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Guidelines for the Unit Exam

Guidelines for the Unit Exam

 

1) Guidelines: There are 3 parts to the Unit Exam. All three parts must be address and all three parts must be submitted together in a single document. Guidelines for each part are located in the links below.
2) Research and Citations: The Unit Exams are not timed, so you may use your textbook, the videos, or other outside sources. In the case of the textbook and the videos, only direct quotes need to be cited, requiring only the author’s last name in parentheses. Outside sources (books, websites, etc.) may also be used, but in this case all information must be cited and must be listed in a works cited (or bibliography) at the end of the essay. For your citations, please use Chicago, MLA, or APA. You will submit your paper through plagiarism checking software, so be sure to cite any and all direct quotes.  For help with citations, see the “History / Writing Help” section of the course menu.
3) SubmissionAll three parts of the Unit Exam must be submitted together in a single word processing document. Each Unit Exam is worth 100 points of the final grade, and will be due by 11:55 PM on the date listed in the course calendar. All papers must be submitted through the course website and must be one of the following file types: .doc, .docx, .rtf, or .txt. Do NOT submit .pdf, .pages, or google doc files.

 

Unit 1 Exam: Part 1 (40 points)

Attached Files:

File Document3-Naranjo

https://s3.us-east-1.amazonaws.com/blackboard.learn.xythos.prod/584b1d8497c84/93880759?response-content-disposition=inline%3B%20filename%2A%3DUTF-8%27%27Document3-Naranjo.pdf&response-content-type=application%2Fpdf&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20200130T165643Z&X-Amz-SignedHeaders=host&X-Amz-Expires=21600&X-Amz-Credential=AKIAIL7WQYDOOHAZJGWQ%2F20200130%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=28271e55ec3e630c84749ab54a60b8c44242edab750b3fd8b9965e1b8a6898bc

File Document2-Equiano

https://s3.us-east-1.amazonaws.com/blackboard.learn.xythos.prod/584b1d8497c84/93868058?response-content-disposition=inline%3B%20filename%2A%3DUTF-8%27%27Document2-Equiano%25281%2529.pdf&response-content-type=application%2Fpdf&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20200130T165628Z&X-Amz-SignedHeaders=host&X-Amz-Expires=21600&X-Amz-Credential=AKIAIL7WQYDOOHAZJGWQ%2F20200130%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=8322d714cf439359950d57af02da1c0c0f04c63ac3334fbae725c307c14c4e67

File Document1-Mittelberger

https://s3.us-east-1.amazonaws.com/blackboard.learn.xythos.prod/584b1d8497c84/93868057?response-content-disposition=inline%3B%20filename%2A%3DUTF-8%27%27Document1-Mittelberger%25281%2529.pdf&response-content-type=application%2Fpdf&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20200130T165454Z&X-Amz-SignedHeaders=host&X-Amz-Expires=21599&X-Amz-Credential=AKIAIL7WQYDOOHAZJGWQ%2F20200130%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=d9020d3fbc575a7798679341ec14a0dc8f0603a2398160bda56048b27deaa17b

For Part 1 of the Unit 1 Exam, read the three documents attached above and watch the specified segment of the documentary 500 Nations (link below). Using the documents, the video, and the textbook, write an essay answering the questions listed below. Grades will be based on the content of the answer and must be more than 400 words in length. Direct quotes do not count toward the required word count.

 

Part 1 Questions:

 

  1. How do Documents 1 and 2 relate to the colonial labor systems that developed during the 1600s and 1700s (i.e. indentured servitude and slavery)? Compare the experiences of each author.
  2. What do Document 3 and the video reveal about the relationships between Native Americans and European Colonists (both in the Spanish and English colonies) during the 1600s and 1700s?
  3. Based on what you have read in the textbook, explain how all of these documents and the video relate to the history of expansion, immigration, and economic development in Europe’s North American colonies during the 1600s and 1700s.

 

Note: you DO NOT need to answer the questions at the end of documents 1 and 2.

 

Video Link – 500 Nations – https://youtu.be/0X0_Pld0JDk (you ONLY need to watch from minute 2:45 to minute 17:00 in the video)

 

Unit 1 Exam: Part 2 (30 points)

Click the link below for Textbook.

 

https://www.studocu.com/en-us/document/california-state-polytechnic-university-pomona/united-states-history/other/eric-foner-give-me-liberty-an-american-history-1-w-w-norton-co-2017/3880088/view

 

For part 2 of the Unit 1 Exam, choose ONLY 1 essay question from the list below, which covers chapters 1 and 2 in the textbook. Grades will be based on the content of the answer and must be more than 300 words in length. Direct quotes do not count toward the required word count.

