Key 1 Evan Key HIST 2111 07 February 2, 2015 Keri Adams My topic I am writing about is how African American slavery was the main reason for the growth and change in the Americas before 1865. With the transferring of Africans to the America’s, not only did population numbers increase, but also brought new traditions and conflicts to America. African Americans where not treated fairly through this time. Even with unfair treating the African American community changed life in the Americas forever. Selected primary sources: 1. . Found in America’s History, Volume 1: To 1877, 8th edition (page 94). 2. Unknown creator, but found in the America’s History, Volume 1: To 1877, 8th edition (page 101). Permanently housed in Abby Aldrich Rockefeller Folk Art Museum, Williamsburg, VA. 3. by Thomas Branagan. Found in America’s History, Volume 1: To 1877, 8th edition (page 98). Permanently housed in library of Congress Introduction a) Thesis Statement With conflicts and discoveries occurring century-by-century in the New World, nothing affected the way of living in the Americas more than the increase in slavery. Argument Supporting Thesis a) Plan of a Liverpool slave ship by England’s Abolitionist Society The illustration is a plan of a slave ship used during the middle passage. The middle passage was a deadly adventure to the new world. The middle passage was also the main way that slaves where imported to the Americas. The middle passage was one of the main reasons for population growth in the Americas. Etc… b) Virginian Luxuries c. 1810 This painting shows the violence lifestyle of being a slave. Women where sexually exploited and men where beaten miserably. With discipline increasing slaves began to attack back and rebel. These rebellions such as the Stono Rebellion changed way of living in the Americas dramatically. c) The Penitential Tyrant This is an image of painful ways that a master would endure on a slave to not escape. The faceguard with a spiked collar kept the slaves from eating and or even lying down. The mechanisms where another way of how slaves where still being treated unfairly which ties in to why they rebelled. Conclusion · I plan on supporting my thesis and arguments through my primary and secondary sources. I plan on writing about how they work individually and together to support my claim. Primary Sources: Plan of a Liverpool slave ship by England’s Abolitionist Society. Virginian Luxuries, and The Penitential Tyrant Secondary Sources: America’s History, Volume 1: To 1877, 8th edition, Free Blacks in Antebellum Savannah: An Economic Profile 1 HIST 2111 Spring 2015 Keri Adams, Instructor Research Paper Students must choose one (1) of the following two (2) options for the research paper assignment. The assignment is due at the start of class on Thursday, April 2, 2015. Students will submit both an electronic version via the Dropbox feature on CourseDen (before arriving to class) and a p ...

1. Key 1
Evan Key
HIST 2111 07
February 2, 2015
Keri Adams
My topic I am writing about is how African American
slavery was the main reason for the growth and change in the
Americas before 1865. With the transferring of Africans to the
America’s, not only did population numbers increase, but also
brought new traditions and conflicts to America. African
Americans where not treated fairly through this time. Even with
unfair treating the African American community changed life in
the Americas forever.
Selected primary sources:
1. . Found in America’s History, Volume 1: To 1877, 8th
edition (page 94).
2. Unknown creator, but found in the America’s History,
Volume 1: To 1877, 8th edition (page 101). Permanently housed
in Abby Aldrich Rockefeller Folk Art Museum, Williamsburg,
VA.
3. by Thomas Branagan. Found in America’s History, Volume 1:
To 1877, 8th edition (page 98). Permanently housed in library
of Congress
Introduction
a) Thesis Statement
With conflicts and discoveries occurring century-by-century in
the New World, nothing affected the way of living in the

2. Americas more than the increase in slavery.
Argument Supporting Thesis
a) Plan of a Liverpool slave ship by England’s Abolitionist
Society
The illustration is a plan of a slave ship used during the
middle passage. The middle passage was a deadly adventure to
the new world. The middle passage was also the main way that
slaves where imported to the Americas. The middle passage was
one of the main reasons for population growth in the Americas.
Etc…
b) Virginian Luxuries c. 1810
This painting shows the violence lifestyle of being a slave.
Women where sexually exploited and men where beaten
miserably. With discipline increasing slaves began to attack
back and rebel. These rebellions such as the Stono Rebellion
changed way of living in the Americas dramatically.
c) The Penitential Tyrant
This is an image of painful ways that a master would endure on
a slave to not escape. The faceguard with a spiked collar kept
the slaves from eating and or even lying down. The mechanisms
where another way of how slaves where still being treated
unfairly which ties in to why they rebelled.
Conclusion
· I plan on supporting my thesis and arguments through my
primary and secondary sources. I plan on writing about how
they work individually and together to support my claim.

