Gifford1

EmersonGifford
26February2016
Neugebauer3
WhatitMeanstobeanAmerican

BasedonearlyU.S.history(colonization,earlyrepublic),discusswhatitmeanstobean
"American"andhowthatmeaninghasevolved(throughthelensesofpolitics,economics,
society,andculture).?Afterreadingprimarysourcesandinformationtextsonearly
American/U.S.history,aswellasTheGoodFoodRevolutionbyWillAllen,writeanessaythat
addressesthequestionandsupportsyourpositionwithevidencefromthetext(s).Besureto
acknowledgecompetingviews.Giveexamplesfrompast/currenteventstoillustrateandclarify
yourposition.

BeinganAmericanmeansmanydifferentthings.Beingpolitical,economical,social,and
culturalarealltopicsthatAmericansstrivetoexcelattohaveanexceptionallife.Strivingand
strugglingforwhatyoudeserveiswhateveryAmericandoesdailyineverydaylife.Modernand
pastwritingssuchasGoodFoodRevolutionandCommonSenseallincludeproofofhard
workpayingoff.BeinganAmericanmeansdoingjustthatworkinghardforwhatyoudeserve.
IntheverybeginningofAmericanhistory,thefirstsuccessfulEnglishcolonywas
Jamestown,establishedin1607nearChesapeakeBay.Themissionwaspaidforandcoordinated
bytheLondonVirginiaCompany,ajointstockcompanylookingforgold.Itsfirstyearswere
extremelydifficult,withveryhighdeathratesfromdisease,starvation,andwarswithlocal
Indians.Thecolonysurvivedandflourishedbygrowingtobacco.Justwhenthecolonistsdecided
toabandonJamestowninSpring1610,settlerswithsuppliesarrivedfromEngland,eagertofind
wealthinVirginia.ThisgroupofnewsettlersarrivedunderthesecondcharterissuedbyKing

Gifford2

JamesI.In1620,PilgrimsbegantravelingtotheNetherlandsforreligiousfreedom,however
theyendeduptravelingtothenewworldand(accidentally)settledatPlymouth.Theseearly
settlersshowedexactlywhatitmeanstobeAmericanbyfightingthroughtoughtimestoget
whattheywanted,freedom.
In1517Luthernailedhisfamous95thesesonachurchdoor,thisworkexplained
LuthersproblemswiththeRomanCatholicChurchandhowitwascorrupt.Thissparkedthe
GreatAwakening,whichwasthegrowthofbranchesfrommainreligions,satisfyingthe
peopleinthegroups.TheGreatAwakeningtookplaceinfourmainwaves,spanningfromthe
early18thcenturythroughthelate19thcentury.Eachofthesewavescausedanincreasein
religiousenthusiasm.ThefirstwavesparkeddirectlytoAmerica,wherebranchesbreakofffrom
theCatholicchurchtofitthepeoplesneeds,fightingtheCatholicchurchsorders.
ThereweremanydifferentsocialstructuresinearlyAmerica.Thesocialhierarchyofa
countryisbasedonsocialstatuswhichisbasedonyoureconomicsituation,andthismeansthat
peoplewithmoremoneywouldtendtobehigherinthesocialhierarchythanapersonwithless
money.ThiswasalmosttheexactsameinearlyAmericaasthesystemswerebasedoffofthose
inEurope.Inthissituation,everybodyworkedtogetherandseparatelyforwhattheyneeded.
In1619,thefirstAfricanslaveswerebroughttoAmericathroughsettlerscomingto
Jamestown.Theywereusedtoaidintobaccoproductionandbringinmoremoneyforthe
settlement.Andaroundthe1700s,peoplebeganbecomingdesperatetocometoAmerica.People
beganworkingthroughindenturedservitude,wheresomebodypaysfortheirtriptoAmericaby
workingforsomebodyforacertainnumberofyears.Thesepeopleallfoughtforwhatwastheirs
andareallexamplesofwhatitmeanstobeanAmerican.

