{"id":1374,"date":"2026-07-16T10:50:12","date_gmt":"2026-07-16T15:50:12","guid":{"rendered":"https:\/\/wp.stolaf.edu\/assessment-committee\/?page_id=1374"},"modified":"2026-07-16T10:50:53","modified_gmt":"2026-07-16T15:50:53","slug":"global-histories-and-societies-prompt-examples","status":"publish","type":"page","link":"https:\/\/wp.stolaf.edu\/assessment-committee\/global-histories-and-societies-prompt-examples\/","title":{"rendered":"Global Histories and Societies Prompt Examples"},"content":{"rendered":"
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ILO #1) Critically examine the causes and consequences of historical developments.<\/h2>\n\n\t\t\t<\/header>\n\t\t\n\t\n\t\n\t
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Exam Question<\/strong><\/h2>\n

Historical interpretation of the Iranian Islamic Revolution:<\/strong><\/h3>\n
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    1. Write a short essay that answers the following questions.\n
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      • Very briefly, limiting yourself to what we\u2019ve read, what was the revolution? (Approximately 2-4 sentences)<\/li>\n
      • What are some different ways to think about the different kinds of causes of the revolution? (Approximately 3-4 sentences)<\/li>\n
      • Based on your reading of Haeri, in particular, what are some specific ways that the revolution had \u201cdownstream\u201d effects, some of which were intended and some of which may have been unintended? (Approximately 3-4 sentences)<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n <\/div>\n <\/div>\n <\/article>\n\n\t\t\t\n
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        Integrative Essay (25% of course grade)<\/strong><\/h2>\n

        Why do Japanese efforts to achieve environmental sustainability matter?<\/strong> As you answer this prompt, I intend for you to integrate what you learn from the assigned readings with what you learn from our site visits, guest speakers, your field notes (and those from other teams), and our class discussions. Focus on one or two of the specific issue areas encountered in the course (e.g., natural resources, food and agriculture, energy), but situate them in the larger context. In order to fully answer the prompt, you should explain:<\/p>\n

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        1. the current status of relevant environmental indicators in Japan,<\/li>\n
        2. the historical causes of that status, and<\/li>\n
        3. the consequences for people inside and outside of Japan.<\/li>\n<\/ol>\n

          As you make your argument: Identify points of consensus and areas for debate. Be specific about who has\/has had agency to affect environmental sustainability, and how agency varies over time and place. Embrace the complexity you encounter in this course, noting unexpected connections and inconsistencies, large-scale processes and contingent factors, firm constraints and fluid possibilities.<\/p>\n

          Complete reflective journal entries and field notes assignments give you space and time to gather ideas for this essay. You should not need to do any additional research or reading as you write. Rather, you\u02bcll use this paper to reflect on and synthesize your learning over the entire class.<\/p>\n <\/div>\n <\/div>\n <\/article>\n\n\t\t\t<\/div>\n\t\t<\/div>\n\n\t<\/div>\n\n\n\t\t\t\t\n\t\t\t<\/div>\n\t\n\t\t\t<\/div>\n\t\n\n\n\t\t\t\n\t\n\t\t\t

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          ILO #2) Investigate the continually changing nature of historical interpretation.<\/h2>\n\n\t\t\t<\/header>\n\t\t\n\t\n\t\n\t
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          Exam #1<\/strong>
          \nFall, 2025<\/h2>\n

          Part 2: Essay (10 points)<\/strong><\/h3>\n

          In essay form, respond to the prompt below. Essays should have a thesis and welldeveloped argument with supporting evidence. A one-sentence thesis statement (in lieu of a lengthier introductory paragraph) is perfectly acceptable. Complete answers should integrate material from the textbook, lecture, and historical documents.<\/p>\n

          Which of the major \u201cschools\u201d of interpretation of the American Revolution is most convincing to you and why? Defend your answer using specific examples derived from readings and lecture. Your answer should also address what you see as the main deficiency in one or more of the other \u201cschools\u201d of interpretation.<\/p>\n <\/div>\n <\/div>\n <\/article>\n\n\t\t\t\n

