DIRECTIONS FOR TAKE-HOME ESSAY
 
Dear History 12 Student:
 
The take-home essay (3-5 pages) will be accepted only through Canvas.
 
For the final essay, due on Week 14 by 11:59pm, use the following two primary sources to answer the prompts below:
 
1) 18th Amendment
 
2) 21th Amendment
 
Prompt: When the 18th Amendment passed in 1920, the U.S. government made it illegal to buy, sell, and make alcohol in this country.  Throughout the 1920’s, most of the general public made it aware that they were not excited about this amendment, which eventually led to its repeal in 1933 by the 21st amendment. Trace the history of these two amendments using the questions below as guides. Be sure to write you essay in the traditional scholarly essay format. A proper essay should contain an introduction with a thesis statement, several body paragraphs, and a concluding paragraph with several outside, reliable research sources to support your arguments. Do Not Use Wikipedia.
 
Provide the context for each primary source within its historical era. Consider answering these questions:

What year did these amendments take place?
What do the amendments generally state?
Who approved/pushed for the 18th amendment, and why (e.g. temperance movements, anti-immigrant feelings, religious revivalism, Anti-Saloon League)?
Who approved/pushed for the 21st amendment, and why (e.g. failure to enforce sobriety, few law enforcement officers, cost of enforcing, the rise of organized crime, etc.)?

Analyze the primary sources to evaluate the significance across time in history. For example, consider these questions:

What has changed from the first amendment to the second?
What were the factors that brought about this change?

Analyze the historical impact on diverse groups. Consider answering the following questions:

Who were mainly persecuted/targeted under the 18th amendment?

Is there a specific population (e.g. immigrants, Germans, Irish)?
Were the targeted mainly men? How about women? On which side of the argument were women mostly on? Why?

 
The final papers will be evaluated according to the grading rubric at the end of this document.
 
Please reference your textbook and lecture notes to write your essays and use only reliable academic writing (e.g. academic websites, books, academic articles and journals).
Make sure to cite your sources according to MLA or Chicago/Turabian writing manuals. Also, review East Los Angeles College’s library definition of plagiarism by clicking here. Remember, if you use more than three sequential words of another person, website, etc, cite the author. If you paraphrase an original idea or concept of another, cite the author.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
GRADING RUBRIC
 
 
 

 
0 = Unsatisfactory (F}
1       = Unsatisfactory (D)
2 = Satisfactory  (C)
3 = Good/Excellent  (A-B)

1.        Describes historical/
temporal context
No response, or fails to describe context
Demonstrates limited understanding of context; and/or only provides context for one primary source
 
Demonstrates basic understanding of context for both primary sources
Demonstrates advanced understanding of context for both primary sources

2.        Evaluates
Significance
No response, or fails to evaluate significance
Limited understanding of
motivation for writing and impact of primary source documents; and/or only provides evaluation for one primary source
Basic understanding of motivation for writing and impact of both primary source documents
Advanced understanding of motivation for writing and impact of both primary source documents

3.        Writes coherently
Incoherent writing
Incoherence or insufficient answer. Student provides lists of items as opposed to an essay.
Writing is coherent but lacks focus (too general} and limited elaboration (examples/facts)
Writing flows and is organized logically. Arguments are clear and convincing.

4.        Diversity
No mention of a diverse group within the analysis of the document
A diverse group mentioned but little or no connection established between the diverse group and the content, context, or significance of the document
Some understanding of the impact of the document on diverse group(s) made, but connections not fully explained nor well linked
A thorough analysis of one or more diverse groups incorporated into the analysis of the content, context, and significance of the document

5.        Change over time
Only one primary source analyzed.
A comparison between two documents completed but the response fails to include analysis
A comparison between two documents included and some discussion regarding content, context and significance of the documents attempted but not fully clarified
A thorough comparison and contrast between the primary documents examining similarities and differences of the documents’ content, context and significance that illustrates change in history over time

 

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