Prof. Archibald Spring 2017 You can visit the Writing Tutors for help with grammar and editing your paper, but you must go specifically for the purpose of formulating a Thesis Statement, an answer to the paper’s prompt. The Thesis Statement is the heart and soul of your paper. Without a strong, argumentative thesis, your paper falls apart. Rubric: Below Average Student reiterates or summarizes evidence rather than making an argument Average Student makes an argument, stacking adequate pieces of evidence to support their thesis Proficient Student makes an argument, illustrating the ways in which their selected evidence supports their thesis, suggesting historical interpretation Advanced Student makes a strong argument based in one of the historical thinking skills and utilizes multiple pieces of strong evidence to support their thesis Historical Thinking Skills: Significance Cause and Consequence Change and Continuity Periodization Contextualization Comparison Primary Source Analysis: The prompt for all Primary Source Analysis papers is “Why is this source significant? What makes it important?” While you will contextualize the source, the main purpose of the paper is to demonstrate its significance by deconstructing, or pulling apart, various quotes and ideas. Unit 1: To what extent did Europeans conquer America and its Indigenous Peoples? Unit 2: In what ways did Europeans, Africans, and Indigenous peoples create a New World? Unit 3: How transformative was the Revolutionary Era? Unit 4: What was the American experience during the 19th century? Unit 5: To what extent are the Civil War and the Constitutional Amendments a triumph of freedom and democracy? Final Paper: What theme best defines the first half of American history? 1 Name Student ID # Due Date Assignment (Unit # Paper/Primary Source # Paper/Final Paper) Bold Paper Title (For Primary Sources, Use the Source’s Title; For Unit and Final Papers, Get creative) Indentation should start here by pressing tab. If you haven’t already noticed, the font is Times New Roman size 12. Also, I want you to double space your paper, BUT do not add a space before or after your paragraphs. Lastly, 1 inch margins and page number at the bottom. As for citation, I’ve sort of changed my mind (sorry if this throws your world into utter chaos): Only cite when you are using direct quotes. This should really only apply to the primary sources that you use in your Unit and Final papers (I do not want you to directly quote me or the textbook for your papers- it’s lazy and you are better than that). You will directly quote the source in you Primary Source papers, but that is part of the analysis so there is no need to cite it. When you cite the primary source, use whatever format you know (MLA, APA, Chicago, etc.). Quick summary of the citation po.

1. Prof. Archibald Spring 2017
You can visit the Writing Tutors for help with grammar and
editing your paper, but you
must go specifically for the purpose of formulating a Thesis
Statement, an answer to the
paper’s prompt. The Thesis Statement is the heart and soul of
your paper. Without a
strong, argumentative thesis, your paper falls apart.
Rubric:
Below Average
Student reiterates or summarizes evidence rather than making an
argument
Average
Student makes an argument, stacking adequate pieces of
evidence to support their
thesis
Proficient
Student makes an argument, illustrating the ways in which their
selected evidence

2. supports their thesis, suggesting historical interpretation
Advanced
Student makes a strong argument based in one of the historical
thinking skills
and utilizes multiple pieces of strong evidence to support their
thesis
Historical Thinking Skills:
Significance Cause and Consequence
Change and Continuity Periodization
Contextualization Comparison
Primary Source Analysis:
The prompt for all Primary Source Analysis papers is “Why is
this source significant?
What makes it important?” While you will contextualize the
source, the main purpose of
the paper is to demonstrate its significance by deconstructing,
or pulling apart, various
quotes and ideas.
Unit 1:
To what extent did Europeans conquer America and its
Indigenous Peoples?

3. Unit 2:
In what ways did Europeans, Africans, and Indigenous peoples
create a New
World?
Unit 3:
How transformative was the Revolutionary Era?
Unit 4:
What was the American experience during the 19th century?
Unit 5:
To what extent are the Civil War and the Constitutional
Amendments a triumph of
freedom and democracy?
Final Paper:
What theme best defines the first half of American history?
1
Name
Student ID #

4. Due Date
Assignment (Unit # Paper/Primary Source # Paper/Final Paper)
Bold Paper Title
(For Primary Sources, Use the Source’s Title; For Unit and
Final Papers, Get creative)
Indentation should start here by pressing tab. If you haven’t
already noticed, the font is
Times New Roman size 12. Also, I want you to double space
your paper, BUT do not add a
space before or after your paragraphs. Lastly, 1 inch margins
and page number at the bottom.
As for citation, I’ve sort of changed my mind (sorry if this
throws your world into utter
chaos): Only cite when you are using direct quotes. This should
really only apply to the primary
sources that you use in your Unit and Final papers (I do not
want you to directly quote me or the
textbook for your papers- it’s lazy and you are better than that).
You will directly quote the
source in you Primary Source papers, but that is part of the
analysis so there is no need to cite it.
When you cite the primary source, use whatever format you

