Information to use for paperStep 1 Select your topic and focus.docx

Information to use for paper:
Step 1: Select your topic and focus question! Read the topics
from the list on page 2 of this document and choose the topic
and focus that interests you. Fill out the box below.
What’s your topic and focus question?
Topic:
This Land is My Land
Focus Question:
Evaluate the impact of the Pequot War on either the Europeans
or Natives.
Step 2: In 50 words or more, state why you chose the topic and
focus question that you chose. It could be how the topic is of
interest to you and that you have studied it previously, or it
could be a subject that you want to learn more about something
of which you do not have knowledge.
I opted for “This Land is My Land” topic due to my insightful
interest to explore historical events related to patriotism and
balancing power between Europeans and Natives in situations
such as trade negotiations. The trade aspect drove me to be
specific on the focus question that need to address the impacts
of Pequot War to Europeans and Natives. In this case, the
contact of both had profound effect where balance of power
shifted overnight from natives to Europeans. My choice is
therefore grounded on the enthusiasm to discover more
knowledge into this particular aspect.
Step 3: List the two primary source and two secondary sources
that you have chosen in the boxes below.

Source Type
Source Name
Primary Source #1
Indian Complaints about English Settlers, 1675
Primary Source #2
Edward Randolph’s Report of King Philip’s War, 1675
Secondary Source #1
Adam J. Hirsch, “The Collision of Military Cultures in
Seventeenth-Century New England.”
Secondary Source #2
Michal L. Fickes, “’They Could Not Endure that Yoke’: The
Capitivity of Pequot Women and Children after the War of
1637”
Step 4: In 50 words or more, describe your initial thoughts
about how your sources relate to your chosen topic and
focus. Make sure to provide specific examples from each of the
four sources that illustrate how they will help you answer your
focus question. This will help you begin to think about the form
of your paper!
In primary #1 the natives who were the Indians, revolted against
the Europeans led by King Phillip which meant the next
combinations of Indians to threaten European dominance after
Pequot War
. Primary #2 contribute to this research since
Randolph, sent by King James II, compiled a report to account
for the war involving Indians and colonies led by King Phillip.
On the other hand, secondary #1 is relevant to this paper since
it analyze military conflicts in 17th-century, warfare practice in
Europe; facets of native warfare of Indians and differences
between European and native military prowess. Finally,
Secondary #2 inputs to my compilation as it addresses how

natives of New England were enslaved as it document how
Europeans eventually thought of
Pequot War
as the “civilized” English versus the “savage” natives. The
colonialists killed and enslaved Pequot women and children.
Topic instructions:
Select a topic from this list. Once you have done this, select
your specific focus and sources from the next list.
1.
2.
Revolutionary Ideas
3.
The New Nation
4.
Going Underground
5.
All Men Are Created Equal
6.
In Her Place
7.
Splitting Up
8.

Fighting for Peace
Focus and source instructions:
Now that you have your topic, select your desired focus option.
Then, it will list the sources that can be used for this topic.
Choose two primary and two secondary sources. Think about
your choices and then fill out the worksheet on page 1!
1.
a.
Focus Question
: Analyze the major causes of the tensions between the Native
Americans and the European colonists in the 16th-18th
centuries.
Primary Sources:
1.
Lion Gardener, “Relation of the Pequot Warres”, 1660
2.
John Mason’s “Brief History of the Pequot War”
3.
4.
Secondary Sources:
1.
Philip Ranlet, “Another Look at the Causes of the King Philip’s

