Expert answer:research plan and introduction
Expert answer:In this project, you will write the introductory paragraph of a history paper based on one of the questions you identified in your topic exploration worksheet. To
do this, however, you must first find out a bit more information about your topic and draft a research plan. This will allow you to transform your question about
your topic into a thesis statement, as well as give you the background information you will need to craft an interesting introductory paragraph. You will not write
the entire paper, just the introduction to the paper that concludes with a thesis statement. The following critical elements will be assessed in a Word document
of 3–5 pages that combines both your research plan (Critical Elements I–II) and your introduction (Critical Element III)
his100_project2_research_plan_and_introduction_guidelines_and_rubric.pdf
20171130114750discussion_research__2_.docx
his100_research_plan_and_introduction_template.docx
topic_exploration_worksheet_his_100__2_.docx
20171130114750discussion_research__2_.docx
historical_context_chart.docx
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HIS 100 Project 2: Research Plan and Introduction Guidelines and Rubric
Overview
“If you want to understand today, you have to search yesterday.”
—Pearl Buck
Your second longer term assignment in this course is to complete a research plan and introduction. The work you did on the Topic Exploration Worksheet in
Theme: Questioning History will directly support your work on this project as well as your third longer term project—the multimedia presentation—due in
Theme: Making History.
One of the prime benefits of studying history is that it allows us to learn about who we are and where we came from. The people and events of the past can
often shed light on the conditions and social norms of the present. Having historical awareness can inform various aspects of your life as well as future
aspirations. Learning from past failures and successes can shape ideals and values for years to come.
This is your second longer term project designed to help you understand the fundamental processes and value of studying history. In the first project, you
selected an intriguing historical event and completed the Topic Exploration Worksheet. You investigated the types of research you might need to do to learn
more about the topic and developed research questions. In Project 2, you will use your completed Topic Exploration Worksheet to complete a research plan
and introduction. You will choose one of your research questions and do some secondary source research, speculate on primary source needs, and use the
information to write the introduction and thesis statement for a possible research paper. (You will not write the entire paper—only the introduction). In the
third project, you will create a multimedia presentation that explores both major developments in historical inquiry as well as the value of examining history.
This research plan and introduction assignment will assess the following course outcome, which you focused on throughout Theme: Interpreting History:
Determine fundamental approaches to studying history in addressing questions about how events are shaped by their larger historical context
Prompt
In this project, you will write the introductory paragraph of a history paper based on one of the questions you identified in your topic exploration worksheet. To
do this, however, you must first find out a bit more information about your topic and draft a research plan. This will allow you to transform your question about
your topic into a thesis statement, as well as give you the background information you will need to craft an interesting introductory paragraph. You will not write
the entire paper, just the introduction to the paper that concludes with a thesis statement. The following critical elements will be assessed in a Word document
of 3–5 pages that combines both your research plan (Critical Elements I–II) and your introduction (Critical Element III).
Specifically, the following critical elements must be addressed:
I.
Compile secondary sources about your event that address the following questions using the provided materials. Be sure to cite your information using
the most recent version of APA guidelines. Based on the sources you have selected, address the following questions:
A. What is the historical context of the event? In other words, what was going on in the world/area/society around the event?
B. How did the historical context influence the event? For instance, what was happening in the world/area/society around the event that impacted
how it occurred?
II.
Compile primary sources you could use for additional information using the provided materials. Be sure to cite your information using the most recent
version of APA guidelines. Based on the sources you have selected, address the following questions:
A. Discuss how the primary sources relate to the secondary sources. Do the primary sources support what the secondary sources are telling you, or
do they contradict what those sources have told you?
B. Explain what these primary sources add to your understanding of the topic. How does it help you understand the topic better than the
secondary sources?
III.
Write your introduction.
A. Based on your primary and secondary source research, turn your research question into a thesis statement that addresses your topic and how it
has been influenced by its historical context.
B. From the knowledge you have gained from your primary and secondary sources, determine what background information you will use in the
introduction to lead to your thesis statement.
C. Write your introduction. Be sure to incorporate your background information and to conclude with your thesis statement.
Supporting Work and Resources
Throughout Theme: Interpreting History, there are opportunities to work directly on different elements of the research plan and introduction.
