UCR Columbian Exchange Essay Dissertation

UCR Columbian Exchange Essay Dissertation

Order ID	53563633773
Type	Essay
Writer Level	Masters
Style	APA
Sources/References	4
Perfect Number of Pages to Order	5-10 Pages

Description/Paper Instructions

UCR Columbian Exchange Essay Dissertation

 

So basically, write an interpretive thesis that takes a stand, and uses the primary sources as evidence to prove it. We have our way to cite the primary source which is explained below under the (How to cite a primary source on the primary board). I have attached this week’s PPT if that helps too.

Over the course of the semester, we will do 3 short writing assignments which will prepare you to write a final 2-page essay for the course. Each writing assignment will ask you to create a thesis and support it with a source from the Primary Source Boards.

Your thesis should talk about why and how an event or trend occurred in U.S. History; within the era we’ve been studying. It must have a point of view and be arguable (that is, someone else could argue it’s not true). An interpretive thesis takes a stand, and uses the primary sources as evidence to prove it.

For example:

X happened because Y happened.

Although most people believe X, closer examination of the evidence indicates Y.

During this era people experience X, because of Y.

“Your Task”

Writing Assignment (50 points):

Please create a few short paragraphs that include:

An interpretive thesis about one or more of the eras we’ve studied so far, in bold text

2 primary sources from the first Primary Sources Board in chronological order, with each source related to the thesis through your own explanation

each source named and fully cited (author/artist, title, date, live link to a page where it is featured)

a one-sentence conclusion

Don’t have the sources you need? You may add any source to the first board at any time, so long as it is fully cited and available for all to use.

Here is a sample of an A/A+ assignment from a previous class (yours would use sources from our Primary Sources Board)

The Reconstruction Era and Black Suffrage

Sectional division played an active role in U.S. politics dating as far back as the colonization of the British in America. Due to different climates and geographic location, varying economies were developed between the North and South. The South was more agriculturally motivated and relied on the export of farmed goods to generate revenue, where the North was motivated through trade export and fishing. The South used slaves to work and even run plantations and farms, where the North did not need nor truly agree in having a slave.

The differences between the North and South influenced their attitude on several issues involving the nation’s well-being, including slavery. As the sectional differences grew between the North and South, tension increased to the point that individual states could no longer create solutions, leading to the Civil War. As a result of the Civil

War, Society had mixed views on the role of the federal government with respect to black suffrage and race relations during the Reconstruction Era, lending to a long road of Civil Rights for African Americans.

Congress, political parties, whites, blacks, and even the President had conflicting views on race relations, creating controversy and problems within the states. “The Freedman’s Bureau!” (1866, artist unknown, http://en.wikipedia.org/wiki/File:Freedman%27s_bureau.jpg#file (Links to an external site.)), which states, “An agency to keep the

Negro in idleness at the expense of the white man. Twice vetoed by the President, and made a law by Congress. Support Congress & you support the Negro Sustain the President & you protect the white man, “is one of a series of racist posters against Radical Republicans, on the topic of black suffrage. In particular, this was published

during the election of a governor running on a white supremacy platform supporting Andrew Johnson, due to President Johnson vetoing the Civil Rights Bill that was enforced by Congress.

There is so much going on in this poster; the white men working while the black man lounges, support congress and you are not in support of the white man, the white man must work to keep his children and pay his taxes, the list goes on and on. Basically, many felt that if you supported the “freedman” you were against the whites, that

the roles were now reversed from the black slaves supporting the wealth and freedom of the white man, and that now whites were working on behalf of the black’s freedom. This poster portrays how different the views were between the government and Society as a whole with regard African American rights during the Reconstruction Era.

Despite Amendments and new laws passed by the federal government, Southern whites in society looked for any means possible to effectively eliminate the new freedoms of African Americans. The 15th Amendment to the Constitution gave African American men the right to vote stating that the, “right of citizens of the United States to

vote shall not be denied or abridged by the United States or by any state on account of race, color, or previous condition of servitude.” In the cartoon, “Everything Points to a Democratic Victory This Fall,” also referred to as, “White Citizen league barring Black voters,” featured in Harper’s Weekly (October 31, 1874, Jim Crown in

America (Links to an external site.)), two voting lines are portrayed, one for colored people and one for whites.

There is also a sign that reads “Notice No N**** Votes here”, despite the 15th amendment and being freed from slavery, whites did whatever they could to keep the two races separate. After the Civil War, Southern States passed discriminatory legislation known as The Black Codes of 1866 allowing for the civil rights of black citizens to be compromised.

Throughout the Reconstruction era, society had mixed views on race relations and the role of the federal government after the Civil War, as shown in “The Freedman’s Bureau,” (1866) and “Everything Points to a Democratic Victory This Fall,” (1874). However, constitutional amendments; 13 which abolished slavery, 14 which defines

citizenship and protects a person’s political and civil rights from being “abridged or denied by any state”, and 15 giving African Americans the right to vote, all played an integral role in pursuing African American Civil Rights.

More samples are available on the Help page.

Here are some tips:

Watch the video I have made about this!

Make the thesis interpretive and arguable

Avoid troublesome sources (if the citation information isn’t complete, don’t use it)

Discuss each source so it proves the thesis instead of illustrating it

How to cite a primary source to the primary board

Your source must be about something tied to U.S. History from 1400-1620

It must be a primary source and not a secondary source, see the learning unit, so it must have been painted/made/written within at most 20-30 or maybe 50 years at most of the event it is depicting. It CANNOT be from hundreds of years after the event.

The date you provide MUST be from when the object/painting/document is produced, not when the subject of the image takes place.

You must provide a live (clickable) link to the site where you retrieved the image and the image must be visible on the page, if I click on the link and cannot see your image your grade will be marked down.

The commentary cannot just describe the source, it MUST explain how the source relates to the course material.

It cannot be the same/very similar to any image I have used in the course, such as the sample below, images used in the Powerpoint presentation or the course video clips.

This assignment is primarily about posting visual sources, if you decide to post a written source you MUST post an image of the original document (which needs to come from the assigned era, and you also MUST provide an extended excerpt (at least one paragraph if not several) from the document.

You may NOT upload your image to canvas and then link from it there since that can cause issues where some people cannot view the image, you need to embed the image using a link to the original site where you found it. If you are uncertain about how to do this, please see the course help page.

Here is a sample:

Artist: Onondaga Nation

Title: Hiawatha Belt

Date: 1400s

Retrieved from http://www.onondaganation.org/culture/wampum/hiawatha-belt/ (Links to an external site.)

Comment: This belt represents the formation of the Iroquois Confederacy in the 15th century. This confederacy would have a major impact on the development of the European colonies (French, English, and Dutch) founded along the northern part of the Atlantic coast because of the large population and territory controlled by the 5 tribes together. The central tree represents the Onondaga nation since it was under a tree on their territory that the confederacy was formed. The other four boxes represent the other 4 nations (tribes) in the confederacy: the Seneca, the Cayuga, the Onieda and the Mohawks.

UCR Columbian Exchange Essay Dissertation

 

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  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 addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/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 full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/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 solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/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 exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/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:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable 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 research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively 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 reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/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, 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:  Student failed to submit the final paper. 3 points out of 10: 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: Appearance of 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. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and 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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