Discussion Board Requirements You Are Expected To Pull Evide

Discussion Board Requirements You Are Expected To Pull Evidence Fro

DISCUSSION BOARD REQUIREMENTS You are expected to pull evidence from multiple documents to support your argument. No outside sources are allowed. You may draw from the lectures and the textbook reading to help provide context but your post should draw evidence primarily from the historical readings for evidence. In your post, be sure to: 1. State a clear thesis 2. Use evidence from the historical documents to support your claims Your initial post of words and response of 100 words are due as noted on the syllabus. Each response post should be a critique, pointing out to a fellow student ways he or she could improve, clarify, expand, etc. While we, of course, want to be cordial and fair to one another, college education is a time and place to hone our critical thinking skills and learn to receive constructive criticism. We do want to avoid “ganging up” on anyone in particular. So, if a person already has two critiques, move on to someone else until everyone has two critiques.

Some helpful questions to ask when formulating a critique: • Is the thesis missing something? What? • Does the thesis miss a key piece of evidence? • Is there evidence that should have been used but is not? • Is there better evidence to use than what the student is currently using? • Is the student’s post ignoring important counter-evidence to his argument? • Does the essay seem to misunderstand the evidence? • Is there an alternative interpretation of the Scripture passage or historical document?

Sample Paper For Above instruction

Introduction

The discussion board assignment emphasizes the importance of critical engagement with historical documents to support an argument. It encourages students to develop a clear thesis supported by evidence from the primary sources provided in the course materials. Additionally, it fosters skills in constructive critique and critical thinking through peer responses. This paper aims to demonstrate how students can effectively craft a historical argument grounded in multiple documents, while also providing meaningful peer critiques that enhance understanding and analysis.

Developing a Clear Thesis Based on Historical Evidence

The foundational step in this assignment is formulating a precise and arguable thesis statement. The thesis should clearly convey the main argument or interpretive stance regarding the historical topic at hand. To achieve this, students must thoroughly analyze the provided documents, identifying recurring themes, differing perspectives, and significant evidence that support their central claim.

For example, when analyzing the causes of the American Revolution, a thesis might state, "Economic grievances and colonial resistance to British taxation policies fueled the push toward independence." Such a thesis clearly states the argument and sets the stage for supporting evidence from documents such as the Stamp Act protests, the Declaration of Independence, and colonial correspondence (Fay, 2002).

Using Evidence from Primary Documents

A core element of this assignment is to support the thesis with evidence from multiple historical documents. This involves selecting quotations or summaries from primary sources—such as letters, speeches, laws, or official declarations—and integrating them into the argument with proper analysis.

Effective use of evidence requires contextual interpretation. For instance, quoting Samuel Adams’ letters to illustrate colonial opposition can clarify the emotional and political sentiments during the Revolution. However, merely inserting quotes without explanation weakens the argument. Instead, students should analyze how each piece of evidence substantiates their thesis, demonstrating its relevance and significance.

Crafting Effective Peer Critiques

Responding to peers’ posts is designed to sharpen critical thinking and refine analytical skills. Constructive critiques should identify areas where the argument can be strengthened, whether through clarifying the thesis, incorporating additional evidence, or considering counterarguments.

For example, if a peer’s thesis overlooks economic factors in the American Revolution, a critique might suggest including evidence such as the Boston Tea Party or colonial boycotts. Alternatively, critiques can address interpretive nuances, such as the role of ideology versus economic motivation, prompting further investigation and stronger argumentation.

Conclusion

In sum, this discussion board assignment calls for careful reading of primary sources, clear argument construction, and respectful intellectual exchange. By grounding arguments in evidence and engaging critically with peers, students develop skills vital for historical analysis and academic discourse. Mastery of these elements enhances both content understanding and critical thinking, essential for success in history courses and beyond.

References

Fay, C. (2002). The American Revolution: A History. University of Nebraska Press.