SDMC Agents of Change African Influence in Colonial America Essay
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
The perfect number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
SDMC Agents of Change African Influence in Colonial America Essay
Description
HISTORICAL THINKING ESSAY #1: DEFINING LIBERTY
An important theme in our course is to explore how freedom and liberty meant different things to
different people and how early American’s understanding of both changed over time. In addition,
increasing freedom and liberties for some often came at a loss of freedom and liberty for others. Let’s
examine what freedom and liberty meant to early Americans.
STEP ONE: READ Roark, et al. The American Promise, Chapter/s 1-6.
STEP TWO: READ the following primary historical sources:
– J. Hector St. John Crevecoeur What Is An American? (1782)
– Olaudah Equiano Describes the Middle Passage, (1789)
– How Slaves Were Acquired (1732)
– John Winthrop Dreams of a City on a Hill (1630)
– Native Americans Discover Europeans (1676)
– The Quaker Ideal of Religious Tolerance (1675)
– Indian Affairs (1679)
– Rose Davis is Sentenced to a Life of Slavery (1715)
– The Declaration of Independence (1776)
– Video: Slavery, Revolution, and the Constitutional Convention
– Richard Hakluyt Makes the Case for English Colonization, 1584
– John Lawson Encounters Native Americans, 1709
– A Gaspesian Man Defends His Way of Life, 1641
– Race War in Virginia, 1622
– Life in Early Virginia, 1622
– An Account of the Middle Passage, 1788
– The Diversity of Native America: The Plains, 1542
– Native Americans Discover Europeans, 1557
– Alimbamo Mingo, Choctaw leader, Reflects on the British and French, 1765
STEP THREE: RESPOND to ONE of the following prompts:
Prompt I. Early settlers regarded land and private property as essential to
liberty & freedom. In the New World, Native Americans saw land as something to
be shared and nurtured it as a font of plentiful resources. Using the source material
provided both in/out of class, examine each group’s views about land use and
private property, approaches to agriculture, and attitudes about the consumption of
natural resources, and think about how each group’s notions about these matters
shaped their interactions with one another. Focusing particularly on the ways each group’s views and practices influenced, differed, and/or restricted the freedom and liberties of the other.
Prompt II. In the eighteenth century, Africans who were forcibly brought to
live and work in the American colonies faced different challenges depending upon
where they were enslaved. In what ways did slaves’ lives differ between the
northern and southern colonies? While some may have been “Americanized” to a
degree, to what extent were those colonies also Africanized by the slaves who
came to live there? Examine the roles slaves played in the developing economies
and cultures of New England, Virginia, and the Carolinas in this period. Support or
refute an argument that Africans in America were agents who helped to shape the
southern colonies, even as they were also victims of slavery. Pay close attention to
how much mobility a slave or freedman, may or may not have had, depending on
where they lived and how this affected their ability to reproduce, create their own
culture etc.
SDMC Agents of Change African Influence in Colonial America Essay
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: The student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly address the relevant content; failing to identify or inaccurately explain key concepts or ideas; ignoring or incorrectly explaining key points or claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not fully explaining the relevant content; identifying some of the key concepts or ideas, though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims or points, but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates a solid understanding of the relevant material by correctly addressing most of the relevant content, identifying and explaining most of the key concepts and ideas, using correct terminology, explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates an exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content, identifying and explaining all of the key concepts and ideas, using correct terminology, explaining the reasoning behind key points and claims, and substantiating, as necessary or useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of sources (worth a maximum of 20% of the total points) |
Zero points: The student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out of 20 points: Sources are seldom cited to support statements, and/or the format of the citations is not recognized as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable The student fails to provide an adequate synthesis of the research collected for the paper. |
10 out of 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. There are frequent errors in the APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors in the formation of the references and citations. And/or there is a significant use of highly questionable sources. |
15 out of 20 points: Credible scholarly sources are used effectively to support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in references and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to provide compelling evidence to support claims and are clearly and fairly represented. The APA 6th Edition format is used accurately and consistently. The student uses references above the maximum required in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: The student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas or points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or there are numerous grammatical, spelling, and punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering, and/or repetitive; poor organization; and/or some grammatical, spelling, and punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation; and logical organization; and the essay is error-free. |
Structure of the Paper (worth 10% of total points) |
Zero points: The student failed to submit the final paper. |
3 points out of 10: The student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: The appearance of the final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. The font size might not conform to size requirements. The student also significantly writes too much or too little paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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