Santanna__Gorbey_HIS_200__Applied_History week 4

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Southern New Hampshire University *

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200

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Communications

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Jan 9, 2024

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docx

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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. My tone when writing to my best friend would be informal. I would be able to provide as much or as little detail as I wanted. My best fried would be looking for basic details. 2. My tone would be be more formal. I would provide moderately detailed information based on my opinion. The audience is looking for basic information 3. My tone would be very formal. I would provide the maximum amount of detail. My professor would be looking for detailed arguments. 4. My tone would be formal. I would provide detailed information. The audience is looking for detailed arguments. 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? Woman's rights activists, politicians, and working women would be more interested in reading this piece. I would provide information on how both women and men were treated during this time. I would also compare information on how women were treated both before and after the movement. The appropriate message for the audience is that men and women deserve equal rights. 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 would explain it by using formal language, direct quotes, and describing the legal implications. To a group of high school students, I would use informal language and warn

them of the consequences of violations. 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? Yes, President Kennedy's decision to appoint the Equal Rights amendment was a necessary cause for the amendments passage by Congress. President Kennedy's endorsement of the ERA ban sex discrimination of pay in the workforce. This meant that women were one step closer to having equal rights. Module 4 Short Responses – Question 5 Was the social tumult of the 1960s a necessary cause of the women's liberation movement? Yes, the social tumult of the 1960s was a necessary cause of the women's liberation movement. This movement allowed women of all races to have a voice. Both the women's liberation movement and the Civil Rights movement combined to bring awareness to women's rights and racism. 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 publications for equal rights made him the intellectual founder of women's liberation. 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. Women's movements lacked the support of older conservative women due to their focus on

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