What did the Revolution mean to different groups of Americans?

Purpose

As we have seen in this unit, the origins of the American Revolution were complicated and the outcome was more complicated than simply forming a new, sovereign national government.
In this essay, you will be analyzing and evaluating the outcome of the American Revolution using both primary and secondary sources.
In the process, you will be practicing one of the key skills in the historical thinking: evidence-based argumentation. Learning to make a clear argument that is supported by specific evidence is essential to the kind of critical thinking that your time in college should help you develop.

Task

Ensure you have read Chapter 4: Colonial Society and Chapter 5: The American Revolution in the American Yawp textbook and all of the following primary sources:
Boston trader Sarah Knight on her travels in Connecticut, 1704
Eliza Lucas Letters, 1740-1741
Jonathan Edwards Revives Enfield, Connecticut, 1741
Samson Occom describes his conversion and ministry, 1768
Extracts from Gibson Clough’s War Journal, 1759
Pontiac Calls for War, 1763
Alibamo Mingo, Choctaw leader, Reflects on the British and French, 1765
Blueprint and Photograph of Christ Church
Royall Family
George R. T. Hewes, A Retrospect of the Boston Tea-party, 1834
Thomas Paine Calls for American independence, 1776
Declaration of Independence, 1776
Women in South Carolina Experience Occupation, 1780
Oneida Declaration of Neutrality, 1775
Boston King recalls fighting for the British and for his freedom, 1798
Abigail and John Adams Converse on Women’s Rights, 1776
American Revolution Cartoon
Drawing of Uniforms of the American Revolution
Then, in an essay of at least 5 paragraphs and 1000 words, address the following prompt:
What did the Revolution mean to different groups of Americans?

Criteria

Your essay should be a minimum of:
1. 5 paragraphs and 1000 words (approximately 4 pages)
2. Formatted with a 12-point, clean font such as Times New Roman or Arial (or similar font)
3. Double spaced text
4. 1” margins all around
5. Formatted according to the “Five Paragraph Essay” format
a. Introductory paragraph, with a defined thesis statement
b. 3 body or proof paragraphs
c. A conclusion
6. Evidence should support your paper with proper citations. Include at least 3 of the assigned primary sources in your Works Cited Page. Each reference should include a proper in-text citation. These citations do not count toward the 1000 word minimum of the paper.
7. You should base your discussion with the information in the course content; outside research is not allowed. As always, be sure to keep track of where you find your information so that you can provide citations in your final essay. Citations must be formatted according to the MLA guidelines, including both in-text and a final source page. Guidelines for MLA can be found using the Purdue Owl or you can reference the Citation Help PDF from the Start Here Module of the course.
Five Paragraph Essay Format:
Paragraph 1 – Introduction – This should include a clear statement of what you will argue in the essay. Thesis statements are never questions.
Paragraphs 2, 3 & 4 – Body of the Essay – Three paragraphs is the minimum you should include. This should be the bulk of your work on this essay.
Paragraph 5 – Conclusion – Conclude your paper by discussion the key conclusion you reached and why. Remember not to use first person references in formal academic essays.
USE THESE RULES ( RUBRIC)
– Issue and context are described clearly with all relevant information for full understanding; thesis is creative, taking into account the complexities of the issue, and makes a strong contestable claim
-Narratives are well-supported with evidence from appropriate primary & secondary sources; direct quotes are used properly and in-text citations contain all necessary information; bibliographical entries on Works Cited page are formatted correctly and listed in correct order
– Narratives show original thought and analysis of sources that connects back to contestable claim from thesis statement; relevance of contexts is evaluated; assumptions (own and others’) are systematically and methodically analyzed
– Conclusions are logical, reflect student’s informed evaluation, and are consistent throughout
– Uses graceful language that skillfully communicates meaning with clarity and fluency and is virtually error-free

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