I have attached the instructions for this assignment in a word document file. PLEASE READ THEM VERY CAREFULLY. This assignment consists of 2 questions, so essentially, you're writing 2 essays within one document. I have attached the required reference/source documents as well. The instructions will tell you which sources to use for which essay. The instructions also tell you how to cite within the essay. Each question response needs to be 5-7 paragraphs each.
Essay Exam 2 Instructions Instructions The Essay Exams are designed to get you to think analytically and critically about the material and present your assessment in an organized and coherent manner. It is also important to incorporate information from as many of the assigned reading assignments and video lectures as possible so as to exhibit a depth and breadth of knowledge on the topic. Click HERE (Links to an external site.) to watch a useful video on how to organize your essay before you get started. Below are two questions. Only one of your essays will be chosen and assigned a grade. Because you do not know in advance which essay will be chosen, it is important to prepare high quality essays for both questions. Please submit both essays as one document. Questions 1. What is Gordon S. Wood’s argument and what is Howard Zinn’s argument on the nature of the American War for Independence and what evidence do the two historians present to support their interpretations? Who do you think presents the better case? (See contextual information in the textbook, any relevant assigned primary documents, the Howard Zinn and Gordon Wood Articles and Zinn v. Wood Video Lecture). 2. What were the three most important problems Andrew Jackson faced as President of the United States? How successful was he at addressing those problems? (See contextual information in the textbook, any relevant assigned primary documents [such as Andrew Jackson on Indian Removal], and Andrew Jackson Video Lecture). Expectations You will find ample information to address these questions in video lectures, the textbook and primary documents. Essay responses should show a thorough understanding of the readings and be college level (clear, organized, without typographical errors, logical, etc.) Your essay should have an introduction with a clear argument, a well-developed body with ample supporting evidence, a conclusion that provides some final analysis, and be between five and seven paragraphs (paragraphs should be at least five sentences in length but often longer). Your argument is your brief answer to the question while the body of the essay is used to provide detailed historical examples to support your argument. Although analysis of the material should be woven into the body of your essay, the conclusion is where you will be able to show that you have thought about the material in a critical and analytical way (rather than simply regurgitating information). Also, remember that any information included in your essay should be pertinent to answering the question asked of you. Citations For the purposes of this essay, you can use parenthetical citation. Please only use information from within the confines of this class, such as video lectures, the textbook, primary documents, and any other assigned readings. · Example for Video Lecture citation: (Chesapeake 2 Video Lect.) or (Slave Trade Video Lect.). · Example for Textbook citation: (Foner, 45). · Example for Primary Document citation: (Frethorne, 2). · Example for A People's History of the United States citation: (Zinn, 55). Important Tips · Remember, only one of your essays will be chosen and assigned a grade. Because you do not know in advance which essay will be chosen, it is important to prepare high quality essays for both questions. · Because you have the questions in advance, your essays should not have any grammatical errors or typos, should be written in fluid prose and indicate a clear command of the material. · Turnitin, a plagiarism detection software, is used for this assignment. Please see the Course Syllabus for details regarding academic dishonesty. · If you have any questions, please contact me through CANVAS. Rubric Rubric Rubric Criteria Ratings This criterion is linked to a Learning OutcomeIntroduction and Thesis Statement Introduction contains relevant contextual information and a clear thesis statement? This criterion is linked to a Learning OutcomeOrganization and Body of Essay Quality and quantity of evidence is sound; sequence logical. This criterion is linked to a Learning OutcomeHistorical Analysis Thorough and perceptive recognition of historical significance. This criterion is linked to a Learning OutcomeConclusion Conclusion effectively summarizes the main points of the essay and provides a final summation of the significance of the topic. This criterion is linked to a Learning OutcomeInstructions Followed All instructions were followed. Zinn vs. Wood ViEWPOINT I '1t seems that the rebellion against British rule allowed a certain group of the colonial elite to replace those loyal to England. give some benefits to small landholders. and leave poor white working people and tenant farmers in very much their old situation." The War for Independence Was Not a Social Revolution Howard Zinn (1922-) Howard Zinn is professor emeritus of political science at Boston University. He was also a civil rights activist and opponent of the Vietnam War. Zinn's books include Disobedience & Democracy and Declarations of Independence: Cross-Examining American Ideology. His 1980 book A People's History of the United States was nomi