25 May Consider the examples of different audiences below. For each one, describe how you would adjust your writing for that particular audience
Module Four: Communicating Historical Ideas, continued, Learning Block 4-2 (pages 2–3):
• Question 1: Consider the examples of different audiences below. For each one, describe how you would adjust your writing for that particular audience
1. Your best friend
2. People reading a newspaper editorial you have written
3. Your professor
4. The audience at a conference where you are presenting
• Question 2: Consider how your audience might influence the information you include in a 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?
• 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 with and contrast to an audience of high school students?
Module Four: Communicating Historical Ideas, continued, Learning Block 4-3 (pages 1–2):
• Question 4: Was President Kennedy’s decision to support the Equal Rights Amendment a necessary cause for the amendment’s passage by Congress?
• Question 5: Was the social tumult of the 1960s a necessary cause of the women’s liberation movement?
• 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.
• Question 7: The women’s movement’s focus on issues related to sexual freedom, including reproductive rights, galvanized support among younger women but alienated many older, more conservative women. Tailor this message for an audience consisting of students in a women’s studies class.
