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 * __SSH 101: Themes in American History to 1865 __**

__**Final Examination Essay: **__

__**Directions:**__ Please read closely the following driving question. Using information from your class notes, //Give Me Liberty!// (chapters 5 & 6), primary documents, and lyrics from the British songs and the American parodies analyzed in class, write a essay that fully answers the question. Your essay should have a clear thesis statement, which should be located at the end of your introduction, and body paragraphs that comply to the I.D.E. format. You should NOT look beyond the above sources for information; there is sufficient evidence in the material covered to write a good essay. The following questions are meant to guide your thoughts. You should not attempt to answer each of them individually in your essay. Instead, use them to focus your attention on ideas and events that you may use to respond to the validity of John Hancock's statement. Your essay must be typed and double-spaced. All essays must be submitted to your instructor on //**June 10th from 8:00 to 8:30 pm**// in the regular classroom. //**NO LATE ESSAYS WILL BE ACCEPTED.**//

__**Driving Question:**__ On July 4, 1776, John Hancock, a signer of the Declaration of Independence stated: "We must be unanimous; there must be no pulling different ways; we must hang together." Please write an essay that explores the degree to which the residents of the British colonies in North America complied with Hancock's advice. How much unanimity was there among the colonists regarding the reasons for declaring independence? On what points were there differences of opinion? Who held differing opinions? Why? What efforts were undertaken to create greater unanimity among the colonists? To what degree did these efforts require creating a new "American" identity? How successful were these efforts? Did everyone achieve the same degree of freedom in the immediate wake of the declaring of independence? Did everyone equally share in the rights and liberty promised in the Declaration of Independence? Whose freedom increased? Whose freedom decreased?

[|Excerpts from Thomas Paine's Common Sense] [|The Declaration of Independence]

__**Due: 3 June 2014:**__ Please read chapter six of //Give Me Liberty!//, paying close attention to answering the focus questions on the first page of the chapter.

__**Due: 29 May 2014:**__ Please listen to each of the following songs and, using a WHW sheet, answer the following driving question.

[|Song: The British Grenadiers] [|Song: Heart of Oak] [|Song: Rule Britannia] [|Lyrics to Heart of Oak]

__**Driving Question:**__ What is the emotional feel of the music? What message do the lyrics of each song convey?

__**Due: 27 May 2014:**__ **Essay Question #2 & Directions.** Please write an essay that answers the following driving question. Remember to include a clear thesis statement that answers the question, specific evidence to support your answer, and body paragraphs that adhere to the I.D.E. format to explain your answer. Your essay must be typed and double spaced. There is no need to fancy fonts or illustrations. You do not need to look beyond the material discussed in class in order to write a good essay.

__**Driving Question:**__ How did the demographic, economic, and political changes of the period from the 1670s to the 1750s affect the nature and degree of freedom of the various populations living in North America? Whose freedom increased? Whose freedom decreased?

<span style="font-family: Georgia,serif; font-size: 160%;">__**Due: 13 May 2014:**__ Please finish watching the remainder of the [|God in America] episode on George Whitefield and the Great Awakening, taking notes on how the Great Awakening and the revivals of George Whitefield change and expand the definition of freedom.

<span style="font-family: Georgia,serif; font-size: 160%;">__**Due: 8 May 2014:**__ Please read the following documents and be prepared to discuss them in class.
 * <span style="font-family: Georgia,serif; font-size: 160%;">[[file:lehman-classes-space/Jonathan Edwards from Sinners in the Hands of an Angry God (1741).docx|Jonathan Edwards from Sinners in the Hands of an Angry God (1741).docx]]
 * <span style="font-family: Georgia,serif; font-size: 160%;">[[file:lehman-classes-space/Albany Plan 1754.docx|Albany Plan 1754.docx]]

<span style="font-family: Georgia,serif; font-size: 160%;">__**Due: 6 May 2014:**__ Please read chapter four in //Give Me Liberty!// and, using a WHW sheet, answer Review Questions #1, 3, 4 & 5 on page 172.

<span style="font-family: Georgia,serif; font-size: 160%;">__**Due: 1 May 2014:**__ <span style="font-family: Georgia,serif; font-size: 160%; line-height: 1.5;">Please read and annotate <span style="font-family: Georgia,serif; font-size: 160%;"> Benjamin Franklin and, using a WHW sheet, answer the following driving question.

<span style="font-family: Georgia,serif; font-size: 160%;">__**Driving Question:**__ According to Benjamin Franklin, what makes America different from Europe? How does this difference influence Franklin's view on non-English immigration and slavery in the North-American colonies?

<span style="font-family: Georgia,serif; font-size: 160%;">__**Due: 29 April 2014:**__ Please read the following primary documents and, using a WHW sheet, answer the following driving question.
 * <span style="font-family: Georgia,serif; font-size: 160%;">[|Wampanoag Grievances against the Colonists of New England]
 * <span style="font-family: Georgia,serif; font-size: 160%;">[|Increase Mather: A Brief History of the War with the Indians in New England, 1676]

__<span style="font-family: Georgia,serif; font-size: 160%;">**Driving Question:** __<span style="font-family: Georgia,serif; font-size: 160%;"> How do the Puritans' and Wampanoags' description of King Philip's War compare? How are they similar? How are they different? How does King Philip's War compare with Bacon's Rebellion?

