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)