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The purpose of this assignment is to critically examine cause and effect in history. By considering the changes that occurred in the colonies between 1607 and 1760, and determining the impact of those changes, you are doing the work of an historian.   
This writing assignment applies to the following student learning outcomes:
Evaluate and synthesize historical evidence and interpretations by using methods of inquiry and expression appropriate to the study of early America from colonization to 1877.
Analyze the impact of a wide breadth of trends and change that include the impact of race, class, gender, ethnicity, and religion/ideology in United States history till 1877.
Explain the major social, political, economic, technological and scientific developments in U.S. history prior to 1877, their causes and effects, and their historical significance.
Examine artistic and cultural traditions in their historical context in the history of the United States until 1877.
Analyze the United States prior to 1877 within a global context.
Assignment Description
General Short Response Writing Guidelines and Policies
Please read all the way through to the end. 
Remember that this is a closed universe. Limit yourself to the materials provided in this course. Before you write, review the grading rubric and take note of each criterion that you will be scored on. Make sure you meet those criteria. 
Do not use AI, or any other form of writing aid (such as Grammarly or translation software), in this particular learning environment. You are strengthening your critical thinking skills by crafting this response on your own. The feedback you receive from me will be more helpful. 
A well-organized analytical response includes the following: 
Introduction: One or two sentences that describe the historical context. 
Thesis: One sentence that answers the prompt. 
Body Paragraphs: Each body paragraph describes one element of the complete answer. It includes direct evidence from the assigned reading materials and, if you directly quote a short phrase, informal citations of where you found that evidence.
Conclusion: One sentence restatement of the thesis. A description of why it is important to understand this analysis (how does it help us be better public citizens?)
We build analyses by starting with the evidence:
Look closely at the writing prompt, make sure you understand what you are being asked. Then take notes as you read, gathering evidence related to the writing prompt. 
Evaluate the evidence you gathered and group your evidence into two or three separate points that you feel confident you can support. 
For each group of evidence, create a topic sentence that describes how they help answer the writing prompt. 
Create your body paragraphs: Start with one of your topic sentences, then list out the supporting evidence for each point. 
Devise a complete thesis statement that combines your two or three separate points. 
With your thesis in mind, write a one or two sentence introductory statement that puts your response into historical context.
Think about why understanding these historical points is important and craft that relevance into a brief conclusion. 
Then organize what you just created into a standard essay format.
How to informally cite your evidence: 
You can identify where you found information by adding in parens some basic information such as (Chap. 3 pg. 27) or (“Title of Primary Source,” paragraph 4). We are not using formal citations in our course, but we need enough details to find the information ourselves.
If you get stuck:
Make use of available academic tutoring. There is an online tutoring link in the left margin. Even if they say that there is not a history tutor available, you can get help from any tutor on academic writing. Here are some good discussion points to review with a tutor:
Good strategies for directly addressing the prompt. 
How to use quotes.
Strong thesis statements (Social Sciences style!)
Use of evidence to support points. 
Strengthening academic essay formats.
Come to office hours and talk to me.
Interpreting primary sources within an historical context (If you are evaluating a primary source)
These primary source writing assignments are challenging. You are often being asked to read between the lines to find information conveyed by the source that may not be the author’s primary purpose. This is what Historians so. It is very helpful to have a good understanding of the era in which the source was written. You need to know what was happening at that time, what the author would have known, seen, understood, wanted, expected, etc. This is called the historical context. This is provided by the textbook chapters. Your written analysis needs to demonstrate an understanding of the primary source within the historical context. 
Note: Writing assignments will be graded more strictly as the semester progresses. Be sure to focus on always improving both your knowledge and your ability to articulate yourself with evidence. 
Remember: You have help! You can post questions in the Q&A: About this course and ask questions. Ask early – Do not wait until the last minute.  If you see a classmate with a question, reach out and start a conversation about how to handle the assignment. 
This assignment should be a minimum of 500 words. Feel free to write more if this is something you really want to dig into.
Specific Writing Assignment Description
Writing Prompt: Do you believe, as John Adams did, that the American Revolution was over before the war began, it was in the “minds and hearts” of the colonists? Using numerous specific examples from our course content, explain why, or why not? 
Some helpful hints for tackling this assignment:
Consider this historical context: John Adams became the 2nd president of the new United States. When he grew older, he wrote his memoirs and reflected back on all the changes he witnessed in his life. He wrote that he believed the revolution in the thirteen North American British colonies was over before 1763, it was in the “minds and hearts” of the colonists long before the actual war began. What did he mean by that? What was in the minds and hearts of the colonists? 
Economic desires
Political ideas
Existing colonial political practices
Enlightenment ideas
Ability to defend themselves
Benefits of being members of the British Empire
Pride in being British
Review the rubric. Notice that this assignment asks for information citations for the evidence you are using to support your argument.
Review the videos and read the textbook chapter carefully. Gather evidence as you go. 
Consider the changes that were taking place in the 18th century up to 1763:
the Scientific Revolution
the Enlightenment
the development of local representative governance
the development of a diversified economy in the northern colonies
the history of winning wars against Native Americans without assistance from British soldiers
the challenges in England between the monarch and Parliament
the successful restoration of local rule after the Glorious Revolution
or more…