Description
You WILL NOT CITE ANY SOURCES OR USE ANY QUOTATIONS on this exam. Use your readings and the other information I have provided for study and preparation but I am looking for information you have learned and remembered, analyzed using independent thought, written in your own words.
This exam is meant to approximate or ‘mimic’ an in-class exam.
You will provide supporting details in your body paragraphs by studying your sources and giving examples as you remember and understand them. You must have 3-4 specific examples from the readings/lectures in each of your body paragraphs. The examples you choose must be terms specifically defined in your own words and then discussed in relation to other information that you have learned in the course.
If you have a similarity score higher than 5 % YOUR EXAM WILL NOT BE ACCEPTED.
DO NOT wait until the last second to submit your exam. If something goes wrong you will have no recourse. I will NOT accept any papers submitted after the deadline UNDER ANY CIRCUMSTANCES.
If you are having any problems submitting, or are concerned you might, take the precaution to email me the document BEFORE the 9:00 pm deadline.
Specific Grading Rubric Guidelines:
10 points-Introduction and one sentence thesis statement
Clear, complex and well written thesis statement, including three elements/examples to be discussed in the body paragraphs, in a full paragraph introduction of your paper.
Avoid casual/informal, colloquial, or overly figurative hyperbolic language.
15 points-Topic Sentences
Each topic sentence must relate directly if not literally repeat a thesis element.
Each body paragraph must have a minimum of four examples based on terms from each unit that support your argument or thesis. Make sure to fully explain and define all terms used.
Clear, complex and complete sentences using formal academic language used to support a well thought out thesis.
Avoid casual/informal, colloquial, or overly figurative hyperbolic language.
All thoughts should be constructed in comprehensible language in 12 point font, double spaced.
Clear restatement of thesis concluding your paper in a thoughtful, paragraph long summation of your argument.
Your answer should be about 1200 words and take around 2 hours to complete.
Essay Question:
ANSWER THE ESSAY USING A STANDARD FIVE PARAGRAPH FORMAT, INCLUDING AN INTRODUCTION WITH A CLEAR THESIS STATEMENT (THE QUESTION CATEGORIES RESTATED), TOPIC SENTENCES FOR EACH BODY PARAGRAPH AND A CONCLUSION RESTATING YOUR THESIS.
The period of American History from the Pre-Columbian era to the end of the American War for Independence brought many important changes. Please discuss this period in your essay, organizing your thoughts into a three pronged thesis, using the following three time periods as your thesis elements/topic sentences:
The Pre-Columbian era though Early Colonial Period 1400-1720 (Unit-Modules 1)
Crises, Change, Expansion and Early Rebellion from 1600-1763 (Unit-Modules 2 and 3)
The period leading to and including the War for Independence 1720-1783 (Unit-Modules 3 and 4)
Make sure to discuss at least four terms/specific examples/details (see suggestions below) in each of your body paragraphs.
Your thesis should look something like this:
The period from before contact to the American War for Independence was a crucial time in early American history; My essay will discuss the changes, ideas and events in the period from before contact through early colonization, the period of change and expansion starting in the 1600s, and lastly the period leading to and culminating with the American War for Independence.