War”
2.
Alden T. Vaughan, “Pequots and Puritans: The Causes of the
War of 1637”
3.
James Drake, “Restraining Atrocity: The Conduct of King
Philip’s War”
b.
Focus Question
: Evaluate the impact of the Pequot War on either the Europeans
or Natives.
Primary Sources:
1.
2.
Secondary Sources:
1.
Adam J. Hirsch, “The Collision of Military Cultures in
Seventeenth-Century New England.”
2.
Michal L. Fickes, “’They Could Not Endure that Yoke’: The
Capitivity of Pequot Women and Children after the War of
1637”
2.
Revolutionary Ideas

a.
Focus Question
: Compare and contrast the main arguments of the Patriots and
Loyalists.
Primary Sources:
1.
Reports of Mob Attacks on Loyalists
2.
A Loyalist Poem, “The Patriots of North America”
3.
Thomas Paines’s
Common Sense
4.
A Loyalist Tract
Secondary Sources:
1.
Benjamin A. Irvin, “Tar, Feathers, and the Enemies of American
Liberties, 1768-1776”
2.
Keith Mason, “Localism, Evangelicalism, and Loyalism: The
Sources of Discontent in the Revolutionary Chesapeake.”
3.
Wallace Brown, “The American Farmer During the Revolution:
Rebel or Loyalist?”
b.

Focus Question
: Analyze the main reasons for the outbreak of the
Revolutionary War.
Primary Sources:
1.
Thomas Paine’s
Common Sense
2.
A Loyalist Tract
3.
Charles Inglis’ reply to
Common Sense
Secondary Sources:
1.
Michael A. McDonnell, “A World Turned ‘Topsy Turvy’:
Robert Munford, The Patriots, and the Crisis of the Revolution
in Virginia.”
2.
Anna Alden Allen, “Patriots and Loyalists: The Choice of
Political Allegiances by the Members of Maryland’s Proprietary
Elite.”
3.
The New Nation
a.
Focus Question
: Analyze the weaknesses of the Articles of Confederation.

How did the Constitution serve to address these weaknesses?
Primary Sources:
1.
Federalist #15
2.
The Dissent of the Minority of the Convention of Pennsylvania
Secondary Sources:
1.
Robert A. Feer, “Shay’s Rebellion and the Constitution: A
Study in Causation”
2.
Donald S. Lutz, “The Articles of Confederation as the
Background to the Federal Republic”
b.
Focus Question
: Evaluate the “spirit of compromise” involved in the
ratification of the Constitution.
Primary Sources:
1.
Objections to the Constitution
2.
The Dissent of the Minority of the Convention of Pennsylvania
Secondary Sources:
1.
Robert A. McGuire and Robert L. Ohsfeldt, “Self-Interest,
Agency Theory, and Political Voting Behavior: The Ratification
of the United States Constitution.”

2.
Robin Brooks, “Alexander Hamilton, Melancton Smith, and the
Ratification of the Constitution in New York.”
4.
Going Underground
a.
Focus Question
: Analyze the motivations for the development of the
Underground Railroad.
Primary Sources:
1.
Fugitive Slave Act
2.
Reward for Return of a Slave
3.
Levi Coffin’s Underground Railroad Station
4.
The Slave Policy
Secondary Sources:
1.
Larry Gara, “The Underground Railroad: Legend or Reality”
2.
Gayle T. Tate, “Free Black Resistance in the Antebellum Era,
1830 to 1860”
3.

Stanley Harrold, “On the Borders of Slavery and Race: Charles
T. Torrey and the Underground Railroad”
b.
Focus Question
: Evaluate the effectiveness of the Underground Railroad in
assisting slaves escape and remain free.
Primary Sources:
1.
The Conductor’s Diary
2.
Levi Coffin’s Underground Railroad Station
Secondary Sources:
1.
Nilgun Anadolu Okur, “Underground Railroad in Philadelphia,
1830-1860”
2.
Larry Gara, “The Underground Railroad: Legend or Reality”
5.
All men Are Created Equal
a.
Focus Question
: Evaluate the key arguments of the abolitionists, making sure to
discuss the economic, social, and political impact of abolition.
Primary Sources:

1.
Fugitive Slave Act
2.
Dred Scott
3.
Three Grand Mistakes
4.
Reward for Return of Slave
5.
Caution to African American’s in Boston
Secondary Sources:
1.
Jane H. Pease and William H. Pease, “Confrontation and
Abolition in the 1850s”
2.
John S. Vishneski, III, “What the Court Decided in Dred Scott
v. Sandford”
3.
Alix Oswald, “The Reaction to the Dred Scott Decision”
4.
Stephen Middleton, “The Fugitive Slave Crisis in Cincinnati,
1850-1860: Resistance, Enforcement, and Black Refugees”
5.
Robert J. Loewenberg, “John Locke and the Antebellum
Defense of Slavery”