1. In learning block 6-1, you will use your chosen secondary sources to help you establish the context for your topic and your research. What historical
trends affected your topic? How did your topic affect historical trends?
2. In learning block 6-2, you will determine how your chosen primary sources “fit” with the secondary sources. Do the primary sources support the
secondary sources, or do they seem to tell a different story? How do the primary sources help you to understand the secondary sources (and your topic)
better?
3. In learning block 6-3, you will write an introduction to your project, which includes a strong thesis statement, relevant context, and a summary of the
primary and secondary sources you would use in a full project.
Project 2 Rubric
Guidelines for Submission: Your research plan and introduction should be 3–5 pages, with double spacing, one-inch margins, 12-point Times New Roman font,
and formatted according to the most current version of APA style.
Instructor Feedback: This activity uses an integrated rubric in Blackboard. Students can view instructor feedback in the Grade Center. For more information,
review these instructions.
Critical Elements
Secondary Sources:
Historical Context
Exemplary (100%)
Meets “Proficient” criteria and
information used from research
communicates a strong grasp
of the historical context
Proficient (85%)
Explains the historical context
of the event, properly citing the
secondary sources used
Secondary Sources:
Influence
Meets “Proficient” criteria and
information used from research
communicates a strong grasp
of the influence of the
historical context
Meets “Proficient” criteria and
compilation communicates
depth of thought about the
topic
Meets “Proficient” criteria and
details communicate depth of
thought about the topic
Explains how the historical
context influenced the event,
properly citing the secondary
sources used
Meets “Proficient” criteria and
argument posited
demonstrates insightful
connection between event and
its historical context
Meets “Proficient” criteria and
choice of background
information demonstrates
insight into the argument
posited
Crafts a thesis statement based
on the research question that
addresses the topic and how it
has been influenced by its
historical context
Determines background
information for introduction
relevant to the thesis
statement based on secondary
source research
Primary Sources:
Relate
Primary Sources: Add
Introduction: Thesis
Statement
Introduction:
Background
Information
Explains how the primary
sources relate to the secondary
sources
Explains how the primary
sources listed add to
understanding the topic
Needs Improvement (55%)
Explains the historical context
of the event but does not
properly cite the secondary
sources, or is cursory or has
inaccuracies
Explains how the historical
context influenced the event
but does not properly cite the
secondary sources, or is cursory
or has inaccuracies
Explains how the primary
sources relate to the secondary
sources but has inaccuracies
Not Evident (0%)
Does not explain the historical
context of the event
Explains how the primary
sources listed add to
understanding the topic but is
overly generalized
Crafts a thesis statement based
on the research question that
addresses the topic, but does
not address historical context
or has inaccuracies
Determines background
information for introduction
based on secondary source
research but lacks relevance to
thesis statement or has
inaccuracies
Value
14
Does not explain how the
historical context influenced
the event
14
Does not explain how the
primary sources relate to the
secondary sources
14
Does not explain how the
primary sources listed add to
understanding the topic
14
Does not craft a thesis
statement based on the
research question that
addresses the topic
14
Does not determine
background information for
introduction
14
Introduction: Write
Articulation of
Response
Meets “Proficient” criteria and
cohesion of expression
demonstrates a mature grasp
of the requirements of an
introduction
Submission is free of errors
related to citations, grammar,
spelling, syntax, and
organization and is presented
in a professional and easy-toread format
Writes an introduction that
incorporates the background
information and concludes with
the thesis statement
Submission has no major errors
related to citations, grammar,
spelling, syntax, or organization
Writes an introduction that
incorporates the background
information and concludes with
the thesis statement but is
cursory or has inaccuracies
Submission has major errors
related to citations, grammar,
spelling, syntax, or organization
that negatively impact
readability and articulation of
main ideas
Does not write an introduction
that incorporates the
background information and
concludes with the thesis
statement
Submission has critical errors
related to citations, grammar,
spelling, syntax, or organization
that prevent understanding of
ideas
Total
14
2
100%
Running head: DISCUSSION
1
Discussion
Name
Institutional Affiliation
2
DISCUSSION
Discussion
Two central research questions of importance would be vital in the study. It singled out
one question as “Did Japan have an alternative strategy to resisting the US invasion?” and also
singled out another important question as “If so, why didn’t Japan utilize this strategy in avoiding
the bombing?” The thesis statement states that both the USA and Japan had differing views
concerning each other and this led to common perceptions and fears between these two nations.
