Brittany__Cavin_HIS_200__Applied_History (4)
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Southern New Hampshire University *
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Jan 9, 2024
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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?
I don't think the events of the 1960s were a prerequisite for the women's movement. I think it
has created an atmosphere where more women participate than would otherwise be the case.
However, I believe that the presence of women in the world of work and education has natu-
rally led to the development and demand for these jobs. So in terms of your question, I think
social unrest made things interesting, but no, it couldn't have happened anyway.
Module 4 Short Responses – Question 6
Simone de Beauvoir was the intellectual founder of the women's liberation movement.
Tailor
this thesis statement into a message suitable for an audience of high school history stu-
dents.
Simone de Beauvoir is a French feminist philosopher who founded the women's liberation
movement. Her life was dedicated to challenging traditional gender roles and advocating for
women's rights. It is important for high school history students to understand its impact on
modern society.
Simone de Beauvoir was born in Paris in 1908 and is best known for The Second Sex, pub-
lished in 1949. This book is a groundbreaking work of feminist theory in which de Beauvoir
argued that women are treated as second-class citizens in society and that this must change.
Her work had a major impact on the women's liberation movement and helped shape the
movement's discourse and the goals of its supporters. De Beauvoir wrote books, essays, and
articles on a variety of topics, including thoughts on gender, sexuality, and politics. Her work
had a major impact on the field of feminist philosophy and remains relevant today. Her ideas
have been used to challenge traditional gender roles and advocate for women's rights.
High school history students should also understand the importance of Beauvoir and his im-
pact on the modern world. Her work helped shape the discourse of the women's liberation
movement and drew attention to women's inequality. His ideas are still relevant and his influ-
ence is still felt in the fight for equality. Simone de Beauvoir was a groundbreaking feminist
philosopher who left a lasting impression on modern society. Her work helped shape the dis-
course of the women's liberation movement and drew attention to women's inequality. By un-
derstanding de Beauvoir's ideas and influence, high school history students can better under-
stand the struggle for gender equality.
In conclusion, Simone de Beauvoir was an outstanding thinker and philosopher who left a
lasting legacy to the world. Her work had a huge impact on the struggle for women's rights,
and her ideas are still relevant today. As students of history, we need to understand the impor-
tance of Beauvoir and his impact on the modern world. Simone de Beauvoir was an inspiring
and influential thinker and an important figure in the history of the women's liberation move-
ment. By understanding her thoughts and legacy, high school students can understand the
struggle for gender equality.
Module 4 Short Responses – Question 7
The women's movement's focus on issues related to sexual freedom, including reproductive
rights, galvanized support among many younger women, but it cost the movement support
among many older and more socially conservative women.
Tailor this message for an audi-
ence consisting of students in a Women's Studies class.
The women's movement fought for the right to hold public office, vote and participate in all
areas of society.
It was an uphill battle to win and succeed. Women's groups disagreed when discussing sensi-
tive topics such as sexual and reproductive rights.
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Some older traditional women have different views on sexual and reproductive freedom.
Some women broke away, and these different views created a movement for change.
Women have been fighting for decades for equal rights in the workplace. Without the efforts
of these women, we would not have the right to vote or receive a salary. Laws have been
passed allowing mothers to spend more time at home caring for their young children. The
women's rights movement and Roe v. Wade are largely responsible for the existence of repro-
ductive rights today. Women gained sexual freedom, which led to the disappearance of some
of the more experienced and traditional women who participated in the movement. The
courage and determination of the women who started the fight for equal rights are responsible
for the way we now enjoy those rights.