6.
In Her Place?
a.
Focus Question
: Analyze the changing role of women in society. Be sure to
discuss the economic, religious, demographic, and/or cultural
influences and highlight the reformers who helped shape the
movement. What were the goals of the early women’s
movement?
Primary Sources:
1.
Eliza Bixby’s letter to her brother
2.
How the Americans Understand the Equality of the Sexes
3.
Woman’s Present and Future
4.
The Ladies of Trenton Assemble
Secondary Sources:
1.
Elizabeth Cometii, “Women in the American Revolution”
2.
Barbara E. Lacey, “Women in the Era of the American
Revolution: The Case of Norwich Connecticut”
3.
John L. Brooke, “Spheres, Sites, Subjectivity, History:

Reframing Antebellum American Society”
4.
Regina Markell Morantz, “Making Women Modern: Middle
Class Women and Health Reform in 19
th
Century America”
5.
Thomas Dublin, “Women, Work, and Protest in the Early
Lowell Mills: ‘The Oppressing hand of Avarice Would Enslave
Us”
7.
Splitting Up
a.
Focus Question
: Evaluate the arguments given by the south justifying
secession. Contrast these arguments with those in favor of
maintaining unity.
Primary Sources:
1.
The Declaration of Causes of Seceding States
2.
The Rebuke of Secession doctrines
3.
The Secession of Virginia and the American Civil War: The
Illustrated News, May 18, 1861
4.

Northern Interests and Southern Independence: A Plea for
United Action
Secondary Sources:
1.
Hudson Meadwell and Lawrence M. Anderson, “Sequence and
Strategy in the Secession of the American South”
2.
William S. Hitchcock, “The Limits of Southern Unionism:
Virginia Conservatives and the Gubernatorial Election of 1859”
3.
Frank F. White, Jr., “A Soldier Views the Secession Crisis”
8.
Fighting for Peace
a.
Focus Question
: Compare and contrast the war efforts of the Confederacy and
Union. What were the strengths and weaknesses of each side?
Primary Sources:
1.
Confederate soldier’s letter home about shortages in camp
2.
“Four Years Under Marse Robert”
3.
“Life in the Confederate Army”
4.

A Woman’s War Record, 1861-1865
5.
Union Soldier’s letter to his sister on the comforts of camp life
Secondary Sources:
1.
Richard H. Shyrock, “A Medical Perspective on the Civil War”
2.
Alan Farmer, “Why Was the Confederacy Defeated?”
3.
William O. Brown Jr. and Richard C. K. Burdekin, “Turning
Points in the US Civil War: A British Perspective”
4.
The National Museum of Health and Medicine, “To Bind Up the
Nation’s Wounds”
Information #2:
An important part of being an historian is acting as a detective
and investigating your sources before using them in a paper. In
this activity, you are the detective! To use a source effectively,
you will need to understand everything you can about it,
including author, the relation of the author to the subject he or
she is writing about, what the source says, and so on.
Answering these questions below is an important first step in
writing your final paper!
Part I: Primary Source Investigation!
1.

