Topic: During and after the American Revolution

During and after the American Revolution

Order Description

Field Paper
During and after the American Revolution, an increased awareness of the inequalities in society motivated some individuals and groups to call for change. Was there a pattern for what reforms were enacted and who the beneficiaries were? This is the overall question you are to answer. Some brainstorming questions are: What reforms did the revolution bring to the young United States? Was there a negative side to these reforms? How did successful reforms get enacted? What groups saw few reforms and why? How do these groups fit into your thesis?
Directions:
Using selections from the given readings, respond to the above prompt with a four-page essay. (THESE DOCUMENTS ARE UPLOADED). Only quote from these documents.
You will need to use a minimum of eight quotes from the articles and texts we have used in class. There are five footnote examples on pages 2 and 3 of this document to help you with formatting. Make sure you view the videos posted in Course Documents describing republicanism. (mentioning and talking about republicanism is really important for the instructor). Amid this complexity, look for the convergence of themes and use those to fashion a thesis that answers the question with an assertion.
FORMATTING:
Paper must be typed, double spaced, with traditional margins of 1 inch on all sides, 12-point font, follow the “Writing Rules,” utilize course readings, and be limited to four pages. While footnotes may take some of the space in your paper, 88 lines of text is equal to four pages.
An excellent or superior paper (A or B) will include the following:
? Confirms/Contradicts the prompt with a one sentence thesis in the opening paragraph. Do not repeat the prompt. Remember, “history is a detective story stood on its head, because the outcome is revealed at the outset.” Your opening assertion should be the foundation for the rest of your paper.
? Used some of the 5 Cs of historical analysis: change over time, context, causality, contingency, complexity
? Analyzes the actions and motives of people in the past based on evidence
? Incorporates multiple documents and texts: this is the only way I have to evaluate your ability to read with a historian’s viewp01oint.
? Attempts to explain (or interpret) key historical issues specified in the prompt
? Supports your thesis statement with specific, warranted evidence
? Have organized paragraphs with a topic sentence and evidence that matches the topic and elaborates on your thesis
? Includes a title page. An example is available on page 4 of this document. The title page is not included in the 4-page count.
? Uses active verbs in the past tense, like expanded, topped, founded, resisted. Refrains from using passive verbs (was, were, had).
Follow these 7 writing rules. Six violations will result in a drop of one grade.
? Did you present your historical account chronologically within paragraphs? History moves through time. Granted, in places you may need to reach back to provide a backdrop for a particular topic or to place your subject in context, but within paragraphs you should have events in chronological order.
? Did you keep yourself out of the narrative? Do not use words such as I, our, my, this author, I think. Your authorship is on the front page so you should construct arguments based on evidence, not your opinion.
? Is your paper written in the past tense. History deals with the past.
? Have you identified quotations and ideas from the source. When you use ideas from a document or quote, insert a footnote at the bottom the page. If you are using Microsoft Word, you can do this by following these steps:
o Click the References link from the top menu.
o Click on Insert Footnote
o You should now have a superscript number in the body of your paragraph and at the bottom of the page that looks like this one.1
o Always place footnotes at the end of the sentence.2
o And a final example.3
o The footnote is designed to allow other historians to check your information. If I cannot find where you got information, you will incur a substantial penalty.
o Excuse my large print, but THIS IS NOT A FOOTER!
? Have you placed quotation marks outside of periods and commas, inside semi-colons and colons.
? To reference a decade or century, do not use an apostrophe. (1960s or 1700s)
? AND MOST IMPORTANT: Have you interpreted your material. Your work is more than a chronicle of events or people. Ask yourself these kinds of questions: “Have I incorporated the 5Cs into my paper?” “What insights does this paper provide into the times or the themes of the course?”
Grading:
Formatting and Rules 25%
Thesis Statement and Paragraph Themes 25%
Mastery and Use of Course Sources 25%
Accuracy and Historical Flair 25%
Total 100%
(double-s
1W. H. Brands, American Stories (New York: W.W. Norton & Company, 2014), 359.
2 Melancton Smith, June 21, 1788, “The Source: Speeches Debating the Constitution from the New York Ratification Convention,” 2. Course handout, HST 201, Oregon State University.
3“Idle Drones,” from Woody Holton, Unruly Americans and the Origins of the Constitution (New York: Hill and Wang), 96.

