John Varga History 111 Class Section # 12345 07-08-2016 Primary Source Analysis Document’s Name: The Declaration of Independence Comment by Owner: 5 points Document’s Author: Thomas Jefferson Comment by Owner: 5 points Year document was written: 1776 Comment by Owner: 5 Points Textbook chapter or chapters to which the document is historically relevant: Comment by Owner: 10 points The Declaration of Independence is directly relevant to Chapters 5-7. It is relevant to Chapter 5 because the Declaration reflects ideals associated with the Enlightenment. It is relevant to Chapter 6 because it is a response to changes in Britain’s imperial ethos as directed by King George III. It is relevant to Chapter 7 because the Declaration serves a major turning point in the Revolution because it reflects how Americans changed their objective from restoring colonial federalism to independence. It is also relevant to those chapters which address, either explicitly or implicitly, the American vision of equality. Thus, the Declaration’s articulation of the American vision of equality is relevant to Chapters 14 (Civil War) and 15 (Reconstruction), respectively. Analysis: Comment by Owner: 75 points The Declaration of Independence is best known for its articulation of the American vision of quality as embodied in the phrase “…all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are life, liberty, and the pursuit of happiness” (Jefferson, 1776). Aside from this well known principle, the Declaration also enunciates the right of revolution based on the principle of the consent of the governed. Moreover, the Declaration provides a lengthy indictment of the putative injustices King George III perpetrated against his North American colonial subjects (Jefferson, 1776). The Declaration reflects the Enlightenment’s influence. Enlightenment thought emphasized a common human nature, in which people were essentially the same and deserved the same rights. Hence, the acceptance of the idea of a common human nature contoured how Americans conceived and expressed their belief in human equality (Oakes et al., 2015, pp. 150, 198). For Jefferson and his contemporaries, however, equality was not defined as it is in the mathematical sense. Rather it was based on the premise that “equality possessed several layers of meaning. It meant first of all what [one] might call equality of opportunity…”(Wood, 1996, p. 2140). Moreover, Jefferson and his fellow revolutionaries rejected the premise that talent, skills, or faculties were hereditarily guaranteed and that enlightened society should strive to find and promote that talent to develop without restrictions associated with aristocratic privilege (Wood, 1996, 2140). Jefferson and others conceived of a society “in which who one's father was, whom one married, and whom one knew would no longer matter. They anticipated a society in which mobility up and down.

1. John Varga
History 111
Class Section # 12345
07-08-2016
Primary Source Analysis
Document’s Name: The Declaration of Independence
Comment by Owner: 5 points
Document’s Author: Thomas Jefferson Comment by Owner: 5
points
Year document was written: 1776 Comment by Owner: 5
Points
Textbook chapter or chapters to which the document is
historically relevant: Comment by Owner: 10 points
The Declaration of Independence is directly relevant to
Chapters 5-7. It is relevant to Chapter 5 because the Declaration
reflects ideals associated with the Enlightenment. It is relevant
to Chapter 6 because it is a response to changes in Britain’s
imperial ethos as directed by King George III. It is relevant to
Chapter 7 because the Declaration serves a major turning point
in the Revolution because it reflects how Americans changed
their objective from restoring colonial federalism to
independence. It is also relevant to those chapters which
address, either explicitly or implicitly, the American vision of
equality. Thus, the Declaration’s articulation of the American
vision of equality is relevant to Chapters 14 (Civil War) and 15
(Reconstruction), respectively.
Analysis: Comment by Owner: 75 points
The Declaration of Independence is best known for its

2. articulation of the American vision of quality as embodied in
the phrase “…all men are created equal, that they are endowed
by their Creator with certain unalienable Rights, that among
these are life, liberty, and the pursuit of happiness” (Jefferson,
1776). Aside from this well known principle, the Declaration
also enunciates the right of revolution based on the principle of
the consent of the governed. Moreover, the Declaration provides
a lengthy indictment of the putative injustices King George III
perpetrated against his North American colonial subjects
(Jefferson, 1776).
The Declaration reflects the Enlightenment’s influence.
Enlightenment thought emphasized a common human nature, in
which people were essentially the same and deserved the same
rights. Hence, the acceptance of the idea of a common human
nature contoured how Americans conceived and expressed their
belief in human equality (Oakes et al., 2015, pp. 150, 198). For
Jefferson and his contemporaries, however, equality was not
defined as it is in the mathematical sense. Rather it was based
on the premise that “equality possessed several layers of
meaning. It meant first of all what [one] might call equality of
opportunity…”(Wood, 1996, p. 2140). Moreover, Jefferson and
his fellow revolutionaries rejected the premise that talent,
skills, or faculties were hereditarily guaranteed and that
enlightened society should strive to find and promote that talent
to develop without restrictions associated with aristocratic
privilege (Wood, 1996, 2140). Jefferson and others conceived
of a society “in which who one's father was, whom one married,
and whom one knew would no longer matter. They anticipated a
society in which mobility up and down would be constant”
(Wood, 1996, p. 2140). The preceding conceptions reflect a
belief in a merit based society in which one’s status is
determined by one’s talents and the freedom essential to
allowing one’s talent to express itself.
The right of revolution obligates people to eradicate a
tyrannical government (Jefferson, 1776) and is closely linked to
one of constitutionalism’s cornerstones: consent of the