What is the name of your source and when was it produced?
Edward Randolph’s Report of King Philip’s War, produced in
1675
2.
Who was the author/creator of this document and how is the
author related to the event he/she is writing about?
The author of this source is Edward Randolph who is related to
this event since he was to account for the
Pequot
war as a messenger to King James II, referred to the colonies to
examine the damages of the Crown's colonial laws and the
general state of colonial affairs, more so in New England.
In 1637, England sent Edward Randolph to assess the war's
roots and evaluate the damage. According to this author, Puritan
Massachusetts government regarded the Indian assaults as
castigation of their own evils. The notion of godlike punishment
originates from the Old Testament that repeatedly reflects on
conflicts on the olden Israelites as punishment for their sin.
3.
How credible is the author on his/her subject and what are some
potential biases the author may have had?
In the report by Edward Randolph, the local authority in
Massachusetts thrived to Christianize the conflicts that led to
the Indian war. In his opinion, they were just doing this for
personal gain while pretending to punish them for their sins
such as drunkenness.
In his inclination, he noted that English made contributions to
what befell them in the war aftermath, they initially trained the
Indians how to use fire arms. They also made them available in
all their assemblies and preparations, and taught on how to
handle, repair and make their muskets, and they were provided
with all types of weapons by authorization of the government,
this led to Indians becoming outstanding firemen.

4.
List three things in the document that are important to your
topic’s focus.
The main points of interest from this primary source that are
relevant to the impacts of
Pequot
war on Europeans and Natives include the following three;
1.
The Crown's colonial laws that the Indians found intolerable as
the government tried to Christianize them and enforce them
against their will and for their own profit.
2.
Acquisition of firearms by Indians and training of handling the
same. This was one of the main cause of the war since the
Europeans had with great ease, entertained the Indians in
learning their ways.
3.
Peace terms reached upon through Boston Government that
aimed to culminate peace between Indians and Europeans. This
peace agreement concluded that Indians were under English
command but the former could settle in their land without let.
5.
Why do you think the document was written?
As prior indicated, “Edward Randolph’s Report of King Philip’s
War” was written with a primary goal of reporting and
documenting the major conflict events that happened after
Pequot war and determine the causes of that King Philip’s War
that involved Indians and the Englishmen as demanded by King
James II.
Basically, Edward Randolph was an envoy of King James II
government. He was referred to the colonies more so in New
England to probe the violations of the Crown's colonial laws

and the general condition of colonial matters that involved wars
and aftermath effects. This endeavors resulted to writing this
document.
6.
How will this source contribute to your paper’s focus?
This source grounds on the topic of “This Land is My Land” as
the entire conflict as reported by the author shows that the
natives, Indians, fought the Europeans to have their right to
freely use their land without regulations such as cultural fashion
and lifestyles. This resulted `to them being allowed to live in
that land without let.
The focus of this topic was the impact of this war to both
groups. The aftermath of Pequot War meant the Natives were to
live under English Command and submit to Crown’s colonial
laws. This made both closely relate despite the Indians
becoming intolerable on the decrees. In the social interactions,
their acquired fire arms and learnt how to use them through the
Europeans which resulted to King Philip’s War.
Part II: Secondary Source Investigation!
1. What is the name of your chosen document?
The Collision of Military Cultures in Seventeenth-Century New
England is an academic journal produced in March 1988.
2.
Who was the author of this document and why is the author
qualified to write about this topic?
Hirsch, Adam J. is the author who is qualified to write this
document since he has written other content under Journals of
American History. One of this documents include
“
The Rise of the Penitentiary: Prisons and Punishment in Early

America” doctoral dissertation
that was awarded
the
George Washington Egleston award for the best dissertation in
American history. The author is an academic fellow and a
professor of law at Florida State University. Pequot War is well
documented in the American History and his knowledge about
this discipline qualify him to deliberate on this particular topic.
Major historical war events with the focus topic included, were
based on the right to manipulate land and chest thumbing to
control it.
3.
What historical event/topic is the author writing about and what
is his/her main argument?
In this source, the author write about the military battle in New
England, 17th century. It addresses events such as practice of
war by European and also native warfare characteristics and
specifically the Indians in New England. It also compares the
colonial and native military weaponry.
The main argument is that the English undertakings in the
Pequot War failed to replicate the dominant European
philosophies of fair play. On the contrary, the author views the
breakdown of the concept of non-combatants resulting from
fears stimulated by the isolated and reliant on the position
assumed by English colonists in collaborations with Pequot
attacks on boundary and land treaties.
4.
List three things in the document that are important to your
topic’s focus.
My topic focus being the impact of Pequot war on Indians who
were the natives and the colonials who were the Europeans; the
document provide various interest aspects such as;

