Bryanna__Olson_HIS_200__Applied_History3

.docx

School

Southern New Hampshire University *

*We aren’t endorsed by this school

Course

200

Subject

Communications

Date

Feb 20, 2024

Type

docx

Pages

Uploaded by CoachTree3428

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. I would adjust my writing to be more casual with less details when to came to writing for my best friend. 2. I would make my writing more detailed and formal if writing a newspaper editorial. 3. If writing for my professor, I would make sure my writing was very formal and have plenty of detail. 4. If presenting at a conference, I would make sure my writing was formal and full of information. 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? The audience that would be most interested in reading about the women's movement would be other women. I would tailor my presentation to that audience by making sure to include information about the women's movement that women today can relate to. The message that would be most appropriate for this audience would be what they achieved in the past to make things better for women today. 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? If my audience for the legal battle of women's suffrage was a group of civil rights lawyers, I would talk about the courts and what the women went through at the time, as well as laws that were active at the time. This approach would change if talking to high school students because I would have to change my vocabulary and use different words and phrases since they aren't lawyers and wouldn't know what they meant.

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? No, because he never pushed for it to be passed once he reached the White House, even after he publicly supported it late into his 1960 campaign for presidency. Module 4 Short Responses – Question 5 Was the social tumult of the 1960s a necessary cause of the women's liberation movement? Yes, it was a necessary cause. This was a time in history in which there was a lot of politics in everything that was happening and women's rights were no different. 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. Simone de Beauvoir's published work was the influence of the women's liberation movement. 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. I think this message is fine as is.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help