HIS108 Lives of The Black Afro American Through American Revolution Essay My instructor checks for little details, so Please, follow the directions attache

HIS108 Lives of The Black Afro American Through American Revolution Essay My instructor checks for little details, so Please, follow the directions attached below carefully, assess every point required.

DO NOT USE ANY OUTSIDE SOURCE!

Instead, Use the source documents attached below( the last three documents) AND the history textbook, “History Volume 1, by Schultz”

More Essay instructions are attached below (the first document).

Use Outline format ONLY (No APA, No MLA).

Essay should be in single spaced and include the big question in your own words at the beginning.

I’ve also attached an essay sample so you can follow the procedure.

Also

Watch this video in the following link so you can see the instructions more

detailed. Sp 2019
Hist 108 Essay-Outline #2 (You will write an essay in the form of an outline)
PROMPT:
Using historical reasoning, assess whether the lives of women OR black people OR Native Americans
(one group from the “bottom rail”) got better or worse from around the time of the American
Revolution (1770s) through after the Reconstruction Era (late 1870s).
A. Pick ONE of these methods of historical reasoning to FRAME AN ARGUMENT:
1. Changes and continuities (what changed, what continued/ stayed the same)
2. Causes and effects (what caused other things to happen)
3. Compare AND contrast (what was similar, what was different)
**Your thesis should introduce HOW your argument will be framed (with one of these options)
B. Assess these topics in your argument:
1. Political developments, laws, and milieu
2. Social and economic status and rights
3. Cultural, religious, and ethnic ways of life, relations, and freedoms, etc.
4. Geographic boundaries and changes over time
C. Organize your outline in these ways:
1. According to DATE: start early (around the Revolution) and move to later (the Civil War and
Reconstruction Era)
a. Remember to add dates (in years) to organize your discussion of each big section/topic
(change and continuity, cause and effect, or compare and contrast).
b. Starting earlier and moving forward in time will help you organize your argument to prove
whether the situation got better or worse for the “bottom rail” group you are discussing.
2. Begin your paper with an INTRODUCTION: The first, introductory paragraph will be the only
paragraph. Include in your introduction:
a. A thesis that makes an argument that answers all parts of the prompt. This can be more
than one sentence if needed. Your thesis is where you will introduce and frame your
central argument and main ideas.
b. Include the “5Ws” for context:
i. Who is the discussion about? Who else is involved?
ii. What happened and when?
iii. Where did each event/change/topic happen? Were there differences depending
on location?
iv. Why and how did each event/change/topic happen? Did location and/or time
matter?
1. AND historical context: why important (depending on your topic and
argument, you may need to connect the events you discuss to something
larger that affected the outcome. How was somewhere and/or something
else affected by the changes the group is dealing with? E.g.
industrialization, law codes and Acts, certain influential leaders, eras, big
conflicts, movements, etc.
c. Introduce your main sources here; broad information is acceptable: e.g. “Law codes
restricted the social lives of African-Americans…” or “social organizations allowed more
freedoms and protections for women…” etc.)
3. The rest of your paper will be in bullet format as a thorough outline divided into sections by
topic / date. Each topic will help prove ONE part of your big, overarching thesis (your argument
that answers the question).
a. Each section will start with a topic sentence that proves ONE point or part of your
overarching argument (big thesis). Remember, your argument must discuss HOW life was
getting better or worse for the group you choose.
i. Example: In Caliawesomia (where), from 1435 – 1456 (when), unicorns’ lives were
getting better (what) when the local children regularly came to ride the unicorns
and brought them their favorite foods (how) because they recognized the
unicorns needed companionship and nutrition.
b. Add evidence: add a specific example from the assigned sources, focusing on primary
sources when possible, plus lectures, and textbook. ADD a complete citation (Chicago
style formatting preferred) directly after each example. See “How to Cite your Sources”
doc on Canvas.
i. Example: According to the article, “Unicorns in Caliawesomia,” young children
brought unicorns carrots and older teens realized the need for variety in diet and
brought unicorns cabbage and hay.1 (A footnote would be added here explaining
where this information came from.).
c. Add analysis/explanation: How does the example prove your point of this section’s topic
sentence?
i. Example: Unicorns were receiving more attention and care then in previous years.
Their diet expanded and became more nutritious, which led to better health. This
meant they could ride farther and faster.