Lack of proper communication and rising political tensions led to the eventual bombing of Japan,
which is a situation that could have been tackled by adequate negotiation. The decision to bomb
Japan was one that was not carefully thought through. The thesis statement reveals the
underlying theme in the paper as well as the main issue of interest that will undergo further
research.
Relevant Sources
It is, therefore, necessary to develop a plan for further research into the topic. It will
include the use of various sources that will help to create a more in-depth understanding of the
American-Japan relations at this period leading to the bombing. One source that I have
discovered that will be important in the study is Zeiler (2004), who analyzes the situation
between Japan and America as the Second World War concluded. Iriye (2004) is another
valuable source who gives a history of the Japanese-American relations and will give a better
understanding of the issues that led to the eventual bombing of Japan. These sources can be
accessed through the internet in full reader view. Reading these sources will give vital
information into the issues that led to the bombing in Japan.
3
DISCUSSION
Outline
Introduction
An introduction to the research that will include a description of what the research will entail and
the main issues that will be covered in the paper. It will give an overview of the main areas that
will be covered in this research of Japan-America relations.
Historical Overview of Japan-America Relations
It will provide a detailed description of the genesis of the problems that led to the deterioration of
the relationship between Japan and America. It will include various examples from the sources
that give evidence of the events that occurred at this time.
Factors that Contributed to the Japanese Bombing
This part will analyze the main factors that contributed to the deterioration of the JapaneseAmerican relation and therefore contributed to the bombing.Through analysis of the sources, it
will aim at providing a detailed description of the issues that contributed to the bombing.
The Bombing of Japan
This part analyzes the actual bombing and the immediate circumstances that occurred as Japan
was being bombed. It will describe the bombing event and the immediate response of both Japan
and America.
Conclusion
The conclusion gives an overview of the entire paper and gives a detailed and conclusive
description of all that has been tackled in the paper.
4
DISCUSSION
References
Iriye, A. (2014). The origins of the Second World War in Asia and the Pacific. Routledge.
Zeiler, T. W. (2004). Unconditional defeat: Japan, America, and the end of World War II
(No. 2).Wilmington: Rowman & Littlefield.
Running head: Project 2
1
Project 2: Research Plan and Introduction
Your Name
Southern New Hampshire University
Project 2
2
Research Plan
Research Question: [Revised research question from Topic Exploration Worksheet]
Secondary Sources:
[Citation for source one]
[Citation for source two]
Historical Context: [3- to 5-sentence explanation of your event’s historical context, citing
sources one and two]
Influence of Historical Context: [3- to 5-sentence discussion of how historical context influenced
your event, citing sources one and two]
Primary Sources:
[Citation for source one]
[Citation for source two]
Relate to Secondary Sources: [3- to 5-sentence explanation of how your primary sources relate to
your secondary sources]
Add to Understanding: [3- to 5-sentence explanation of how your primary sources add to your
understanding of the topic]
Introduction
[3- to 5-sentence discussion of background information about your historical event to
capture the interest of your audience] [2- to 3-sentence thesis statement based on your research
question that addresses your historical event and explains how your event has been influenced by
Project 2
historical context] [2- to 3-sentence explanation of how you will use the primary and secondary
sources you listed in the Research Plan in your hypothetical research paper]
3
HIS 100 THEME 1
PROJECT 1:
TOPIC EXPLORATION WORKSHEET
Part I
Select a research topic area for Project 1 based on which of the following areas interests
you the most. You will explore the selected topic a little later in this theme.
Scientific and Technological Advances
Government and Domestic Policy
Military Strategy
International Relations and Japanese and American Civilians
*
HIS 100 THEME 1
PROJECT 1:
TOPIC EXPLORATION WORKSHEET
Write a short paragraph about what you already knew about the topic you selected prior
to this course, based on your personal history or experiences. This may include
assumptions, beliefs, or values related to the topic. Be as detailed as possible.
