Madeline__Rivera_HIS_200__Applied_History (5)

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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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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 If I were writing for my closest buddy, I would write informally. Additionally, this writing would not be scholarly, and I would only include pertinent details. I would like my paper to be formal and scholarly as I am writing it for my professor. Along with outlining my case in depth, I would also like to include studies to back it up. I would write in a formal style if it were an editorial for a newspaper. I would write a paper that goes into great detail on the topic and includes evidence to support the points I make. I would also like to write in a formal style if I were writing for a conference. This will maintain my bias toward my audience by providing a thorough composition that argues my topic using credible sources. Module 4 Short Responses – Question 2 Consider how your audience might influence the information you include in an historical 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 appropriate for this audience? Reading about the women's movement would pique the curiosity of women the most. I would customize this presentation for them by outlining the historical efforts taken by women in support of the cause as well as their current accomplishments for rights and what led them to build the courage to do so. 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 approach compare and contrast to an audience of high school students? I believe I would ensure that this is a formal conversation. I would clarify them by providing actual quotations from the Constitution and the 19th Amendment. I would still explain my article using exact citations from the Constitution and the 19th Amendment if it were addressed to high school pupils. adding illustrations to aid improve comprehension.

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? The ERA was not passed because of President Kennedy's endorsement of the proposal. While running for office, he supported the amendment; nevertheless, once elected, he did not push for its passage. Module 4 Short Responses – Question 5 Was the social tumult of the 1960s a necessary cause of the women's liberation movement? The women's liberation movement has its roots in the social unrest of the 1960s. This revealed the problems they were having in the cities through which they marched. 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 students. The founder of the women's liberation movement and the author of "The Second Sex," published in 1949, was Simone de Beauvior. Future writers and campaigners found inspiration in her. 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 audience consisting of students in a Women's Studies class. Many younger women supported sexual freedom concerns, while older, more conservative women in the women's movement helped to diminish support for these causes.

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