During and after the American Revolution

Order Description

Field Paper
During and after the American Revolution, an increased awareness of the inequalities in society motivated some individuals and groups to call for change. Was there a pattern for what reforms were enacted and who the beneficiaries were? This is the overall question you are to answer. Some brainstorming questions are: What reforms did the revolution bring to the young United States? Was there a negative side to these reforms? How did successful reforms get enacted? What groups saw few reforms and why? How do these groups fit into your thesis?
Directions:
Using selections from the given readings, respond to the above prompt with a four-page essay. (THESE DOCUMENTS ARE UPLOADED). Only quote from these documents.
You will need to use a minimum of eight quotes from the articles and texts we have used in class. There are five footnote examples on pages 2 and 3 of this document to help you with formatting. Make sure you view the videos posted in Course Documents describing republicanism. (mentioning and talking about republicanism is really important for the instructor). Amid this complexity, look for the convergence of themes and use those to fashion a thesis that answers the question with an assertion.
FORMATTING:
Paper must be typed, double spaced, with traditional margins of 1 inch on all sides, 12-point font, follow the “Writing Rules,” utilize course readings, and be limited to four pages. While footnotes may take some of the space in your paper, 88 lines of text is equal to four pages.
An excellent or superior paper (A or B) will include the following:
? Confirms/Contradicts the prompt with a one sentence thesis in the opening paragraph. Do not repeat the prompt. Remember, “history is a detective story stood on its head, because the outcome is revealed at the outset.” Your opening assertion should be the foundation for the rest of your paper.
? Used some of the 5 Cs of historical analysis: change over time, context, causality, contingency, complexity
? Analyzes the actions and motives of people in the past based on evidence
? Incorporates multiple documents and texts: this is the only way I have to evaluate your ability to read with a historian’s viewpoint.
? Attempts to explain (or interpret) key historical issues specified in the prompt
? Supports your thesis statement with specific, warranted evidence
? Have organized paragraphs with a topic sentence and evidence that matches the topic and elaborates on your thesis
? Includes a title page. An example is available on page 4 of this document. The title page is not included in the 4-page count.
? Uses active verbs in the past tense, like expanded, topped, founded, resisted. Refrains from using passive verbs (was, were, had).
Follow these 7 writing rules. Six violations will result in a drop of one grade.
? Did you present your historical account chronologically within paragraphs? History moves through time. Granted, in places you may need to reach back to provide a backdrop for a particular topic or to place your subject in context, but within paragraphs you should have events in chronological order.
? Did you keep yourself out of the narrative? Do not use words such as I, our, my, this author, I think. Your authorship is on the front page so you should construct arguments based on evidence, not your opinion.
? Is your paper written in the past tense. History deals with the past.
? Have you identified quotations and ideas from the source. When you use ideas from a document or quote, insert a footnote at the bottom the page. If you are using Microsoft Word, you can do this by following these steps:
o Click the References link from the top menu.
o Click on Insert Footnote
o You should now have a superscript number in the body of your paragraph and at the bottom of the page that looks like this one.1
o Always place footnotes at the end of the sentence.2
o And a final example.3
o The footnote is designed to allow other historians to check your information. If I cannot find where you got information, you will incur a substantial penalty.
o Excuse my large print, but THIS IS NOT A FOOTER!
? Have you placed quotation marks outside of periods and commas, inside semi-colons and colons.
? To reference a decade or century, do not use an apostrophe. (1960s or 1700s)
? AND MOST IMPORTANT: Have you interpreted your material. Your work is more than a chronicle of events or people. Ask yourself these kinds of questions: “Have I incorporated the 5Cs into my paper?” “What insights does this paper provide into the times or the themes of the course?”
Grading:
Formatting and Rules 25%
Thesis Statement and Paragraph Themes 25%
Mastery and Use of Course Sources 25%
Accuracy and Historical Flair 25%
Total 100%
(double-s
1W. H. Brands, American Stories (New York: W.W. Norton & Company, 2014), 359.
2 Melancton Smith, June 21, 1788, “The Source: Speeches Debating the Constitution from the New York Ratification Convention,” 2. Course handout, HST 201, Oregon State University.
3“Idle Drones,” from Woody Holton, Unruly Americans and the Origins of the Constitution (New York: Hill and Wang), 96.