3. governed. Constitutionalism, which is based upon the rule of
law and consent, emerged from centuries long struggles in
England. In the Revolutionary Era context, consent meant “one
could not be subjected to laws or taxes except by duly elected
representatives” (Oakes et al., 2015, p. 177). As such, the
colonists did not adhere to the British concept of virtual
representation (Oakes et al., 2015, G-13) and rejected
Parliament as a duly elected representative entity with the
authority to impose direct, internal taxes.
Accordingly, Americans did not declare independence from
Britain’s Parliament. Americans declared their independence
from the king not for “light and transient causes… [but for] a
long train of abuses and usurpations,…, [intended to] reduce
[the colonials] under absolute despotism…” (Jefferson, 1776).
King George III’s alleged tyrannical polices required the
colonials to abolish their existing system government in favor
of a new system because ameliorating the existing system was
impossible (Jefferson, 1776). Thus, the Declaration coalesced
the following: equality, the belief in a common human nature,
the consent of the governed, representative government, and the
right of the people to abolish a system of government that acted
despotically because it failed to protect the public’s
fundamental rights (Oakes et al., 2015, p. 198).
Many years passed “before the radical implications of the
Declaration became fully evident to the American people”
(Oakes et al., 2015, p. 198). Nevertheless, in the midst of the
Civil War the Declaration’s most enduring and inspiring
principle-equality-transcended the War’s carnage and provided
the stirring foundation upon which Abraham Lincoln based his
poignant Gettysburg Address. Comment by Owner: 593 words
in length-fulfills requirements regarding minimum length as
well as maximum length. Additionally, the requirements
pertaining to citations are fulfilled. In fact, the number of
citations for each source exceeds the minimum requirements.
References: Comment by Owner: 20 points
Jefferson, T. (1776). Declaration of independence. The Avalon

4. project: Documents in law, history and diplomacy. Yale
University Law School. Retrieved from:
http://avalon.law.yale.edu/subject_menus/declare.asp
Comment by Owner: Required source from Avalon Project
Oakes, J., McGerr, M., Lewis, J. E., Cullather, N., Boydston,
J., Summers, M., Townshend, C., & Dunak, K. (2015). Of the
people: A history of the United States. (3rd ed. Vol. 1) New
York, NY: Oxford University Press Comment by Owner:
Required source-textbook
Wood, G.S. (1996) Thomas Jefferson, equality, and the creation
of a civil society, Fordham Law Review, 64, 2133-2147.
Retrieved from http://ir.lawnet.fordham.edu/flr/vol64/iss5/1
Comment by Owner: Additional source (not required), but
is a scholarly source; therefore, usage is permissible.
Systems and Multicultural Case Studies
Version 2
1
MaterialSystems and Multicultural Case Studies
Read the following four case studies to complete the Systems
and Multicultural Approaches Paper due in Week Four.
Aging
Juan is a 78-year-old male who is recently widowed. He has
four children, all of whom live far from him. He is very lonely
and wants a job, but has not worked for the last 10 years. He
was trained as a landscape architect and helped to design the
parks and recreational areas for five cities. He wants to work
with a local community center, but was told that he is just not
aware enough of local trends to be helpful. Recently, he has
received multiple charges of solicitation and is concerned that
he may be seen negatively because of his age when his charges
come to trial.

5. Gay/ Lesbian
David is a 22-year-old male who works for a local gym as a
personal trainer. He recently ended a relationship with Jason, a
man he met at work. Jason is threatening to “out” him if he does
not stay in the relationship. Eric is worried that he will be
forced to quit his job due to potential bias from his work
colleagues. In addition, he has an outstanding warrant for
possession with intent to distribute narcotics. He is worried
about his possible treatment in jail if other inmates find out he
is gay.
Religious
Layla is a 51-year-old female who is Muslim. She has just been
sentenced to 30 days in jail following theft charges. She is
committed to her religion and is concerned about being targeted
because of her religious beliefs. She also is concerned about her
dietary restrictions and her ability to pray while incarcerated.
Gender
Jasmine is a 32-year-old incarcerated female with a significant
history of physical and mental trauma. She was physically and
sexually abused by an older man while she was growing up. As
a result, she has flash backs when touched by men. She has been
labeled as noncompliant while incarcerated. She seems to do
well when approached by female corrections officers or when
males explain what they are doing and why.
Student’s Name
History 111
Class Section #
Date

6. Primary Source Analysis
Document’s Name: Comment by Owner: 5 points
Document’s Author: Comment by Owner: 5 points
Year document was written: Comment by Owner: 5 points
Textbook chapter or chapters to which the document is relevant
as a historical document: Comment by Owner: 10 points
Analysis: Comment by Owner: 75 points
· Times New Roman 12 font
· Must be no less than 450 words and no longer than 700 words-
there will be substantial points deducted for not meeting these
parameters
· At least two citations from the textbook (Authors: James
Oakes, Michael McGerr, Jan Ellen Lewis, Nick Cullather,
Jeanne Boydston, Camilla Townshend, and Karen Dunak. Title:
Of the People: A History of the United States Volume I
(concise, third edition)
· At least two citations from the document itself
· Any other sources must be scholarly sources-No Wikipedia
and no book reviews
· If additional scholarly sources are used then at least two
citations from each additional scholarly source
· Examples of scholarly sources include:
· Encyclopedia Britannica
· The American Historical Review
· The Journal of American History
· The Journal of American Studies
· The Journal of Southern History
· The Journal of the Early Republic
· Access to COC Library Databases-Scholarly sources are
available
· Username: student
· Password: success

7. References: Comment by Owner: 20 points
· APA format
· Must include textbook
· Must include primary source document
· Must include any other sources used-those sources must be
scholarly sources like those mentioned above
The following will result in a zero or substantial point loss
above and beyond the total points allotted for each section:
· An analysis section that does not reach the minimum length
requirement
· An analysis section that exceeds the maximum length
requirement
· No sources provided
· No citations or not meeting the minimum number of citations
requirement
· Use of non-scholarly sources