Short Answer Questions
(class 11, homework 11)

Note:

(1) assignments appear in the syllabus on the day assigned, not the day due

(2) You must submit your written work by blackboard

(3) BE SURE TO FOLLOW THE FILE-NAMING CONVENTIONS FOR THIS COURSE (5% penalty if you do not).

All files should be saved on your computer as: your last name, followed by an underscore ("_"), followed by the first two letters of your first name, followed by an underscore ("_"), followed by the assignment number. So if a student named Saddam Hussein were to submit assignment number 11, the file name would be:

hussein_sa_11.doc

THIS IS ASSIGNMENT 11

Don't miss the questions after the chart!!!


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 organization; moreover, the commodities (what's a commodity?) that Europeans could extracted/produce (or not) differed in these regions. These differences shaped the nature of the colonial regimes developed in the Caribbean, French North America, and New England.

To understand how, fill out the chart below. To compare these regions you will have to refer back to the readings from pp. 489-493; 507-512, 553- 557 from Fernandez-Armesto, p. 102 from Tignor's Worlds Together, Worlds Apart available here, as well as to the on-line reading from American Colonies. Because we will take up the discussion later, 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 an analysis.


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.

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 leave 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, 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." Describe the other school in your own words (do not repeat the words of the article's author), particularly as it relates to how differences in skin color should be understood. Next, explain how and why the way 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 and should be organized around the familiar claim/evidence/warrant pattern. Be sure to identify your cl, your ev and your wa.

(worth 30 points)

"end of assignment"