Humanities Homework Help

Has the student in both parts –

1. Demonstrated factual and chronological knowledge of the key events, themes, and people that we have covered so far in our assigned work.
2. Demonstrated the ability to interpret historical information by using analytical skills, such as using primary sources skillfully, contextualizing, and comparing and contrasting sources.
3. Cited (given proper credit to) the sources used by using quotation marks to set off the words of others and citing sources? (for example: Mr. Van, “The Principal Themes in our Class,” http:smc.canvas.3495968)
4. Used no other outside sources other than the assigned readings and discussion assignments unless otherwise directed by the instructor?
5. Written a clear, grammatically correct, well-organized essay, free of misspellings and basic writing rules? Has s/he punctuated properly? That is, have they written college-level work?

Part 1

Being able to dissect primary sources to extract what they tell us about the past is an essential part of understanding history. Such dissection has been a central part of our class so far. You’ve had almost two months to learn how to do this dissection and you’ve had the work of your fellow students in my Letters to the Class to learn from and to improve upon.

Given your role as amateur historians, let’s test your history skills.

On this webpage at the Library of Congressyou will find a Primary Source Set on Jamestown. Explore it thoroughly: your midterm grade depends on doing so. Note the Primary Source section. Click and explore each and every image. Read the Teacher’s Guide to gain more context on the founding and evolution of Jamestown the colony to supplement what we learned earlier in our class.

Next, using AS MANY OF THE PRIMARY SOURCES AS YOU CAN of those presented on this page, answer the questions below for Part 1 of the Midterm.

Show your mastery of these sources, cite the images when you use them, and write more, not less in doing your best work so far.

1. Compare various images of Pocahontas. What differences are apparent? What similarities? How do these images compare to other things you know about Pocahontas?
2. What can a careful, informed examination of these sources tell us about Native American villages and dwellings from examining the pictures? How does this information compare to what you know from other sources?
3. What can a careful, informed examination of these sources tell us about Native American clothing and customs from examining the pictures?
4. Carefully compare how the images portray the Native Americans and the settlers. What bias or perspective is evident? How does this information compare to what you know from other sources?
5. Finally, step back from all of the rich materials in this Primary Source Set, taking them in. As an historian, and basing your answer on the evidence provided in the Source Set, what do you believe are three most important takeaways from your close study of the material in this Primary Source Set on Jamestown — the first English Colony in North America?

Part 2

Please read the following primary source (below) as a historian might — in order to better understand the past by reading and thinking critically. The document is “What is an American,” by Crevecoeur. Then answer the questions below about this historical document. Given that this is the midterm, write more, not less and make all of it relevant.

Aim high.

1. Source the document. That is, who (or what) wrote or produced this source? How do you know? When was the source made? It’s important to know, as precisely as possible, what was going on at the time. List three important events from our history textbook that occurred at about the same time that this document was created.
2. In at least 500 words, summarize the key parts of the source. Put your answer entirely in your own words. Quote nothing. Offer no comments, editorials, or contextualizations: focus on the document itself, not on how the document might make you feel or believe.
3. Using only this document and our assigned reading, who was the probable audience for this source? That is, to whom was this document aimed at? Using the document and its context, justify your answer.
4. Contextualize this source. Tell us the circumstances that were occurring in the U.S. at about the time this document was created and that probably influenced the author when making it. Get down to dates and events cited from your textbook. Write no more than 200 words for your answer.
5. What Larger Themes of those listed in the “Principal Themes in Our Class” does this source link to and shed light on? List and discuss at least two of these at some length, showing me you’re familiar with these themes. If more linkages exist (and they well might!), discuss them.