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History Research Paper Project History Essay Coursework

Essay Instructions:

the requirment is in the next step file.
it is about paper project part 2

 

Introduction to American History to 1876 History Research Paper Project PURPOSE The purpose of this project is to give you the opportunity to do the work of an historian and to explore more deeply an historical topic that interests you. SKILLS/KNOWLEDGE: Upon completing the project, you will be able to: • Recognize historical relationships and themes • Locate, interpret, and analyze primary and secondary sources • Synthesize information to formulate and support a fact-based thesis • Incorporate and properly acknowledge sources • Think critically about historical topics and sources • Understand historical relationships and themes PROJECT OVERVIEW: The project begins with your selection of an historical diary or journal that intrigues you. The diary/journal will serve as the foundation of your research paper. Rather than summarizing, critiquing for reviewing the diary/journal, you will use it to take a closer look at an aspect of history that interests you. Read the diary/journal carefully and consider what topic(s) you can pull from it for your paper. Perhaps, you are interested in the daily life of a soldier, a wife and mother, or a colonial merchant. Maybe you are more interested in the exploration and development of the western frontier, the growth of cities, immigration, agriculture, or slavery. Perhaps you would like to explore more deeply international relations or trade in colonial America. Truly, the possibilities are limitless. As you read the diary/journal, it might help to consider what it reveals about American society, family relationships, business connections, communications, child raising, war, international relations, and/or domestic policies. After reading the diary/journal, you will determine a focus for your paper and develop a thesis statement. The result of your work will be a thesis-driven research paper of 5-7 pages in length. Your thesis does not need to be groundbreaking, but it should be clearly stated, logical, and well-supported with evidence from sources that are rooted in facts. Each step in this process affords you the opportunity to do the work of an historian. For additional information about thesis statements, conducting research in primary and secondary sources, and citation styles, see the Paper Project section of Blackboard. If you have any questions about the assignment, please do not hesitate to ask me. DETAILS: You may select a diary on any subject, as long as it meets the following basic requirements: • The diary/journal must have been written before 1865. This will ensure that the diary falls within the years covered by History 1310. [Do not worry if you are unable to determine the diarist's precise birth date.] 2 • The author should not be famous. • The diary must be set in North America (since this is a U.S. history course) SOURCES: Diaries— The Library of Congress describes primary sources as “the raw materials of history.”1 Whether they are documents, objects (household items, games, clothing, toys, pottery, etc.), speeches, songs, or books, primary sources are set apart from secondary sources by the fact that they were created at the time an event took place by a participant in the event. Primary sources provide critical keys to the past and historians rely on them heavily in their work. The diary/journal that you select will be a primary source. Gelman, Eckles, and the Consortium libraries have a large collection of published diaries and journals. The Library of Congress (LOC) has manuscript diaries, which might interest you. Manuscript diaries have not been published. You can search the Library of Congress’s online catalog for them, but you will have to make a trip to the LOC to view the manuscripts. If not now, I encourage you to visit the LOC sometime during your GW years. To assist in your diary selection, there is a starter list of diaries posted on Blackboard. You may select a diary from this list, but you are not obligated to do so. As long as the diary that you choose conforms to the requirements, you may use it for this assignment. If you have any questions about the suitability of a diary for this assignment, please ask me. Supplemental Sources— Although the diary/journal provides the basis for your paper, you will need to use other sources to support your thesis. You may use the lectures and assigned readings from class as sources, but you also must draw upon at least two outside sources. Scholarly books and journal articles are good sources for this assignment and the JSTOR and America: History and Life databases (access them through Gelman’s website) are a good place to find them [note: you will have to enter your name, GWID, and school to access the databases]. The following are not good sources to use when writing this paper: encyclopedias (Wikipedia, etc.), Internet sources. Encyclopedias, whether in print or online, are not acceptable sources for a college-level research paper. Many Internet sources are unreliable and contain grossly inaccurate information. The inclusion of inaccurate information weakens an otherwise wellwritten research paper. 1 Library of Congress, “Using Primary Resources,” http://www.loc.gov/teachers/usingprimarysources/ (accessed January 27, 2013). 3 TASKS: Project Part I: Proposal (10% of course grade): o Develop a proposal of 1-2 pages (double-spaced, 12 pt. Times New Roman font, 1-inch margins on all 4 sides) that introduces the topic of your paper, explains why you are interested in the topic, identifies the focus of your paper, and presents your working thesis statement. The proposal should be able to support a paper of 5-7 pages in length. For information about how to write a proposal, see the Paper Project section of Blackboard. o At the end of the proposal, attach an annotated bibliography (double-spaced, 12 pt. Times New Roman font, 1-inch margins on all 4 sides) that includes at least three sources that are not assigned readings for the class. The diary/journal that you selected must be one of the sources. For information about how to write an annotated bibliography, see the Paper Project section of Blackboard. o Submit a digital copy of the proposal (Word doc or PDF) to Blackboard on the date indicated in the syllabus/class schedule. Paper Project, Part II: Research Paper (20% of course grade): o Develop a thesis-driven research paper of 5-7 pages in length (double-spaced, 12 pt. Times New Roman font, 1-inch margins on all 4 sides). The diary/journal that you selected must play a critical role in the paper. You will use additional sources, primary and/or secondary, to provide background information on your topic and evidence to support your thesis. o Root the paper in historical facts and avoid incorporating personal opinions and conjectures. Support your claims with factual evidence. o Cite your sources using the format style of your choice (Turabian/Chicago, APA, MLA) and include a bibliography (not annotated) at the end of the paper. (See Bb for sample citations.) o Submit a paper copy of the research paper in class and a digital copy (Word or PDF) to Blackboard on the date indicated in the syllabus/class schedule. CRITERIA FOR SUCCESS: You will have successfully completed the final project when you submit a proposal and a well-organized paper that contains the following elements: • A clearly articulated thesis • Factual evidence to support the thesis and claims • Incorporation of primary and secondary sources in an essential and meaningful way (In other words, removal of the sources, including the diary/journal, would change the paper in a significant way) • Proper format and style (grammar, spelling, organization, mechanics, and readability) • Appropriate citations