America felt that Japan was not willing to surrender on its terms and therefore felt that it had no other
choice but to drop the bomb. America also believed that Japan was also planning a larger resistance against the United
States and therefore felt that it had to act fast. America had its own objectives in the war, and this included unconditional
surrender of all those that it viewed as its enemies. Japan at this time was not willing to accept any of these terms as well.
Japan was aware that US forces wanted to invade the island of Kyushu before eventually attacking Tokyo and the US
understood that Japan was planning a huge resistance. The USA felt that bombing Japan would lead them to unconditional
surrender. The USA therefore decided to drop the atomic bomb on Japan so at it would meet its objectives.
HIS 100 THEME 1
PROJECT 1:
TOPIC EXPLORATION WORKSHEET
Part II
Now that you have identified your topic and described what you already know about the
topic, what questions do you still have about the topic that you would like to know? By filling
out the information requested in these text boxes, you will get a head start on Project
1 due at the end of this theme. You will be able to download and save this information in a
Word document that you can reference for your Project 1 submission.
Identify one question about
the topic you are curious
about.
Describe why this question
matters to you personally.
Describe why this question
matters to society.
Identify a second question
about the topic you are
curious about.
Describe why this question
matters to you personally.
Did Japan have an alternative strategy to resisting the US invasion? And if
so, why didn’t Japan utilize this strategy to avoid the bombing?
I find it important to understand why Japan failed to anticipate and avoid
the launching of the atomic bomb in Hiroshima and Nagasaki. It is,
therefore, important to understand the context under which the bombing
actually occurred as well as the situations that actually led to the bombing.
It is important to understand the reasons that ultimately led to the launch
of the atomic bomb, which had a devastating impact on the history of
Japan. The bombing had a major impact on Japanese society and this is why
it is important to understand the context of the bombing and its impact on
Japanese society.
Could the USA have used other alternatives other than launching the
atomic bomb? And why didn’t the USA pursue these alternatives?
It is necessary to understand the occurrence from the perspective of the
USA.The USA decided to bomb Japan, and a clearer understanding is
needed concerning why the USA did not pursue other alternatives other
than actually bombing the USA.
HIS 100 THEME 1
PROJECT 1:
TOPIC EXPLORATION WORKSHEET
Describe why this question
matters to society.
It is also necessary for the society to understand why the USA decided to
launch the bomb. The USA may have had other options rather than making
such a drastic decision, and it is important to understand why it did not
pursue these other options.
HIS 100 THEME 1
PROJECT 1:
TOPIC EXPLORATION WORKSHEET
Part III
You are now ready to complete the final part of your Topic Exploration Worksheet. You
have chosen a topic, posed some research questions, and are ready to start thinking
about what kind of sources you will need to investigate your research questions further.
Using the Research Kit provided for your chosen topic, skim through the suggested
resources and complete the following information for your research questions.
List which secondary sources provided
in your topic’s Research Kit would
be helpful for investigating your first
research question.
List which primary sources provided
in your topic’s Research Kit would
be helpful for investigating your first
research question.
List which secondary sources provided
in your topic’s Research Kit would be
helpful for investigating your second
research question.
Alperovitz, G., Messer, R. L., & Bernstein, B. J. (1991). Marshall,
Truman, and the decision to drop the bomb. International
Security, 16(3), 204– 221. Retrieved from
http://ezproxy.snhu.edu/login?url=http://muse.jhu.edu/article
/447285
Stimson, H. L. (1947). The decision to use the atomic bomb.
Harper’s Magazine, 194(1161), 97–107. Retrieved from
http://www.columbia.edu/itc/eacp/japanworks/ps/japan/stimson_harpers.pdf
Alperovitz, G., Messer, R. L., & Bernstein, B. J. (1991). Marshall,
Truman, and the decision to drop the bomb. International
Security, 16(3), 204– 221. Retrieved from
http://ezproxy.snhu.edu/login?url=http://muse.jhu.edu/article
/447285
HIS 100 THEME 1
PROJECT 1:
TOPICTruman,
EXPLORATION
H. (1953, Jan. 12). WORKSHEET
Truman’s reflections on the at …
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