1.
The perception or extent to which the Europeans considered
women, children, and the aged as "non-combatants” with the
author condemning the English for failing to follow the
universal fair play standard during the 30 years Pequot War.
2.
The misunderstanding of motivations and actions of Puritan and
Indian military cultures which purportedly steered the Pequot
War. Both acted as per their military traditions which appeared
alien despite the expectations of acting in a shared actions.
3.
Interactions between Colonialist and Indians. E.g. Indians were
tangled in their food supplies and the colonist needed them to
fight fellow Indians.
5.
How will this source contribute to your paper?
This source directly contribute to the research paper as it
address both the factors that led to the Pequot War and the
aftermaths of the same. The journal document the present
restraints in the battle field during the war such as standards of
treating women and children as non-fighters together with
deliberation on the cultures and traditions of Indian and colonist
military. The author compiles documentary evidences to support
arguments and describe events of the war and how it affected
the participants. The impact of the war is well represented
seeing aspects of slavery in the journal where the author states
that even women were enslaved for life with others being sent
to colonial prisons together with male children.
Details for Paper five pages or more, very polished and
informative

1.
Introduction
Your introduction should include the following:
·
Background information on the topic of your essay. This
includes introducing key figures or concepts, as well as
providing dates and locations to place your topic in an historical
context.
Do not assume that your reader knows the topic or the sources
that you are using.
Always fully introduce your sources, historical figures, and
topics.
·
A thesis statement. A thesis statement is the argument that you
will be proving in your paper. For example, do not make general
statements such as, "Phillip II and Henry IV had many
similarities and differences." A thesis is a very focused
argument. A better thesis statement would be, "Henry IV and
Phillip II both faced challenges to the stability of their
kingdoms that developed from religious conflicts. While Henry
IV was primarily concerned with domestic unrest, Phillip II
faced these challenges in outlying regions of his kingdom." You
can see that one is much more focused and specific in the points
that it will prove in your essay. The following link provides
some great information and demonstrates how to create a thesis
statement:
https://owl.english.purdue.edu/owl/resource/545/01/
2.
Body of Paper
:
The body of your essay should include the following:

·
Historical analysis. Do not simply provide a timeline of events
or a list of facts. An historical essays analyzes these events and
facts to create a strong argument that proves your thesis.
·
The most relevant and important information that you will use
to prove your argument. Stay focused on the most important
information and try to avoid including random facts that, while
interesting, might not connect to, or be relevant to, your
argument.
·
Historical details and examples. These are the building-blocks
of your argument. You should include relevant dates, events,
people, and examples to prove your thesis.
·
Sources. Your writing should include references to your sources
and properly formatted footnotes or in-text citations. Avoid
using lengthy quotes to insert historical information the
majority of your writing should be your own, not quotes.
General historical information can be related in your own
words. Reserve direct quotes for examples that prove your point
or to briefly relate the ideas of a source. Find a way to
transition between your own writing and the quote to fluidly
connect the statements.
3.
Conclusion
Your conclusion of your essay should do the following:
·
Draw together the points that you have raised in the essay.
·

Connect your points to a larger revelation about the topic that
proves your thesis.
·
Avoid using overly general statements or making connections to
our current time, unless the essay instructions specifically ask
you to make this connection. For example, if you are writing an
essay on women regents in Ancient Egypt, you would not end
your essay with the statements, “Women have played major
political roles throughout time. The position of female regents
in Ancient Egypt set the stage for women in politics today and
continues to influence our world.” These types of points are
overly general, not really relevant, and do not help to prove
your overall thesis.
4.
Works Cited
Your Works Cited/Bibliography section should do the
following:
·
Include proper citation for the sources that you used for the
assignment.
·
Organize sources alphabetically by the last name of the author
or, when not available, the first word of the article title.
For assistance with proper citation, please review course
material and visit the following link:
https://owl.english.purdue.edu/owl/resource/560/01/

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