d. Add another example with a citation and analysis (you should do this a few times per
topic/section, as needed)
i. Example: The children set up a schedule to make sure the unicorns were fed and
cared for daily. Children with names starting with A-G took Sundays, Mondays,
and Thursdays, and those with names starting with H – Z were responsible for the
remaining four days.2 (Do not highlight footnotes, I just highlighted them to make
sure you could see what they look like). Analysis: All of this attention and the
great additions to the unicorn’s diets ensured their overall wellbeing was greatly
improved. The unicorns’ proved they were much happier by giving all the town
folk rides and helping haul heavy loads without even being asked.3
e. Add concluding sentence(s) to the section to reaffirm the main argument of the topic
sentence for this section and connect to the big, overarching thesis.
i. Example: Unicorns in Caliawesomia had more energy because of all the great
foods and the positive energy the children gave them.
**Note: Each section should include several specific examples (evidence), focusing on the primary
sources when possible, to prove your argument (that life got better/worse for the group). Find the best
evidence that will help support your argument. If you have questions on any of this, ASK!!! ☺
4. At the end of your paper, add a conclusion that ties your whole argument together by
connecting all the sections. Main ideas can be reiterated in a larger, overarching context.
1
This footnote would include the author, title, date, publication date, page number, etc. See “How to Cite Sources” on
Canvas for details. Chicago-style formatting is preferred.
2
This is where the second footnote would show up.
3
This is where the third footnote would be located.
The best papers will:
• FOLLOW DIRECTIONS!
• Fill in the checklist after carefully making sure each item is fulfilled
• Include plenty of the best evidence from many assigned primary sources (and secondary
sources): examples that relate and prove your points, with citations
• **Be careful to avoid taking examples out of context (this is a fallacy)
• Include thorough analysis that displays a deep understanding of the history
• Solid historical reasoning: the argument will be framed with either “cause and effect,” “changes
and continuities,” or “compare and contrast”
Basic Tips, Formatting, & Writing Points for Essay-Outline #2
• Write in outline format, and single-space your lines
• Write the question at the top of your paper and refer back to it often to make sure you are
answering the question
• Look at this Canvas Page: Spelling & Writing Tips, Terms & Abbreviations
• While reading, if there is a word you do not understand, LOOK IT UP!!!!!!!
• 2500 – 3000 words (for reference, there are approximately 500 words per single-spaced page, so 5 –
6 single-spaced pages). I prefer single-spacing over double-spacing because it is easier for me to
read. The Writing Center and Tutoring prefer double-spacing so they can write between the lines.
Please use Calibri, Verdana, or Times New Roman font for clarity and a normal sized font (11 – 12).
• ***Use 3rd person (avoid 1st and 2nd person, such as I, you, we, me, us, etc. and avoid superfluous
statements e.g. “I believe” or “as one can see…”)
• Use PAST TENSE (it’s history, not happening now)!
• Citations are necessary for every example!
• To receive the best grade possible, your essay-outline should be well written and well organized.
This is why we are writing in essay-outline format! Your work should be free of grammatical errors,
written in complete sentences, and clear. Use a spell-checker and read your writing out loud (or in
your head) to check for grammar and syntax (sentence structure).
• ***In order for your work to be graded, you will need to submit your work to a tutor for review two
times. You may use use NetTutor for review and editing. ***Please submit the comments/edits the
tutor provides for you as a PDF where you submit your paper.
• Formatting your outline: The specific formatting does not matter (you can use dots, numbers,
letters, hearts, stars, etc.). What does matter is that each section is broken down into main chunks
(topic sentence, example, analysis, conclusion, etc.).
• Be specific in regard to location and dates (in years). E.g. Massachusetts, North America, British
colonies in North America, Jamestown, East of the Mississippi River, Louisiana Purchase territory,
New York, etc.
• Again, primary sources should be the main focus of your evidence whenever possible. You may also
use the textbook and lectures/PowerPoints.
Any questions, please ask! Check out the Q&As on Canvas or email me: galit.stam@gcccd.edu or
message me directly on Canvas Inbox.
Essay-OUTLINE EXAMPLE
What you see below is an EXAMPLE. Pay attention to the structure, type and detail of the
information presented, and the citations. Every outline will be different!
This is what is expected:
o Clear, well-organized structure: A solid introduction with a thesis, and one main topic per
section, with thorough analysis and plenty of good examples to prove your points, with