Gifford3

ThecoloniesalongtheeasterncoastofNorthAmericawereformedunderdifferenttypes
oflaw(suchasPlymouth,whichhadnoofficialgovernmentformostofitslife),butmost
coloniesdevelopedrepresentativedemocraticgovernmentstoruletheirterritories.A
representativedemocracyisasystemofgovernmentinwhichmostcitizensvoteon
representativestopasslawsforthem.Howeverthissystemrestrictedwomen,menwithoutland,
andslavesfromvoting.Thisrepresentativedemocracyhasnowmostlyevolvedintowhatwe
havetodayasourgovernment.
AstheEnlightenmentbeganintheearly18thcentury,thoughtandculturespreadlikea
wildfire,hittingeverywherearoundEuropeandAmerica,causingpeopletothinkmorewidely,
andinventnewideas.ThiswasthemaincauseofAmericasnewrepresentativedemocracy,
becausethepeopleinthenewworldsuddenlyhadfreemindstoworkandcreateastheyneeded
to.Insteadoffollowingothercountriesbeforethewithmonarchies,theydecidedtochangeand
fitwhattheypeoplewanted.Althoughitwashard,thepeopleofthenewworldfoughtand
changedtofitwhattheyneeded.
TheAmericanRevolutionhappenedformanyreasons,however,themaincontributions
includetheStampAct,theBostonMassacre,theBostonTeaParty,andthewritingofthe
DeclarationofIndependence.TheStampActwaspassedbyBritishParliamentin1765,andthe
taxwasbasedonprintedmaterialincludingnewspapers,magazines,legaldocuments,insurance
policiesandmanyothertypesofpapermaterialwastohelpfinancefortheBritishtroopsinthe
colonies.
AfterAmericaleftBritainspower,theyneededagovernment.However,sincetheywere
scaredofcreatingamonarchyagain,theycreatedoneoftheweakestnationalgovernmentsinthe

Gifford4

entireworldwiththeArticlesofConfederation.TheArticlesofConfederationgavealmostallof
thepowertothestatesinvolvedinthecountry,andlettingthemhavestrongindependent
governments.Thiscausedalotofproblems.OneofthelargestproblemsincludedShays
Rebellion,whichwasaseriesofprotestsin1786and1787byAmericanfarmersagainstlocal
enforcementoftaxcollectionsandjudgmentsfordebt.Duringthistroubledtime,theleadersof
thecountryrealizedhowlittlethenationalgovernmentcoulddoinsituationsassuchandhow
horridthissystemwas.Theysoonafterchangedtheentirethingtofittheirneeds.
TheUnitedStatesConstitutionmentionsmanydifferentobjectives,howevermainly
describesprinciplessuchasseparationofpowers,checksandbalances,federalism,judicial
review,limitedgovernment,andpopularsovereignty.Separationofpowersdescribesthatnoone
componentofthegovernmentholdstoomuchpower,andthatpowersaredistributedamong3
differentbranches.Checksandbalancesisdesignedtopreventabuseofpowerinthe
government.Federalismdescribeshowpowerissharedbetweenthenationalgovernmentandthe
statesevenly. Judicialreviewshowsthepowerofthecourtstodeclarealawconstitutionaland
unconstitutional.Limitedgovernmentdoesexactlywhatthetitlesays,nogovernmentisall
powerful,andallgovernmentsmustobeythelaw. Finally,popularsovereigntydescribeshow
thepeopleholdultimatepowerinthegovernment.

TheBillofRightswaspartofthenewConstitutionfortheUnitedStatesof

America.Itincludesthefirsttenamendmentsandwastheonemajorachievementofthe
AntiFederalists.ItliststhefirsttenchangestotheconstitutiontofittheAntiFederalistswants
andneeds.TheAntiFederalistsfoughtforwhattheythoughtwastheirs,andintheendgotto