3. Primary Sources:
Plan of a Liverpool slave ship by England’s Abolitionist
Society. Virginian Luxuries, and The Penitential Tyrant
Secondary Sources:
America’s History, Volume 1: To 1877, 8th edition, Free Blacks
in Antebellum Savannah: An Economic Profile
1
HIST 2111
Spring 2015
Keri Adams, Instructor
Research Paper
Students must choose one (1) of the following two (2) options
for the research paper
assignment. The assignment is due at the start of class on
Thursday, April 2, 2015. Students will
submit both an electronic version via the Dropbox feature on
CourseDen (before arriving to
class) and a printed hardcopy version (in class) – on or before
the start of class on Thursday,

4. April 2, 2015.
Assignment Option #1:
Students will form an original thesis statement that is
supported by a minimum of three
(3) primary sources and a minimum on two (2) secondary
sources. The thesis statement will be
supported by a historical interpretation of the selected primary
sources that utilizes other primary
sources and secondary sources to support the interpretation and
argument.
The essay option paper should be a minimum of three (3) pages
(about 650-700 words) of
double-spaced lines, 12 point font, and 1” margins.
Additionally, this paper will include
footnotes at the end of each page or endnotes that are listed
after the main text, optional image
page(s), and a Works Cited page – in that order. The total word
count does not include
foot/endnotes, image titles, name and date, or the Works Cited
page.
Refer to section “Interpreting Primary Sources and Objects (for
both options)” for

5. specific instructions on how to select a primary source; and the
section “Secondary Sources (for
both options)” for specific instruction about secondary sources.
Both section are listed after the
description of assignment option #2 (below).
Students choosing to interpret objects (use an
artifact/object/material culture as a primary
source) rather than documents should include quality images of
those objects on a separate page
following the last page of typed text or the last page of
endnotes. Any image pages should
precede the Works Cited page and the sources of the images
will be included on the Works Cited
page. Additionally, each image should have a proper title,
author/creator, date, and source below
the image.
2
This academic research paper should be formatted in the
traditional essay format:

6. I. Main Text
a. Introduction paragraph with thesis statement
b. Body paragraphs (no less than 3 total)
i. Support argument point #1
ii. Support argument point #2
iii. Support argument point #3
iv. Etc.
c. Concluding paragraph
d. Endnotes (if footnotes are not used)
e. Optional image page(s)
f. Works Cited Page
i. Primary sources
ii. Secondary sources
iii. Optional image source(s)
Assignment Option #2:
Students will create a theoretical mini-exhibit (on paper) that
features a minimum of three
(3) artifacts, or objects.

7. The mini-exhibit option requires a minimum of 650-700 total
words (about 3 full pages).
Each paper will begin with 200-250 word (about 1 full page)
summary that is similar to the
traditional essay described in the assignment option #1 (above).
This summary includes an
original thesis statement and a well-supported argument that
connects all three (3) selected
objects together.
In addition, the student will interpret each object separately in
the following pages in a
minimum of 150-200 words (about ½ a page). After typing each
object’s individual
interpretation, students should insert a quality image of the
object on the same page of the typed
interpretation above the text. Each image should have a proper
title, author/creator, date, and
source below the image.
The mini-exhibit option paper should be a minimum of three (3)
pages (about 650-700
words in total) of double-spaced lines, 12 point font, and 1”
margins. Additionally, this paper

8. 3
will include footnotes at the end of each page or endnotes that
are listed after the main text,
optional image page(s), and a Works Cited page – in that order.
The total word count does not
include foot/endnotes, image titles, name and date, or the Works
Cited page.
Choosing & Interpreting Primary Sources and Objects (for both
options):
The selected objects or primary sources may be historical
objects, images, or documents
found in our primary text America’s History, the supplementary
primary source text Sources for
America’s History, primary sources uploaded in CourseDen, or
limited and reputable online
sources, such as the Smithsonian, the Atlanta History Center,
the National Museum of American
History, the National Women’s History Museum, the
Smithsonian National Museum of African
American History and Culture, and the United States National
Archives websites. Websites
should be affiliated with museums or archives that are approved
by the instructor (if not