 

Part 2 Essay Questions:

 

1 – Compare Indian society with that of the Europeans. What differences were there? Similarities? Be sure to include in your analysis ideas about religion, land, and gender roles as well as notions of freedom.

 

2 – The sophistication and diversity of the peoples in the early Americas is remarkable. Explore that diversity in an essay that discusses early Native American culture, architecture, religion, gender relations, economy, and views of freedom.

 

3 – The Spanish had a long history of conquering in the name of God. From the reconquista to the conquistadores to the settlement of the New World, Spain justified its conquests as a mission to save the souls of heathens—while putting them to work in subhuman conditions. Explore this paradox of conquering and killing in the name of saving. Remember to think about what else was going on in the world at that time with regard to the Protestant Reformation and the Inquisition.

 

4 – What was a borderland? Compare the roles the French, Dutch, and Indians played in the borderlands of North America. In the seventeenth century, did any group have an advantage? Explain your answer.

 

5 – Many degrees of freedom coexisted in seventeenth-century North America. Discuss the various definitions of freedom. Be sure to include slaves, indentured servants, women, Indians, property owners, and Puritans in your discussion. Identify any similarities and differences among these different versions of freedom.

 

6 – Explain the reasons behind the various conflicts between the English and the Indians. How do differing perceptions of land and liberty fit into the story? How do trade and religion play a part?

 

7 – John Winthrop distinguished between natural and moral liberty. What was the difference? How did moral liberty work, and how did Puritans define liberty and freedom? Discuss the restrictions of moral liberty and the consequences as illustrated by Roger Williams and Anne Hutchinson. Be sure to address Winthrop’s speech in the “Voices of Freedom” box.

 

8 – Compare the Chesapeake and New England colonies. Explore the various reasons for the colonists’ emigrating to the New World, their economies, gender roles, demographics, religion, and relations with the Indians. How did land ownership compare from one region to the other? Which pattern of settlement is more representative of American development after the seventeenth century?

 

Unit 1 Exam: Part 3 (30 points)

Click the link below for Textbook.

 

https://www.studocu.com/en-us/document/california-state-polytechnic-university-pomona/united-states-history/other/eric-foner-give-me-liberty-an-american-history-1-w-w-norton-co-2017/3880088/view

For part 3 of the Unit 1 Exam, choose ONLY 1 essay question from the list below, which covers chapters 3 and 4 in the textbook. Grades will be based on the content of the answer and must be more than 300 words in length. Direct quotes do not count toward the required word count.

 

Part 3 Essay Questions:

 

1 – “North America at mid-eighteenth century was home to a remarkable diversity of people and different kinds of social organization.” In a thoughtful essay, defend this statement, touching on each of the colonies, the various groups of people living in those colonies, and the freedoms and liberties extended to them.

 

2 – By the 1750s, North American colonists possessed a dual identity: they were both British in their attempts at Anglicization and also distinctly American. What factors contributed to this dual identity? What reinforced the British identity? What reinforced the American identity? Be sure to discuss political, cultural, social, and economic aspects of society.

 

3 – Explain how and why tobacco planters in the Chesapeake region came to rely on African slaves rather than European indentured servants over the course of the seventeenth century. At what point did the Chesapeake become a “slave society” rather than merely a “society with slaves”?

 

4 – The line between slavery and freedom was more permeable in the seventeenth century than it would become later. Explain how slavery was treated in the seventeenth century by discussing the law, customs, and liberties extended to slaves. What contributed to the hardening of the line between slavery and freedom?

 

5 – The slave experience was diverse in British America. Describe how slavery evolved in the various regions of British America. What role did African religions play? What liberties, if any, were extended to slaves in the northern colonies, the Chesapeake region, and the rice kingdom of South Carolina and Georgia? What was the impact of the Stono Rebellion?

 

6 – Compare and contrast the impact of the Enlightenment with the Great Awakening. How do both contribute to the thinking behind the American Revolution?

 

7 – Explain the impact of the Seven Years’ War on colonial society. Pay particular attention to how the war and its outcome shaped colonial identities as well as to the relationship between colonists and Indians.

 

8 – As Europeans continued to settle the North American continent during the 1700s, Indians constantly struggled to maintain their independence and identities. Illustrate the common obstacles the Indian communities faced and the ways they tried to unite to overcome their hardships during the eighteenth century. Consider the Indians in California during the Spanish missionary period, the Creeks during the early settlement of Carolina, the Indians in Pennsylvania, and the Indians during and after the French and Indian War (including Pontiac’s Rebellion).

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