5. know (MLA, APA, Chicago, etc.).
Quick summary of the citation policy:
sis Papers- No Citations
- Cite Primary Sources and Textbook Quotes (no
quoting lecture)
- Cite Primary Sources and Textbook Quotes (no
quoting lecture)
Finally, because I completely forgot to go over it: Turning in
the written assignments.
You have to, absolutely HAVE TO, submit written assignments
to Beachboard’s dropbox by
5pm on the due date AND bring a hard copy to class. I’m using
dropbox to make sure you are
not plagiarizing and I’m using the hard copy to grade and write
comments.
Please Note: This is what a full first page looks like ;)
1
Name: Tam Tran
Student ID # C02467594
Due Date Oct 8th 11:59pm
Assignment Primary Source #2
Donald McQuade an English literature professor writes
several books like as advertising and American literature. He

6. was the part of national writing project team from the year 2008
to the year 2012. He did his Ph.D. from Rutgers University
related to English literature. He was interested in literature
that’s why to write American literature and officially publish it
in 1998. In case of “narratives witchcraft cases,” George
Lincoln is the creator and he also did Ph.D. in English. Both
creators write about American history, historical revolution, and
major issues present in American history. Both these sources
are related to America and produced in 1998 and 1914
respectively.
The English literature professors mostly write about
literature and histories. That’s why both these creators write
about American Revolution, history, and problems to aware
people. In case of Witchcraft narrative cases, the writer
supposed witchcraft cases and touch these cases from New
England.
In this writing, the audience is students, professors,
teachers, and other learners. This writing is related to witchcraft
cases and American historical revolution. The main purpose of
this study is to create awareness in an audience that what
problems actually Americans faces in history. In this witchcraft,
case writer tries to explore 1962 Salem village case that
contains entire country ministers. In this case, the Salem village
minister joined all neighbors to celebrate the day of solemn.
This case shows that all ministers joined for prayer but after
prayer, they fight with each other on different issues.
This case main motive was to show that in the history of
American problem was present related to religion and prayer
among nation ministers.
The second case is about American African freedom
petition and in this audience were American and African
petitions. This case shows that American and African gets
freedom in both America and Africa countries to move freely
and gain equal rights. This case main motive was to explain that
in American history revolution occurs with the passage of time.
Both African and American break plenty of rules for freedom

7. but at the end get the petition for the freedom to move without
restrictions in the country.
These cases and writings are about Americans history and
revolution of Americans. It is essential for students,
researchers, and practitioners to know about American history
and cases to get information related to different cases.
The topic witch case narration is significant in sense to
explain about religious and general issues present in American
history among different ministers and general public but on the
other hand, also shows that entire individuals combine on a
solemn day for prayer.
The second case is related to American African freedom
petition that is also significant to explore that both African and
American face several issues in history but by revolution gets
rights for equal behave and legal requirements.
Thesis Statement
Evidence and Structure
Grammar and Formatting
Language and Voice
Advanced
90-100%
Student makes a strong argument based on historical thinking
skill.
Student illustrates how their strong pieces of evidence support
their argument.
Almost no grammatical errors; formatting follows guidelines.
Demonstrates varied vocabulary and scholarly prose.
Proficient
80-89%
Student makes a compelling argument that addresses the
prompt.
Student shows how their evidence supports argument.
Some grammatical errors; some issues with formatting.

8. Student makes a strong effort at scholarly language.
Average
70-79%
Student makes an argument that addresses prompt.
Student stacks adequate evidence.
Multiple grammatical errors; major formatting issues.
Repetitive language, multiple colloquialisms, and reliance on
conversational style.
Below Average
60-69%
Student reiterates/summarizes evidence.
Evidence is suggested. Little interpretation.
Numerous grammatical errors; does not follow formatting.
Conversational/Colloquial language and sentence structure;
offensive (ie. racist, sexist) language.
Additional Point Deductions:
· Outside research
· Too many quotations/No Quotes
· No GA Tutoring slip (3 points)
Grade
· Less than page requirement
Comments: