The American Revolution or the American War of Independence was one of the most remarkable wars in the history of the world. The motives behind the war can be interestingly explained by Zinn from the chapter Tyranny Is Tyranny in A People’s History of The United States: 1“Around 1776, certain important people in the English colonies made a discovery that would prove enormously useful for the next two hundred years. 2They found that by creating a nation, a symbol, a legal unity called the United States, they could take over land, profits, and political power from favorites of the British Empire” (Zinn). Indeed, the American Revolution left a significant impact on early American society and government in terms of social, political, and intellectual adjustments. Typically, one of them is the gap between social classes. 3From the chapter A Kind of Revolution, it is surprising to know that “About 10 percent of the white population - large landholders and merchants - held 1,000 pounds or more in personal property and 1,000 pounds in land, at the least, and these men owned nearly half the wealth of the country and held as slaves one-seventh of the country's people” (Zinn). What’s more: “The people resented the tax system, which was especially burdensome on the poor” (Zinn). Besides, the ability to have a political say can only be in the hands of the rich and powerful. Consequently, mutinies and slave revolts broke out because one finds inequality everywhere. To my surprise, it was this political tyranny, economic burdens and unfairness in social hierarchy that motivated people in the 13 colonies to stand up and revolt against the corrupted government at that time. We are taught by the modern-day history books to revere our Founders as superhuman leaders of a superior generation. Yet in fact, on the opposite, they were not perfect. They were also problematic and thus do not deserve their current level of popularity. 4“Shouldn't we applaud the Founders’ restored popularity? Yes - but like anything else, it can be taken too far” (H. W. Brands). Pondering over this question, we take the shortcomings of the Founders into consideration. In scrutinizing the Declaration and the Constitution, “two grave sins of omission hung ominously over the country: the Founders' failure to deal with slavery, and their failure to specify whether sovereignty lay with the states or with the nation” (H. W. Brands). The intentional ignorance of slavery in the documents which represent American history makes us look over the Founders' perspectives. “For one thing, challenging slavery's validity within those documents was completely irrational, seeing as slavery was a critical part of culture both in America, and in Europe. The majority of the Founders simply didn't see anything wrong with it; or if they did, they did not express it. Another reason that they didn't mention slavery is because it would do more harm than good. If they openly condemned slavery, they would quickly ...

1. The American Revolution or the American War of Independence
was one of the most remarkable wars in the history of the world.
The motives behind the war can be interestingly explained by
Zinn from the chapter Tyranny Is Tyranny in A People’s History
of The United States: 1“Around 1776, certain important people
in the English colonies made a discovery that would prove
enormously useful for the next two hundred years. 2They found
that by creating a nation, a symbol, a legal unity called the
United States, they could take over land, profits, and political
power from favorites of the British Empire” (Zinn). Indeed, the
American Revolution left a significant impact on early
American society and government in terms of social, political,
and intellectual adjustments. Typically, one of them is the gap
between social classes. 3From the chapter A Kind of
Revolution, it is surprising to know that “About 10 percent of
the white population - large landholders and merchants - held
1,000 pounds or more in personal property and 1,000 pounds in
land, at the least, and these men owned nearly half the wealth of
the country and held as slaves one-seventh of the country's
people” (Zinn). What’s more: “The people resented the tax
system, which was especially burdensome on the poor” (Zinn).
Besides, the ability to have a political say can only be in the
hands of the rich and powerful. Consequently, mutinies and
slave revolts broke out because one finds inequality
everywhere. To my surprise, it was this political tyranny,
economic burdens and unfairness in social hierarchy that
motivated people in the 13 colonies to stand up and revolt
against the corrupted government at that time.
We are taught by the modern-day history books to revere our
Founders as superhuman leaders of a superior generation. Yet in
fact, on the opposite, they were not perfect. They were also
problematic and thus do not deserve their current level of
popularity. 4“Shouldn't we applaud the Founders’ restored
popularity? Yes - but like anything else, it can be taken too far”

2. (H. W. Brands). Pondering over this question, we take the
shortcomings of the Founders into consideration. In scrutinizing
the Declaration and the Constitution, “two grave sins of
omission hung ominously over the country: the Founders'
failure to deal with slavery, and their failure to specify whether
sovereignty lay with the states or with the nation” (H. W.
Brands). The intentional ignorance of slavery in the documents
which represent American history makes us look over the
Founders' perspectives. “For one thing, challenging slavery's
validity within those documents was completely irrational,
seeing as slavery was a critical part of culture both in America,
and in Europe. The majority of the Founders simply didn't see
anything wrong with it; or if they did, they did not express it.
Another
reason that they didn't mention slavery is because it would do
more harm than good. If they openly condemned slavery, they
would quickly lose all support for their cause from slave-
owning inhabitants of the colonies, which would be political
suicide” (class notes). This deficiency in the Founders’ work
makes their successors refrain from acknowledging the
existence of slavery within a governing system. 2“Everyone
knew the basic prescription for a wise and just government. It
was so to balance the contending powers in society that no one
power could overwhelm the others and, unchecked, destroy the
liberties that belonged to all” (Bailyn). Indeed, what needed to
be done was clearly expressed; yet it was undone as “the
Founding Fathers did not want an equal balance between slaves
and masters”. 4According to Brands, in the columns of the
Philadelphia Aurora, Bache alleged “political iniquity” and
“legalized corruption” in the Washington Administration, and
called the first President “the source of all the misfortunes of
our country”. Thomas Paine, the leading propagandist of the
Revolution, accused Washington of abandoning the cause for
which the Revolution was fought. A Connecticut paper warned
of the orgies a Jefferson presidency would bring: "Murder,
robbery, rape, adultery, and incest will all be openly taught and

3. practiced; the air will be rent with the cries of the distressed;
the soil will be soaked with blood, and the nation black with
crimes." I agree with Brands that even though the Founders may
have been scholarly and knowledgeable, they were less
perceptive of the natural world and the normal basis of human
behavior.
From the chapter Drawing The Color Line by Howard Zinn and
the lecture given by James Loewen on slavery, I believe history
back in that time had lost its sense of humanity. Indeed, racism
has played an important role in shaping American history for
such a long time. I agree with Zinn that the inferior position of
blacks in America is accompanied by a peculiar feeling full of
racism, hatred and contempt. 2It is stunning to know that
African blacks had been stamped as slave labor for a hundred
years. While the Indians and the whites embraced their own
culture, the blacks became helplessly deprived of their land and
culture. It is also surprising to know that American slavery was
the cruelest form of history. James Loewen interestingly posed
the question about thinking of slavery today without guilt,
without shame and omitting it. I agree with him that racism
developed a rationale for slavery and slavery is totally
important to the history and development of the United States
because it represents the absolute societal settings in America
today. Its period might end, but its remnants as an association
with racism and discrimination still prevail in our society
nowadays.
Apart from establishing the America as an independent nation,
the Revolutionary War assisted in creating a democratic and
responsible government, by the people and for the people. It
embraces certain unalienable rights such as Life, Liberty,
Equality and Pursuit of Happiness. The Revolution entitled the
people with rights to alter or abolish an oppressive and
malfunctioned government in order to institute a new stable
one. I found what is mentioned by Zinn in the chapter Tyranny
Is Tyranny very ideal and astounding: “The Privates Committee
drew up a bill of rights for the convention, including the

4. statement that an enormous proportion of property vested in a
few individuals is dangerous to the rights, and destructive of the
common happiness, of mankind; 1and therefore every free state
hath a right by its laws to discourage the possession of such
property” (Zinn). Thus, it can be concluded that the ideology of
the Declaration - by which American government is established
by the people to protect their life, liberty, and happiness - is to
be discarded unless it fulfills its duty of serving people’s needs.
In the chapter A Kind of Revolution, Zinn poses a question
asking what in the end the Revolution meant to the Native
Indians. 2Appealingly as he puts it, “They had been ignored by
the fine words of the Declaration and Constitution, had not been
considered equal, certainly not in choosing those who would
govern the American territories in which they lived, nor in
being able to pursue happiness as they had pursued it for
centuries before the white Europeans arrived” (Zinn). However,
I believe the Revolution undeniably did lay a foundation and
provide the opportunities for the blacks to make inquiries and
requests towards the white society. They wished to repeal
discriminatory laws against Negros, yearning for equal rights
and an end to slavery, asking for equal division of property to
accommodate their families and an authentic voice in court. But
sadly, I agree with Zinn the controversy still goes around the
fact that the Constitution does not take into consideration the
equality, individuality and differences among social classes and
political powers of property. This is attributable to the fact that
the crafting and establishment of the strong federal government
only involved the interference and control by the rich elites -
who always prioritized their personal interests and maintenance
of their privileges – and hence excluded the interests of other
inferior social classes such as slaves, indentured servants,
women and men without property.
I agree with Zinn that only by looking at the real economic
interests and social backgrounds of the makers of the
Constitution, we can conclude that the popular rebellions
against the monopolies of society’s wealth during this era

5. could be attributed to the corrupted structure of American
government, the slave trade, the politics of unity among
northern and southern ruling leaders and the prevailing culture
of race prejudice in the colonies. I am convinced that the core
issue of democracy not only lays in the Constitutional setbacks
on unjust policies but also leaves a scar of segregation between
the rich and the poor which still exists in today’s society. I
believe the Revolutionary America would have been happier and
more prosperous had it not been for the actual fighting and
suffering from the poorly-treated people.
The continuing mythologies surrounding this time leaves behind
far-reaching consequences for us today. The Founders’ work
and accomplishments are not necessarily a blessing for
America. And by overvaluing and revering them we can be
stymied from striving to fight for our ultimate values and
principles. Exaggerated interest and admiration for the Founders
will undermine the individual’s ability to reason rationally and
his right to choose, to think and to make decision
independently. Because the moment we overvalue the Founders
and adhere to the myths surrounding them unthinkingly and
unquestioningly, we will be forced to forfeit certain thoughts,
beliefs and opinions that are contradictory or different to the
given ones. Therefore, I believe the wisdom of every
generation’s predecessors must be compellingly reconsidered
and revised for the common good of a society.
CHM 117 Experiment 1 Spring 2018
Name: Section:
Scientific Measurements
Post-Lab Report

6. Measuring Solids
(a) Report the collected data with the correct uncertainty.
dimensions (cm)
material length depth width mass(g)
(b) Calculate the volume of the objects and its uncertainty
(Show one sample calculation).
(c) Report the volumes with the correct uncertainty.
material volume (cm3)
(d) Calculate the density and its uncertainty (Show one sample
calculation).
(e) Report the density with the correct uncertainty.
material density (g/cm3)
CHM 117 1 Spring 2018
CHM 117 Experiment 1 Spring 2018
Measuring Liquids
(a) Report the collected data with the correct uncertainty.
instrument volume (mL) mass (g)
10-mL cylinder
50-mL cylinder

7. 50-mL beaker
(b) Calculate the density of water for each case and its
uncertainty.
(c) Report the density with the correct uncertainty.
instrument density (g/cm3)
10-mL cylinder
50-mL cylinder
50-mL beaker
Combining Measurements to Determine the Density of a Solid
(a) Report the collected data with the correct uncertainty.
mass(g) volumes (mL)
cyl. + water cyl. + water + pellets cyl. + water cyl. + water +
pellets
(b) Calculate the density of metal and its uncertainty.
CHM 117 2 Spring 2018
CHM 117 Experiment 1 Spring 2018
Using the Density of a Solid to determine its dimensions.
(a) Report the collected data with the correct uncertainty.
mass (g) length (cm) width (cm) density (g/cm3)

8. (b) Calculate the thickness of the Aluminum foil and its
uncertainty.
Measuring the Mass by Difference
(a) Report the collected data with the correct uncertainty.
mass(g)
beaker sugar beaker + sugar
(b) Calculate the mass of sugar from the masses of the
beaker+sugar and the mass of the beaker
(c) Report the masses of sugar determine directy and by
difference.
method mass(g)
Direct measure
By difference
(d) Compare the uncertainties.
CHM 117 3 Spring 2018
CHM117 Lab 1: Scientific Measurements
2018

9. Overview
Introduction to:
Uncertainty
Lab glassware/instruments
Five Sections
(1) Measuring Solids
(2) Measuring Liquids
(3) Determining Density
(4) Using Density
(5) Measuring with Different Techniques
Evaluating Data
Accuracy – “closeness” to accepted value
Precision – “closeness” of repeated measurements
Indicated by uncertainty (for glassware, etc.) and standard
deviation (for experimental averages)
http://www.esri.com/news/arcuser/0807/gdb_precision.html
Uncertainty
Measure of precision

10. Two types:
Absolute Uncertainty - expressed in same units
Relative Uncertainty - expressed in percentage
(ex) 0.2/20.0 *100 = 1%
Uncertainty of Measurements
Each instrument has inherent level of absolute uncertainty
Last digit is an estimate
0 cm
1
2
For example:
Significant Figures
Shorthand for uncertainty
Written digits include all known plus one estimate
Determined by measuring device
Sig. figures indicate # decimal places for uncertainty
Rules for significant figures:

11. Leading zeros don’t count
(e.g.) 0.0075 in = 2 significant figures
Trailing zeroes do count
(e.g.) 0.00750 in = 3 significant figures
Addition/Subtraction of Measurements
For significant figures:
Answer has lowest # decimal places
For uncertainty:
Answer has the sum of absolute uncertainties
Example:
16.01 ± 0.01 cm
33.47 ± 0.01 cm
49.48 ± 0.02 cm
+
Multiplication/Division of Measurements
For significant figures:
Answer has lowest # significant figures
For uncertainty:
Answer has the sum of relative uncertainties
Example: 16.01 ± 0.01 cm (± 0.06%)
33.47 ± 0.01 cm (± 0.03%)
535.9 ± 0.09%

12. Convert back to absolute uncertainty: (0.09/100)*535.9
535.9 ± 0.5 cm2
x
Mass Measurements
Mass: measurement of resistance to acceleration
Unit: kilogram
Measured with analytical balance
Contains standard masses
Same principle as beam balance
Balance point detected with light beam
Weighing Notes
Tare the balance before use
Can be done empty or with empty container
Don’t touch glassware being weighed
Add chemicals outside balance
Keep doors closed while measuring
Write down units AND uncertainty
This balance is ± 0.0002 g.
Clean up the balance after use

13. Volume Measurements
Volume: quantity of three-dimensional space
Unit: Liter
Precision determined by type of glassware
More tick marks give lower uncertainty
(e.g.) beaker vs. cylinder
± 5 mL
± 0.5 mL
Volume Notes
Place glassware on flat surface
Look at liquid at eye-level
Read volume from bottom of meniscus
Concave (e.g. water)
Convex (e.g. mercury)
Density

14. Measurement of mass per unit volume
d = m/V
Changes with temperature
Unit: kilogram/cubic meter
Common form: g/mL, g/cm3
For aluminum:
d = 2.70 g/cm3
(CRC Handbook, 51st Edition)
CHM 117 Experiment 1 Spring 2018
Scientific Measurements
Benchwork Instructions
Measuring Solids
• Procure a wooden block, an Aluminum block and a ruler from
the hood.
• Measure the three dimensions (length, width, height) of the
two blocks. Record the values for each
material.
• Use the analytical balance to determine the mass of each of
the solid blocks of material. Record the
values for each material.

15. Measuring Liquids
• Obtain a 10-mL graduated cylinder, a 25-mL graduated
cylinder and 50-mL beaker.
• Make sure that both cylinders and the beaker are clean and
dry. Use the analytical balance to determine
their masses. Record the values for each item.
• Fill the two graduated cylinders and the beaker with water up
to three quarters of their capacity.
Record the exact volume in each of the containers by reading
the respective scale on their sides.
• Use the analytical balance to determine their masses. Record
the values for each item.
Combining Measurements to Determine the Density of a Solid
• Fill the 50-mL cylinder to one-quarter of its capacity. Read
and Record the exact volume.
• Determine the mass of a 50-mL cylinder and water and record
the value.
• Obtain 20 aluminum pellets. Carefully to avoid splashing,
pour the pellets into the cylinder containing
water.
• Read and record the volume in the cylinder.
• Determine and record the mass of the cylinder containing
water and pellets.
Using the Density of a Solid to determine its dimensions.

16. • Obtain a piece of aluminum foil and measure the width and
length.
• Fold the foil into a small piece and use an analytical balance
to determine its mass. Record the value.
Measuring the Mass by Two Different Techniques
• Procure a 50-mL beaker. Use the analytical balance to
determine its mass. Record the value.
• Tare the balance and add two spoonfuls of sugar (or salt) to
the beaker.
• Determine the mass of sugar added. Record the value.
• Remove the beaker from the balance and tare it.
• Place the beaker back on the balance and determine the
combine mass of the beaker and the sugar.
Record the value.
CHM 117 1 Spring 2018
UNITED STATES HISTORY AMY BELL
WRITTEN EXERCISE #2
WE THINK WE KNOW THE REVOLUTIONARY WAR.
AFTER ALL, THE AMERICAN REVOLUTION AND THE
WAR THAT ACCOMPANIED IT NOT ONLY DETERMINED
THE NATION WE WOULD BECOME BUT ALSO CONTINUE
TO DEFINE WHO WE ARE. THE DECLARATION OF
INDEPENDENCE, THE MIDNIGHT RIDE, VALLEY FORGE—
THE WHOLE GLORIOUS CHRONICLE OF THE COLONISTS’
REBELLION AGAINST TYRANNY IS IN THE AMERICAN

17. DNA. OFTEN IT IS THE REVOLUTION THAT IS A CHILD’S
FIRST ENCOUNTER WITH HISTORY. YET MUCH OF WHAT
WE KNOW IS NOT ENTIRELY TRUE. PERHAPS MORE
THAN ANY DEFINING MOMENT IN AMERICAN HISTORY,
THE WAR OF INDEPENDENCE IS SWATHED IN BELIEFS
NOT BORNE OUT BY THE FACTS.
~ JOHN FERLING
We do think we know the Revolutionary War. We grow up
hearing about it year after year in class, and celebrate our
foundings with fireworks every July 4th. And yet, much of what
we believe we know is not true. What is the traditional story of
this era? How does the picture of our “founding fathers” painted
by Zinn, Loewen, Brands and Lepore differ from the stories we
often learn in history courses? Indeed, after completing the
assignments over the War for Independence and the creation of
the constitution, what do you believe this era was truly about?
What does Zinn argue the ultimate causes of the war and the
drafting of the constitution to be? Do you agree with him? Why
or why not? And what are the far-reaching consequences for us
today of the continuing mythologies surrounding this time and
how they are canonized in the popular mind?
“HISTORY IS FICTION, EXCEPT FOR THE PARTS THAT I
LIKE, WHICH ARE, OF COURSE, TRUE.”
~ JIM CORDER
DIRECTIONS
1. 1) Yourresponsetothequestionmustbetyped—
twelvepointfont,double-spaced. In writing your answer, please
do not exceed five pages.
2. 2) In your response, try to mainly use only your assigned
text(s), the instructor’s handouts, or class notes taken from
discussions. You may use additional library or internet
scholarly sources.
3. 3) Your generalizations must be supported by direct citations
from the text, class notes, or instructor’s handouts.

18. 4. 4) Citations should be made in MLA format. For class notes
or presentations, you might use: (Discussion Board 1) or (class
notes) or (Zinn 23).
Note: You must cite parenthetically throughout your narrative.
Please follow this format. There should be many citations
throughout your response taken from the sources noted above
because assumptions and interpretations must be bolstered by
citations.
The strength of your response is dependent largely upon your
citation of the assigned sources.
5. 5) Do not include a bibliography.
6. 6)
Youmayconsultwithyourclassmatesinformulatingananswertothis
question. However, you must write your own, unique,
independent answer to this question.
7. 7) Date Due: Please see date on eCampus Calendar.
“ONE IS ASTONISHED IN THE STUDY OF HISTORY AT
THE RECURRENCE OF THE IDEA THAT EVIL MUST BE
FORGOTTEN, DISTORTED, SKIMMED OVER. WE MUST
NOT REMEMBER THAT DANIEL WEBSTER GOT DRUNK
BUT ONLY REMEMBER THAT HE WAS A SPLENDID
CONSTITUTIONAL LAWYER. WE MUST FORGET THAT
GEORGE WAHINGTON WAS A SLAVE OWNER...AND
SIMPLY REMEMBER THE THINGS WE REGARD AS
CREDITABLE AND INSPIRING. THE DIFFICULTY, OF
COURSE, WITH THIS PHILOSOPHY IS THAT HISTORY
LOSES ITS VALUE AS AN INCENTIVE AND EXAMPLE; IT
PAINTS PERFECT MEN AND NOBLE NATIONS, BUT IT
DOES NOT TELL THE TRUTH.”
~W.E.B. DUBOIS (BLACK RECONSTRUCTION)