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          D. Short Essay.<\/strong> Answer the following prompt by writing a short essay<\/strong>. Provide details and support your claims with evidence and examples. Organizational structure is also a plus. (35 points)<\/p>\n

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          1. Did race and racism exist in the ancient world? According to Golash-Boza (2023), Greek and Roman contacts with other peoples \u201cdid not lead to a racial worldview\u201d and \u201cancient peoples did not divide the world into distinct races based on their physical and cultural traits.\u201d But scholarly views on this question have changed over time. Taking into account the work of Snowden, Isaac, and McCoskey, identify and compare the different ways that the historical record has been interpreted by scholars when it comes to the existence of race and racism in the ancient world. Why have some thought that race and racism didn\u2019t exist? Why do some believe that we can find traces of \u201cprotoracism\u201d in the ancient world? At this point in the semester, which view seems most probable to you and why?<\/li>\n<\/ol>\n <\/div>\n <\/div>\n <\/article>\n\n\t\t\t<\/div>\n\t\t<\/div>\n\n\t<\/div>\n\n\n\t\t\t\t\n\t\t\t<\/div>\n\t\n\t\t\t<\/div>\n\t\n\n\n\t\t\t\n\t\n\t\t\t
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            ILO #3) Analyze evidence within its broader historical and cultural contexts.<\/h2>\n\n\t\t\t<\/header>\n\t\t\n\t\n\t\n\t
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            Prompt: Pick a quote from one of the following works we read, where the author\u2019s view seems informed by the historical and cultural context of writing. Introduce the quote and explain to your reader where it fits in the larger theory and why it is important to the view. Then analyze how the view in the quote relates to its historical and cultural context, discussing whether the claims are limited to that context or may have more general application.<\/p>\n

            Choose one:<\/p>\n

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            1. Aristotle\u2019s Politics<\/em><\/li>\n
            2. Aristotle\u2019s Ethics<\/em><\/li>\n
            3. Marx\u2019s \u201cCommunist Manifesto\u201d<\/li>\n
            4. DuBois\u2019 \u201cStrivings of the Negro People\u201d<\/li>\n
            5. de Beauvoir\u2019s Second Sex<\/em><\/li>\n<\/ol>\n

              Your discussion should be 300-400 words long.<\/p>\n <\/div>\n <\/div>\n <\/article>\n\n\t\t\t\n

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              Note: In class, students examined copies of the original documents referenced below. The instructor suggested that the following were particularly pertinent to GHS ILO 3: Question 2 on the Women of the Ku Klux Klan (WKKK) document, Questions 3 and 4 on the Ida B. Wells-Barnett letter, Question 1 on the Western Union Telegram to President Wilson, Question 3 on the Red Summer photograph. The summer scoring team additionally thought that the “If We Must Die” questions were helpful in assessing the ILO.<\/p>\n<\/div>\n

              First World War, Its Aftermath, and Red Summer In-Class Activity<\/strong><\/h2>\n
              Instructions:<\/strong> In your groups, examine the documents and answer the questions below.<\/div>\n

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              Women of the Ku Klux Klan (WKKK) document<\/strong><\/h3>\n
              Supplemental information: The WKKK were founded in 1923 during the second wave of the KKK. They had chapters in every state and were autonomous from the KKK, which was only open to male members.<\/div>\n
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              1. What do you think the writers meant by “pure Americanism” and “real patriotism?”<\/li>\n
              2. What is the Johnson-Reed Immigration Bill? Why would the WKKK support it?<\/li>\n
              3. Define feminism in your own words.<\/li>\n
              4. How would you describe the WKKK’s position on gender equality? Should the WKKK be considered part of the larger feminist movement, in the vein of the suffragettes? Why or why not?<\/li>\n<\/ol>\n<\/div>\n

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                Ida B. Wells-Barnett Letter, April 26, 1918<\/strong><\/h3>\n
                Supplemental information: The Negro Fellowship League was an organization founded by Ida B. Wells-Barnett and her husband, Ferdinand in Chicago in 1910. The organization provided mutual aid for Black migrants from the South and worked to support suffrage for Black women.<\/div>\n
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                1. Why might the author have a vested interest in the issue of segregation and state violence?<\/li>\n
                2. What does the Bulletin no. 35 state (in your own words)?<\/li>\n
                3. How does the author appeal to nationalism within the letter? Why might the recipient be moved by that appeal?<\/li>\n
                4. How did Black soldiers experience the war differently than their white counterparts?<\/li>\n<\/ol>\n<\/div>\n

                  <\/p>\n

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                  Western Union Telegram to Wilson<\/strong><\/h3>\n
                  Supplemental Information: The Northeastern Federation of Colored Women’s Clubs was founded in 1896 with the goal of racial uplift. By the 1920s, the organization became a major leader in the fight against lynching.<\/div>\n
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                  1. How did Wilson frame the end of the First World War? How does the author of this telegram view it?<\/li>\n
                  2. Requires A Light Google Search: <\/strong>In the telegram, the author begs President Wilson to make lynching a federal crime. When was the first anti-lynching federal bill introduced and by whom? When did this piece of legislation finally become law?<\/li>\n<\/ol>\n<\/div>\n

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                    If We Must Die by Claude McKay<\/strong><\/h3>\n
                    Supplemental information: Claude McKay was a Jamaican-born poet and novelist and was a key figure in the Harlem Renaissance. He had deep connections with various socialist and communist organizations and was a member of the IWW.<\/div>\n
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                    1. What is McKay’s poem responding to? How do you know?<\/li>\n
                    2. Describe the impact of repetition in “If I Must Die.”<\/li>\n
                    3. How does McKay describe the resistors? How does McKay describe the attackers? What is the impact of these descriptions?<\/li>\n<\/ol>\n<\/div>\n

                      <\/p>\n

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                      Red Summer Photograph (Jun Fujita, Chicago History Museum)<\/strong><\/h3>\n
                      Supplemental information: The Red Summer of 1919, named by NAACP field secretary James Weldon Johnson, refers to the string of race massacres in twenty-six different cities that summer. For the most part, these race massacres were led by vigilantes, rather than organized white supremacist groups. In Chicago, a Black teenager swimming in Lake Michigan crossed an invisible dividing line that separated Black swimmers from white ones. He was bludgeoned with rocks and drowned. This spurred the Chicago Race Massacre, one of the worst of the period, which took the lives of twenty-three Black people and fifteen white people. It led to hundreds of injuries and thousands of dollars in property damage. As a result, the National Guard was called to patrol the streets.<\/div>\n
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                      1. Describe the body language of those featured in the image. What is their body language communicating to those around them?<\/li>\n
                      2. If your only exposure to the Chicago Race Massacre was this image, what would you surmise the National Guard’s role was?<\/li>\n
                      3. How might Black Chicagoans who served in the war feel about the National Guard being stationed in their city?<\/li>\n<\/ol>\n<\/div>\n <\/div>\n <\/div>\n <\/article>\n\n\t\t\t<\/div>\n\t\t<\/div>\n\n\t<\/div>\n\n\n\t\t\t\t\n\t\t\t<\/div>\n\t\n\t\t\t<\/div>\n\t\n<\/div>","protected":false},"excerpt":{"rendered":"","protected":false},"author":2679,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"class_list":["post-1374","page","type-page","status-publish","hentry"],"acf":[],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/wp.stolaf.edu\/assessment-committee\/wp-json\/wp\/v2\/pages\/1374","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/wp.stolaf.edu\/assessment-committee\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/wp.stolaf.edu\/assessment-committee\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/wp.stolaf.edu\/assessment-committee\/wp-json\/wp\/v2\/users\/2679"}],"replies":[{"embeddable":true,"href":"https:\/\/wp.stolaf.edu\/assessment-committee\/wp-json\/wp\/v2\/comments?post=1374"}],"version-history":[{"count":18,"href":"https:\/\/wp.stolaf.edu\/assessment-committee\/wp-json\/wp\/v2\/pages\/1374\/revisions"}],"predecessor-version":[{"id":1533,"href":"https:\/\/wp.stolaf.edu\/assessment-committee\/wp-json\/wp\/v2\/pages\/1374\/revisions\/1533"}],"wp:attachment":[{"href":"https:\/\/wp.stolaf.edu\/assessment-committee\/wp-json\/wp\/v2\/media?parent=1374"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}