citations. Several sections will be needed to prove your thesis and fully answer the question.
o Proper grammar, spelling, and punctuation in complete sentences, etc.
o What you turn is NOT a draft. ***Turn in a final version of a well-written essay in outline
format, edited and polished! Include in your submission your two drafts, plus two “receipts”
from tutoring/writing center, and highlighted changes from the first and second drafts.
Example Question (this is a big question with several parts):
What were the main motives for European voyages of exploration and travels, what was the
“Columbian Exchange,” and what were some of the big positive and negative effects of this
exchange?
Thesis/intro: (note that this contains the “5Ws” (who, what, where, when, why, why important,
and how) AND answers the whole question)
European voyages of exploration began in the middle of the 15th century and were provoked due to a
strong desire for Asian goods, which had become less accessible because Muslims began blocking
trade routes to the East when Constantinople was conquered. Other main reasons for the voyages of
exploration include the competitive nature of Western European states, the goal of spreading
Christianity, and the desire to gain glory that came with conquering new lands. The European
voyages led to the Columbian Exchange, or the transfer of plants, animals, diseases, people, and
goods between the “Old” Eastern and “New” Western worlds. Many benefits were reaped for
Europeans, but millions of Native Americans, and then Africans, were dealt a horrible blow with
losses of land, life, culture, and dignity due to diseases and serious abuses by those who ventured
south, around Africa, and west, across the Atlantic.
The following are outline sections. Note that each section has a topic (introductory) sentence that
answers one part of the question and provides specific examples with analysis (explanations) to
connect the example to the point, and citations. Also, note that the citations have made up page
numbers here because you need to find the correct page numbers for the textbook or primary
sources! You must include the author, title, date (especially if it’s a primary source), and page
number if it’s a book.
Chicago-style citations with footnotes is the style historians use. Small formatting mistakes will not be
a problem, but the basic formatting, with footnotes, should be attempted. You can use several
websites to help with formatting. Here is a good one: http://www.citationmachine.net/chicago To
learn how to add a footnote: https://support.office.com/en-us/article/insert-footnotes-andendnotes-61f3fb1a-4717-414c-9a8f-015a5f3ff4cb
A. Motives for Voyages:
Topic sentence (You do not need to label your topic sentence, but you should have one at the
beginning of each section): There were several motives for Europeans to voyage west, into the
uncharted waters of the Atlantic Ocean in the 15th century (1400s), including the desire for Asian
goods, a yearning for glory, to proselytize Christianity (spread their religion), and to provide room for
their growing population.
1. Europeans had a new found craving for Asian goods.
a. Spices, tea, sugar, silks, porcelain, gold, and other goods from China, India, and other
Eastern regions, were highly desired by Europeans.
b. These Asian goods were introduced to Europeans in the Middle East, partly due to the
Crusades. Europeans went to Jerusalem, a market with a melting pot of goods from all
over the Eastern Hemisphere.1 (!This number in green, after the last sentence, is a
“footnote.” I highlighted some of the footnotes in the text (found after each example),
and at the bottom of the page to show you where they belong and what they look like.
Please do NOT highlight your footnotes. This was created by going to “Insert ” Footnote”
at the top of the Word doc. You can find the citation information for footnotes, including
the book author, title, and publishing information, at the bottom of the page. When you
use Chicago-style footnotes, you do not need a “Works Cited” list, because the citations
contain enough information.)
c. Trade routes were “blocked” with high taxes by Muslims in the Ottoman Empire starting
when Mehmed the II conquered Constantinople in 1453, renaming it Istanbul. Europeans
had to find new paths to Asia, and they decided to try venturing west across the Atlantic. 2
(When used a second time, directly following the same citation, instead of writing out the
complete citation for a second time in the footnote, only include: the author’s last name, the title
or a phrase for the title (if it’s more than four words), and the page number(s) that were used.
This will reduce the bulk of citation information in the paper. See #2 at the bottom of the page)
2. Europeans had a strong ambition for glory and sense of competition.
a. With lots of competition in Europe amongst kingdoms and families, there was a constant
desire to make families proud and expand to new lands. By conquering new territories,
men would gain not only pride, but high ranking titles for themselves and their sons, such
as Vice Admiral of the Seas.3 (When the same source is used consecutively (third time and
