SHORT ANSWER CHART ON
TIGNOR AND AMERICAN COLONIES READING
1) The native peoples of the various New World regions colonized
by Europeans had significantly different political organizations;
moreover, the commodities (what's a commodity?)
that Europeans could extract or produce differed in each region.
These differences shaped the nature of the colonial societies
that developed in the Caribbean, French North America, and New
England.
Understanding how and why these commodities shaped colonial societies
is the goal of this assignment.
Fill out the chart
below.
To do so, you will
have to refer back to the readings from
a)
p. 102 from Tignor's Worlds Together, Worlds Apart (available here);
be sure to read until the end.
b) the on-line
reading from American Colonies.
c)
Tignor, pp. 120 - 131 (available from Blackboard)
Because we will take
up the discussion of slavery later in the semester, this chart
does NOT cover the southern colonies,
such as Virginia.
TURN IN THE CHART WITH THE REST OF YOUR HOMEWORK.
And remember, no one
line from the text will provide the answers -- you will have to
do a bit of analysis. I've provided, however, the correct answer
for two of the cells in the chart below.
Chart: worth 50 points Don't
miss the question after the chart!!!
(download a ms-word
version of this chart for use in a word processor)
| |
Nature
of native political
organization before arrival
of Europeans (e.g. "centralized state," "independent
villages," etc.) |
Environment
& climate of region relative to Europe (e.g. "colder,"
"about the same," "warmer") |
Commodities
available for production/extraction and sale in Europe. (e.g.
"silver")
There may not necessarily have been commodities for extraction
or production. |
Relationship
between Europeans and Native populations (e.g. "cooperation,"
"taking of land," "destruction of leadership,
but largely leaving natives on land," etc..) |
Nature
of migration to the region (e.g., "Largely families"?
"Largely single men"? "Significant numbers
of enslaved"? Other? Can be more than one of the above) |
| Caribbean
(including West Indies) |
|
|
|
|
|
MesoAmerica
|
|
|
|
|
|
French
North America
|
|
|
|
|
single
men |
North
East Coast
(New
England)
|
|
Moderate,
similar to Europe |
|
|
|
(download a ms-word version of this chart for use in a word processor)
Questions
2-3 refer to "Hispanics
Debate Census Plan to Change Racial Grouping" from
the New York Times
2)
According to the article from the New York Times, there
are two broad schools or systems of thought among Latinos regarding
identity. One such school argues that all Latinos should be viewed
as a single "race." In your own words, describe the other school of identity. Be sure to explain explicitly
how this second school of throught believes differences in skin
color should be understood (in other words, according to this
second school, "what does an individual's skin color tell
us?"). Next, explain how and why the ways in which Kathia
Mendez and Zunilda Diaz identify themselves can be seen as an
example of this second school.
(worth 20 points)
3)
Discuss how and why the many changes in the U.S. Census since
1930 could be interpreted to demonstrate that notions of "race"
in America have reflected not unchanging biological realities but rather shifting social beliefs.
Your response will require a paragraph of several sentneces and
should be organized around the familiar claim/evidence/warrant
pattern. You will want to present your most important evidence
in the form of direct quotations from the article. Be sure to
identify your cl, your ev and your wa.
(worth
30 points)