9. previously listed).
The selected objects or primary sources must date from c.1450
to 1865, the period this
class examines, ending with the Civil War. The selected objects
or primary sources should tell
the story of a group of people, a significant person(s), and/or a
significant event that was
discussed in this class.
Maps, charts, and diagrams found in the required text of this
class are not considered
historical and should not be used as an exhibit object or a
primary source.
The selected objects or primary sources should tell an American
“story” or an experience.
The jacket of an officer during the Civil War can tell the story
of his regiment, a battle he fought
or died in, or the life of a Civil War soldier at war, for
examples. A late-18th century model of the
cotton gin can tell the story of the Industrial Revolution in
America, the worklife/role of
Southern slaves, or the life of Eli Whitney, for examples. Do
not forget about letters and diary
entries as well. Be creative! Think about how to use a piece of

10. history to tell an accurate and
historical “story.”
When interpreting an object or a primary source think about:
4
yes, find that secondary
source!)
information from other
primary sources and secondary sources as well?
Additionally, it is very important to provide context when
describing or interpreting an
event, a person, a group of people, a time period, or a
movement and to connect to larger

11. historical themes.
Secondary Sources (for both options):
One of the secondary sources for both assignment options must
be the required text
America’s History. Other primary sources may include books or
articles written by historians
from the mid/late-20th century through the 21st century.
Students must be wary of historical
interpretations written before the modern scholarship developed
and understand that some older
interpretations may be outdated. Students may find the second,
third, fourth, etc. secondary
source(s) in Ingram Library, through GIL Express, resources
found in CourseDen, and on
GALIELO Databases, mainly JSTOR. Please remember that any
information or description of a
primary source found on a website, for example, the
Smithsonian’s website, should be cited as a
secondary sources as well.
Format, Referencing, and Citations (for both options):
Students should cite their work and format their paper using the

12. Chicago Manual of
Style, which can be found online
http://www.chicagomanualofstyle.org/tools_citationguide.html.
It may be useful to sign up for a free trial to this site:
http://press-
booksweb.uchicago.edu/MOSSSF/FreeTrial.aspx. It is important
to note that the Chicago
Manual of Style dictates the entire format of a typed paper, not
just foot/endnotes and citations.
This includes, but is not limited to margins, spacing,
abbreviations, and block quotes. In
addition, students may reference A Manual for Writers by Kate
Turabian. Several editions
Turabian’s book are available at Ingram Library:
http://gilfind.westga.edu/vufind/Search/Results?lookfor=kate+tu
rabian. Another helpful site is
https://owl.english.purdue.edu/owl/resource/717/01/.
Additionally, do not hesitate to contact
http://www.chicagomanualofstyle.org/tools_citationguide.html
http://press-booksweb.uchicago.edu/MOSSSF/FreeTrial.aspx
http://press-booksweb.uchicago.edu/MOSSSF/FreeTrial.aspx
http://gilfind.westga.edu/vufind/Search/Results?lookfor=kate+tu
rabian
https://owl.english.purdue.edu/owl/resource/717/01/

13. 5
UWG’s Writing Center if you need assistance composing an
academic paper:
http://www.westga.edu/writing/. Please know that if you want
assistance from the Writing Center
that you must make an appointment with them in advance and
DO NOT wait until the last
minute.
Citations should be inserted as footnote or endnote, which will
create superscripts for
each reference in the paper. If you are using Microsoft Word,
click “References” at the top menu
bar, then click “Insert Footnote” or “Insert Endnote,” then the
program will jump to the bottom
of the page or the end of the document where you type your
citation. Foot/endnotes should be 10
point font. Not citing your work using footnotes or endnotes
will result in significant point
deductions on the assignment, so be thorough and provide all of
the information required.
If you paraphrase or quote any author – you should cite their
words in your own paper. If
you reference or quote a primary source – you should cite that

14. object or document in your own
paper. When in doubt – cite! It is important to use quotations in
your text when you are typing
word-for-word from any author, and it is equally important to
contextualize direct quotes or
paraphrased text. For example: Archaeologist James Deetz
found that [insert paraphrased
material here] in 17th century Virginia. Deetz’s work, In Small
Things Forgotten, […]. That text
would then have a superscript that is connected to a
end/footnote that provides the exact source
of information.
When using the textbook as a secondary source for the first
time, the citation should look
like this, for example: James A. Henretta et al, America’s
History, Volume 1: To 1877, 8th
edition (Boston: Bedford/St. Martin’s, 2014), 16-21. (There
should be a period at the end of that
citation – please refer to Chicago Style). After the first
end/footnote for the text, you may then
cite the book as the secondary source like this, for example:
Henretta et al, 17. Please refer to
Turabian and Chicago Style for detailed instructions.