beyond), instead of typing in the citation information for a third time, use the abbreviation for
ibidem: “Ibid.” Ibidem is a latin word that means “in the same place.” Add the page numbers
immediately following. See #3 below.) One example of this is the titles given to Columbus
and his sons by King Ferdinand and Queen Isabella when for venturing across the Atlantic
Ocean and conquering territories in the Americas.
b. Another part of this ambition and competition was the idea of mercantilism. The world
was viewed as a “pie” and each nation and man wanted a bigger piece to prove
worthiness, strength, power, and God’s glory.4
3. Western Christian Europeans wanted to spread the “good word.”
a. Many devout Europeans wanted to spread Christianity into new parts of the world.
“Others,” non-Christians, were deemed barbarous, pagan heathens who need to be
“corrected” and controlled. Proselytizing sometimes came gently, with the attempt at
persuasion, but when that failed, force through violence reigned.5 Examples of this include
1
Robert W Strayer, Ways of the World: A Brief Global History, 3rd ed. Vol 2 (Boston, MA: Bedford/St.Martins,
2013), 432.
2
Strayer, Ways, 433.
3
Ibid, 434.
4
Ibid, 434.
5
Ibid, 432.
the encomienda system, which enslaved the native populations and forced them to
convert, the destruction of native idols, forbidding natives from praying to and honoring
their ancestors, public floggings and processions to humiliate those who continued to
follow their own religious beliefs and traditions.
4. A demand for more land was growing.
a. Challenges in Europe, such as lack of land for sons and lack of space for growing food, such
as fields to farm and graze, led to the need to spread out to new places.
b. A growing population, coming back from disease (plague) a few hundred years earlier, also
led to a need for more land.6
5. With all these motivations, Europeans also had the ability to travel across the Atlantic.
a. They had power and money. For example, Spain had just re-conquered the peninsula from
the Muslims after hundreds of years of fighting the Moors, displaying their power.7
Western Europe had a lot of money due to the spoils of winning wars and had gained
newly developed technologies, many of which came from the East, such as the compass,
triangular sail, and astrolabe, an instrument that measured latitude with the stars.
b. Lastly, the Spanish and Portuguese also had some experience in both the Atlantic ocean
and Mediterranean Sea, which gave them practice sailing in the rough waters. All these
things allowed them to travel down and across the Atlantic.
B. The Columbian Exchange had positives and negatives for people and land in both the Eastern and
Western Hemispheres.
The Columbian Exchange was the transfer of plants, animals, people, goods, diseases, and ideas from
the Old World (the Eastern Hemisphere, including Europe, the Middle East, Asia, and Africa) to the
New World (the Western Hemisphere, the Americas). This exchange brought many positives and
horrifying, extraordinary negatives to people in both the “Old” and “New” worlds, but this greatly
depended on the social status, wealth, political power, perspective, and circumstances of each
individual. Generally speaking, however, when dealing with the repercussions of the Columbian
Exchange, Europeans were the winners and Africans and Native Americans were most often the
losers.
1. American products were introduced in Europe. Examples include corn, chocolate, tobacco,
potatoes, and tomatoes.
o Positives: This led to an increase of population in Europe and Asia, a great positive for those who
were less hungry!
o Negatives:
o This led to European addictions to things like chocolate and tobacco.
o A rough disease, syphilis, came to Europe when European conquerors had relations with
native women who had the sexually transmitted disease. In many cases, the Native
American women were raped, and perhaps this was the karmic price the rapists paid.
o Slaves were taken from the Americas and Africa. Some slaves made it to Europe,
however, millions more became European slaves on plantations in the Western
Hemisphere and were treated like chattel.
6
7
Ibid, 433.
Ibid, 422.
o The Columbian exchange was generally horrible for the environment, as weeds, bugs, and
other diseases were transferred across the globe. Additionally, forest was destroyed to
create space for farmland, higher population urban areas, and eventually mining.
o Also (side note): three hundred years later, a potato famine, due to an air-born disease
that killed Irish potatoes, led to mass starvation and emigration in 1800s. However, this
could have been prevented by the leadership, had they kept other foods available rather
than exporting them!
2. European products were brought to the Americas.
a. Food products, such as wheat, rice, cattle, pigs, and alcohol, in addition to beasts of burden,
including mules and horses, were sent to the West.
o Positives:
o The increase of food varieties led to a healthier diet with more sources of vitamins, minerals,
and calories.
o More animals meant both more forms of protein in mean…
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