Terms for this exam:
Unit Module 1: CHAPTER 1 AND 2
THE NEW WORLD AND COLLIDING CULTURES
CHRISTOPHER COLUMBUS
THE AGE OF EXPLORATION
COLUMBIAN EXCHANGE
NATIONALISM
IMPERIALISM
COLONIZATION
MONTEZUMA
CORTEZ
RECONQUISTA
ELIZABETH I
PRIVATEER
MARTIN LUTHER
95 THESES
PROTESTANT REFORMATION
SELLING OF INDULGENCES
SIMONY
ENGLISH REFORMATION
POCAHONTAS
JOHN ROLFE
MERCANTILISM
JOINT STOCK COMPANIES
THE VIRGINIA COMPANY
JAMESTOWN
SEPARATIST
CALVINIST
PREDESTINATION
PURITANS
THEOCRACY
SECULAR
PILGRIMS
MAYFLOWER COMPACT
SOCIAL CONTRACT
CITY ON A HILL
MANIFEST DESTINY
SCOLDS BRIDLE
INHERITANCE OF EVE
ROGER WILLIAMS
ANNE HUTCHINSON
Unit-Module 2-CHAPTER 3
BRITISH NORTH AMERICA
CHATTEL SLAVERY
INSTITUTIONAL SLAVERY
RACISM
INSTITUTIONAL/SYSTEMIC RACISM
PATERNAL DOMINATION
ENGLISH CIVIL WAR
CHARLES I
OLIVER CROMWELL
NAVIGATION ACTS
THE GLORIOUS REVOLUTION
QUAKERS
MARY DYER
WILLIAM PENN
KING PHILLIPS WAR
METACOM
PRAYING TOWNS
BACON’S REBELLION
SALEM WITCH HYSTERIA
TITUBA
SPECTRAL EVIDENCE
Unit-Module 3: CHAPTER 4
COLONIAL SOCIETY
ATLANTIC SLAVE TRADE
INDENTURED SERVITUDE
MIDDLE PASSAGE
SPECULUM ORIS
BARBADOS
BLACK CODES
THE AGE OF ENLIGHTENMENT
PHILOSOPHES
JOHN LOCKE
JEAN-JACQUES ROUSSEAU
TABULA RASA
NATURAL RIGHTS
AGE OF REASON
SCIENTIFIC REVOLUTION
NEWTON
DEISM
PROGRESSIVISM
NATURAL PHILOSOPHY
SUFFRAGE
TYRANNY
THE GREAT CHAIN OF BEING
ABSOLUTISM
PATRIARCHY
FEME COVERT
THE GREAT AWAKENING
FRENCH AND INDIAN WAR/SEVEN YEARS WAR
GEORGE WASHINGTON
NATIONALISM
PAXTON BOYS
PONTIAC’S WAR
BENJAMIN FRANKLIN
Unit-Module 4: CHAPTER 5
THE AMERICAN WAR FOR INDEPENDENCE OR AMERICAN ‘REVOLUTION’
CHARLES III
GEORGE III
WHIG
TORY
SUGAR ACT
STAMP ACT
VICE ADMIRALTY COURTS
WRITS OF ASSISTANCE
SONS OF LIBERTY
DAUGHTERS OF LIBERTY
DECLARATORY ACT
TOWNSHEND DUTIES
NEW YORK RESTRAINING ACT
JOHN DICKINSON
BOSTON MASSACRE
JOHN ADAMS
GASPEE INCIDENT
BOSTON TEA PARTY
COERCIVE/INTOLERABLE ACTS
FIRST CONTINENTAL CONGRESS
SAM ADAMS
COMMITTEE OF CORRESPONDENCE
COMMITTEE OF OBSERVATION AND SAFETY
SOVEREIGNTY
THOMAS GAGE
PAUL REVERE
LEXINGTON AND CONCORD
THE ‘SHOT HEARD ‘ROUND THE WORLD’
GEORGE WASHINGTON
BATTLE OF BUNKER HILL
ABIGAIL ADAMS
MARQUIS DE LAFAYETTE
OLIVE BRANCH PETITION
RHETORIC
PROPAGANDA
COMMON SENSE
THOMAS PAINE
THE DECLARATION OF INDEPENDENCE
ARTICLES OF CONFEDERATION
WINTER AT VALLEY FORGE
WOMEN OF THE ARMY
TREATY OF AMITY AND COMMERCE
TREATY OF PARIS
EXTRA CREDIT PARAGRAPH: 5 POINTS!
Many of you expressed misgivings about studying early American History when the class began. Do you feel any differently after having learned what you have so far?
Using details from class discuss any new understanding you may have about colonial history after this section of the class.