15. When referencing a primary source in the textbook, the citation
should like this, for
example: Henry Whistler, The Narrative of General Venables, in
America’s History: Volume 1:
To 1877, 8th edition (Boston: Bedford/St.Martin’s, 2014), 57. If
you reference that same primary
source a second, third, etc. time, the footnote will look like this:
Whistler, 57.
Chicago Style outlines how to cite a web source as well.
Students should click on the
provided links in this document or Google “Chicago Manual of
Style” to learn how to properly
http://www.westga.edu/writing/
6
cite all types of sources using Chicago Style. There is no excuse
for not attempting to properly
cite – there are many, many resources available to all students.
Students will then create a works cited (similar to a
bibliography) list at the end of their
papers that will be on a separate page – Turabian’s manual will
have instructions or you can
Google “works cited Chicago Style.” Primary and secondary

16. sources should be listed separately
(as in two different lists) and organized alphabetically
according to the author’s last name. For
example, your textbook listed as a secondary source will look
like this in the bibliography:
Henretta, James A. et al. America’s History, Volume 1: To
1877. 8th edition. Boston:
Bedford/St.Martin’s, 2014. Please note the slight differences
from the footnote. The Chicago
Style website provides clear instructions for the distinctions in
citations.
A title page is not necessary and student may include the title of
their work in 12 point
font that is center-justified before the main text on the first
page, like this:
Smith 1
John Smith
HIST 2111, 08
Keri Adams
April 2, 2014
This is the Title
This is main text. This is the introduction paragraph, which

17. includes a clearly stated
thesis and a well-supported argument. Please note that my name
and date is single-spaced, but
the main text is double-spaced.
7
Guidelines (for both options):
1. Minimum of three typed pages (excluding all images, image
titles, name and date,
end/footnotes, and the Works Cited page);
2. Main body of the paper should be doubled-spaced (excluding
name and date);
3. 12 point font (that includes punctuation, name, and titles, but

18. not footnotes and endnotes);
4. 1” margins on all sides;
5. One space between the end of one sentence and the beginning
of the following sentence;
6. Grammatically correct (no contractions and proper
punctuation);
7. Clear thesis statement at the beginning of the paper;
8. Well-supported argument (support your thesis with facts and
then interpret your
primaries/objects) that proves you have an understanding of
course material and key
concepts/themes;
9. Use of no less than three artifacts (images, objects, or
documents) or primary sources;
10. Use of textbook as secondary source (at minimum);
11. Use of at least one other secondary source in addition to the
required text;
12. Your last name followed by the page number in the top right
corner of each page;
13. Properly formatted foot/endnotes (refer to Chicago Style);
14. Works Cited page at the end of the paper (after the footnotes
or endnotes on a
new/separate page);
15. Top, left corner stapled;
16. In the top left corner, single-spacing and left-justified (see
more detailed example above):
Student’s first and last name
HIST 2111, Section Number

19. Instructor’s Name
Date
17. Last name and page number in the top right corner of each
page;
18. Properly cited references (primary and secondary sources)
using the Chicago Manual of
Style (APA and MLA are not acceptable);
19. Original work (as in not plagiarized and well-documented);
and
20. Turned in at the beginning of class on Thursday, April 2,
2015 both in Dropbox on
CourseDen and one hardcopy in class.
Students that do not meet the above listed guidelines will not
receive an A on this
assignment. Late submissions will receive a 10 point deduction
for each day the paper is late.
Students should not expect to receive any extensions for this
assignment. If you will not be in
class on the day that this paper is due, you will turn your paper
in to me (both in-person only and
in the CourseDen Dropbox) before April 2nd at the start of
class. Papers are considered late 16
minutes after the start of class – arrive to class on time.