it ultimately won important rights for women. This message inspires the public to continue the fight for equality and justice. Module 4 Short Responses – Question 3 Let's say the intended audience for your historical analysis essay about the legal battle for women's suffrage is a group of civil rights lawyers. How would you explain the legal background of the Constitution and the Nineteenth Amendment? How would this ap- proach compare and contrast to an audience of high school students? To this group of civil rights activists, I will detail the legal foundations of the Constitution and the 19th Amendment, citing key cases and landmark decisions that shaped the legal land- scape of women's suffrage. I would also like to explain the legal implications of the 19th Amendment, including the federal government's role in protecting and enforcing the amend- ment and how it can be used to challenge laws that deny women's rights. For a high school audience, I would like to explain the legal basis of the Constitution and the 19th Amendment in a general, simplified way. I will explain the legal framework in which the amendment was adopted and the main legal circumstances and important decisions that led to its adoption. I would also like to discuss the implications of the 19th Amendment, including the federal gov- ernment's role in protecting and enforcing the amendment and how it can be used to chal- lenge laws that deny women's rights. Module 4 Short Responses – Question 4 Was President Kennedy's decision to support the Equal Rights Amendment a necessary cause for the amendment's passage by Congress? President Kennedy's decision to support the Equal Rights Amendment made it necessary for Congress to pass it. Before her election, there was a debate about women's suffrage, advocat- ing full suffrage for African women. As a result, most movements at the time supported pro- posals to enfranchise African-American men. Suffrage activists like Susan Anthony were branded as racists for not supporting voting rights for African-American men, and their ac- tions were ignored by the government. So Kennedy, who was elected by the unions, had to be cautious in supporting the Equal Rights Amendment. From 1923, the ERA was opposed by both the left and right wings of the government. The opposition is based on the fact that unions and movements believe that the Equal Rights Amendment will affect their activities. So when President Kennedy was elected president in 1960, he supported the ERA and the unions that elected him. However, his support for the amendment was suppressed or silenced to avoid an interesting debate between the two movements. He later signed an executive or- der banning gender discrimination in the federal public service. He also created the Presi- dent's Commission, which was responsible for the passage of the Equal Pay Act of 1963. Therefore, his decision to support the Equal Rights Amendment was instrumental in getting it passed by Congress. Their continued presence in Congress until 1923 demonstrated that pow- erful forces were needed to influence ratification of the amendment and to grant equal rights to men and women under the law. Module 4 Short Responses – Question 5 Was the social tumult of the 1960s a necessary cause of the women's liberation move- ment?
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