Essay Sample Content Preview:

The Rise of Colonialism through Plantations to the Modern Slavery
Student’s Name
Institutional Affiliation
The Rise of Colonialism through Plantations to the Modern Slavery
Plantation farming comes across as the main economic activity in North America in the 17th century. During this time, the main crop planted was tobacco, where ships transported 1.5 million pounds of tobacco every year. By the end of the century, they had carried approximately 40 million pounds of tobacco. William Byrd, a little known English composer of the late Renaissance period, provides an account of life on the plantation in his journal entitled, “Daily Life on a Colonial Plantation.” Byrd kept the journal throughout his life, and an analysis of his entries does not only reveal the routine of his daily life but also provides insights on how experience in the plantation was. It is through these plantations that colonialism thrived in the United States. A comparison of the events during the colonial period of the 17th century and the occurrences of the modern century reveal great semblance, which shows that colonialism did not end but only metamorphosed into a different form.
The British colonialists were responsible for introducing the plantation system in America. The operation began in the South following the invasion by the British, who settled in Virginia and proceeded to divide the land into large tracts appropriate for farming. The economy of the South was mainly supported by the cultivation of crops, and as the demand for more crops increased, there was a need to seek for workers to help with the increased roles. The idea of looking for workers introduced the concept of slavery. During this time, society became significantly stratified, along with social classes. The British continued with their invasion of the South, instilling the plantation model to the natives and teaching them how to use the slaves to maximize their productions (Harvey, 2019). This series of events explains the rise of the term “plantation,” which was initially associated with the colonial expansion. The system was ruled by the wealthy aristocrats and powered by the laborers. Agriculture thrived in the South, mainly because of the favorable climate and the vast tracts of land. Tobacco and cotton were the main crops, which proved to be more profitable. As plantation farming continued to flourish, the class divisions continued to increase as a small number of people who owned large tracts of land, controlled the many, who worked as slaves.
In 1606, the Virginia Company of London was formed by King James I. The company was part of a calculated move to invade North America and establish colonies similar to those of the South. The first arrival of the British was unsuccessful because of the harsh conditions of the North. The Virginia Company then offered any adult who was able to travel to America fifty acres of land (Powell, 2009). The settlers came together and decided to sponsor men who led households to try and venture into America. These settlements were more like colonies, and the wealthy individuals who owned them created their own rules and practices. The settlements owned large tracts of land and could not manage to work on them by t...
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