nated for an American Book Award. The tome surveys American history from colonial times to America's bicentennial from the point of view of blacks, Native Americans, women, and other mi norities and disadvantaged classes. Among the events Zinn ex amines from this perspective is the American Revolution. Zinn argues that the American Revolution had little positive impact on the everyday lives of most Americans. He writes that most of the leaders of the Revolution were members of the colo nial elite who wished to preserve their wealth and power. They used the war for independence from Britain as a way "to create a consensus of popular support" for their continued rule and to prevent l;uge-scale internal changes in America's society. In this 242 sense, Zinn concludes, the American Revolution was really a suc cessful effort to preserve America's status quo. Around 1776, certain important people in the English colonies made a discovery that would prove enormously useful for the next two hundred years. They found that by creating a nation, a symbol, a legal unity called the United States, they could take over land, profits, and political power from favorites of the British Empire. In the process, they could hold back a number of potential rebellions and create a consensus of popular support for the rule of a new, privileged leadership. When we look at the American Revolution this way, it was a work of genius, and the Founding Fathers deserve the awed trib ute they have received over the centuries. They created the most effective system of national control devised in modem times, and showed future generations of leaders the advantages of combin ing paternalism with command. Many Rebellions Starting with Bacon's Rebellion in Virginia, by 1760, there had been eighteen uprisings aimed at overthrowing colonial govern ments. There had also been six black rebellions, from South Car olina to New York, and forty riots of various origins. By this time also, there emerged, according to Jack Greene, "sta ble, coherent, effective and acknowledged local political and so cial elites." And by the 1760s, this local leadership saw the possi bility of directing much of the rebellious energy against England and her local officials. It was not a conscious conspiracy, but an accumulation of tactical responses. After 1763, with England victorious over France in the Seven Years' War (known in America as the French and Indian War), ex pelling them from North America, ambitious colonial leaders were no longer threatened by the French. They now had only.two rivals left: the English and the Indians. The British, wooing the Indians, had declared Indian lands beyond the Appalachians out of bounds to whites (the Proclamation of 1763). Perhaps once the British were out of the way, the Indians could be dealt with. Again, no conscious forethought strategy by the colonial elite, but a growing awareness as events developed. With the French defeated, the British government could turn its attention to tightening control over the colonies. It needed rev enues to pay for the war, and looked to the colonies for that. Also, 243 .... ~ the colonial trade had become more and more important to the British economy, and more profitable: it had amounted to about 500,000 pounds in 1700 but by 1770 was worth 2,800,000 pounds. So, the American leadership was less in need of English rule, the English more in need of the colonists' wealth. The elements were there for conflict. The war had brought glory for _the gener~, death to the pri vates, wealth for the merchants,_11n~J!LP~Qym~-9_t_for.J:he poor. Tnerewere-25;000 peO-ple living in New York (there had been 1;000 in 1720) when the French and Indian War ended; A newspa per editor wrote about the growing "Number of Beggers and wandering Poor" in the streets of the city. Letters in the papers questioned the distribution of wealth: "How often' have our Streets been covered with Thousands of Barrels of Flour for trade, while our near Neighbors can hardly procure enough to make a Dumplin to satisfy hunger?" · Gary Nash's study of city tax lists shows that by the early 1770s, the top 5 percent of Boston's taxpayers controlled 49 percent of the city's taxable assets. In Philadelphia and New York too, wealth was more and more concentrated. Court-recorded wills showed that by 1750 the wealthiest people in the cities were leav ing 20,000 pounds (equivalent to about $2.5 million today). In Boston, the lower classes began to use the town meeting to vent their grievances. The governor of Massachusetts had written that in these town meetings "the meanest Inhabitants ... by.their constant Attendance there generally are the majority and outvote the Gentlemen, Merchants, Substantial Traders and all the better part of the Inhabitants." · What seems to have happened in Boston is that certain lawyers, editors, and merchants of the upper classes, but excluded from the ruling circles close to England-men like James Otis and Samuel Adams-organized a ''Boston Caucus" and through their oratory and their writing "molded laboring-class opinion, called the 'mob' into action, and shaped its behaviour." This is Gary Nash's description of Otis, who, he says, "keenly aware of the de clining fortunes and the resentment of ordinary townspeople, was mirroring as well as molding popular opinion." Using the Lower Classes We have here a forecast of the long history of American politics, the mobilization of lower-class energy by upper-class politicians, for their own purposes. This was not purely deception; it in volved, in part, a genuine recognition of