<span style="font-family: Georgia,serif; font-size: 160%;">__**Due: 10 April 2014:**__ Please watch [|God in America, Episode One--A New Adam] and, using a WHW sheet, please answer the following driving question.

<span style="font-family: Georgia,serif; font-size: 160%;">__**Driving Question:**__ What role did order, patriarchy, doubt, and conformity play in the lives of Puritans living in seventeenth-century New England?

<span style="font-family: Georgia,serif; font-size: 160%;">__**Due: Tuesday, 8 April 2014:**__ Please read chapter two of //Give Me Liberty!// and, using a WHW sheet, please answer "Review Questions" # 2 and #6 on pages 86 and 87.

<span style="font-family: Georgia,serif; font-size: 160%;">__**Due: Tuesday, 1 April 2014:**__ **Essay #1 Directions and Question.**

<span style="font-family: Georgia,serif; font-size: 160%;">__**Directions:**__ Using relevant information from class notes, //Give Me Liberty!//, documentary films, and websites, please write an essay that answers the following driving questions. Your final draft, which MUST be submitted **//IN PERSON//** on April 1st, must be typed, using a 12-point font, and double-spaced. You do not need to include a cover sheet, bibliography, or footnotes/in-text citations. Do not use any fancy fonts or illustrations of any kind. All the information you need to write a high-quality essay may be found in the above sources. There is not maximum or minimum word requirement. Instead, use the thesis development pencast and the I.D.E. template found on the SSH 101 class page to guide you in the structuring of your essay and in the selecting of supporting evidence. Both the structuring of your essay and the selecting of supporting evidence require a clear and argumentative thesis statement.

<span style="font-family: Georgia,serif; font-size: 160%;">__**Driving Question:**__ How did the exploration efforts of Europeans from the first voyages of the Portuguese down the west coast of Africa to the settlement of Jamestown and New Amsterdam create the first truly global trade network?
 * <span style="font-family: Georgia,serif; font-size: 21px; line-height: 31.19px;">What were the trade networks that previously existed? What were the key trade goods and trade partners in these networks?
 * <span style="font-family: Georgia,serif; font-size: 21px; line-height: 31.19px;">What were the costs and benefits of the creation of this global network? Who reaped the benefits of this new network? Who suffered a loss?

<span style="font-family: Georgia,serif; font-size: 160%;">__**Due: Thursday, 20 March 2014:**__ Please watch the following documentary video clips and, using a WHW sheet, answer the following driving question.

<span style="font-family: Georgia,serif; font-size: 160%;">[|//New York: A Documentary Film//, Episode One, "The Country & The City (1609-1825), Part One]

<span style="font-family: Georgia,serif; font-size: 160%;">[|//New York: A Documentary Film//, Episode One, "The Country & The City (1609-1825), Part Two]

<span style="font-family: Georgia,serif; font-size: 160%;">__**Driving Question:**__ What role did commerce and religion play in the establishment of New Amsterdam? How did the objectives of the Dutch West India Company shape the ethnic and religious composition of the colony? How did changing relations with the Lenape people affect the development of the colony?

<span style="font-family: Georgia,serif; font-size: 160%;">__**Due: Tuesday, 18 March 2014:**__ Please watch [|America in 1607: Jamestown & the Powhatan] and, using a WHW sheet, please answer the following driving question.

<span style="font-family: Georgia,serif; font-size: 160%;">Driving Question: What difficulties did the English settlers face upon arriving in Virginia? How did they adapt to the environment in the immediate area of Jamestown? How did they adapt to living in close proximity to Werewocomoco and the Powhatan people? How successfully did each group adjust?

<span style="font-family: Georgia,serif; font-size: 160%;">__**Due: Tuesday, 11 March 2014:**__ Please read and annotate chapter one of //Give Me Liberty!,// paying close attention to the driving questions at the top of each page. In addition, please watch the following documentary videos, and using a WHW sheet, take notes on the information that answers each of the driving questions below.

<span style="font-family: Georgia,serif; font-size: 160%;">[|Video: 500 Nations: Anasazi and Cahokia/Aztecs] <span style="font-family: Georgia,serif; font-size: 160%;">N.B. Please watch ONLY the sections on the Anasazi and Cahokia. __**<span style="font-family: Georgia,serif; font-size: 160%;">Driving Questions: **__
 * <span style="font-family: Georgia,serif; font-size: 160%;">What are the key features that characterize the architecture of these two cultures?
 * <span style="font-family: Georgia,serif; font-size: 160%;">What role did trade play in these cultures? What kinds of goods were central to the two culture's commercial life? What infrastructural improvements were made to support and promote these trade systems?

<span style="font-family: Georgia,serif; font-size: 160%;">[|Video: The Columbian Exchange, Crash Course] __**<span style="font-family: Georgia,serif; font-size: 160%;">Driving Questions: **__
 * <span style="font-family: Georgia,serif; font-size: 160%;">What is meant by the Columbian Exchange? What things were transferred from Europe to America? What things were transferred from America to Europe?
 * <span style="font-family: Georgia,serif; font-size: 160%;">What was the impact of the Columbian Exchange on Native-American peoples and European settlers?