Gifford5

changetheoppositepartysplansbecausetheywereconsistentandhardworking.Yetanother
exampleofwhatitmeanstobeanAmerican.
EversinceTheUnitedStateshadbeenfounded,thecountryhadalwayswantedmore
landforthepeople.Thecountryquicklyexpandedthoughthewestwardexpansion,butinorder
toexpand,thegovernmenthadtomovetheNativeAmericansout.Theydecidedtopushthem
outtothewestthroughtheIndianRemovalAct.Theydidthissomanytimesthatthenativesgot
angry.ThepeopleoftheUnitedStateshadcommittedmultipleaccountsofgenocideagainstthe
Natives,andthiscausedaruckusinthegovernmentandthenewlandtheyhadobtained.
TheNativeAmericanswerenotgivennearlyasmanyrightsasthewhitesinthecolonies
andtheexpandingAmerica.AsAmericanscontinuedtopushoutwest,theNativeshadtodothe
same.Bythishappeningsooften,theU.S.governmentofficiallysaidthatthegovernmentwould
payfortherelocationofAmericanIndianswhenmovingtoadifferentspot.Ofcourse,the
Nativeswereagainstthegovernmentinalmosteverythingtheydid.Althoughthisisanawful
exampleoffightingforwhatyoudeserve,thisstilldescribeswhatitmeanstobeanAmerican.
TherearemanydifferentpositionsthattheU.S.governmenthadtakenonforeignaffairs.
MonroeDoctrine,TheEmbargoAct,andmanymoredocumentshavebeendraftedtodealwith
foreignpolicy.TheseactswereAmericaswayoftellingtheBritishtobackofffrommessing
withtheirproductsandships.Americadidtherightthingbymindingtheirownbusinessandnot
retaliating.Again,theywerefightingforwhattheyneededanddeserved.
Inthenewerbook
TheGoodFoodRevolution
,WillAllenfacesincredibleoddsand
beginsturningintothefieldofagricultureforaliving.Hesellshealthyfoodthathegrowsand
buyshimselftospreadthethoughtofeatinghealthy.Allofthisisdonewhiletellingan

Gifford6

incrediblestory.WillAllenfitsthisdescriptionoffightingandstrivingforwhatyouwant,need,
anddeserveperfectlybecausehedoesexactlythatstrivesforthforgloryandhealthiness.After
workingforKFCandtheNBA,hedoesacomplete180withhiscareerpathanddoeswhathe
hasalwaysneededtodo.
AlmosteverymomentinAmericanhistoryretellsthestoryofwhatitmeanstobe
American.Fromthebeginningofcolonizationtotheendoftime,Americanswillalwaysshow
theirpotentialthroughwhatitreallymeanstodoso.Fighting,striving,andworkinghardforyou
andyourfellowmaniswhatitis,andalwaysasbeen,whatitmeanstobeAmerican.

Comments:Overallabeautifullywrittenpaper.Ilovedhowyouwoventogethersomuchofthe
contentseamlesslywithaveryeffectivethesis.Iwouldhaveliketohaveseenmoredirect
informationfromprimaryresourcesandyoudoneedtoprovideaworkscitedpage.But
otherwise,Ireallyenjoyedyourpaper.Welldone!!96%

CONTENT
Identifythereasonsforcolonization,evaluateitsimpacts,andanalyzethesuccessorfailureofsettlements
inNorthAmerica.
AnalyzereligiousdevelopmentanditssignificanceincolonialAmerica(e.g.,religioussettlements,the
GreatAwakening)
DescribesignificantaspectsofthevarietyofsocialstructuresofcolonialAmerica
Comparetheeconomiesofthevariouscolonies,andanalyzethedevelopmentandimpactofindentured
servitudeandAfricanslaveryinNorthAmerica(e.g.,social,political,andeconomic)
Explaintheoriginsanddevelopmentofcolonialgovernments
EvaluatetheinfluenceofEnlightenmentideasonthedevelopmentofAmericangovernmentasembodiedin
theDeclarationofIndependence
IdentifyandevaluatetheideasandeventsthatcontributedtotheoutbreakoftheAmericanRevolution,and
determinethekeyturningpointsofthewar
IdentifytheimpetusfortheConstitutionalConvention(limitationsofgovernmentundertheArticlesof
Confederation),andanalyzetheeventsandoutcomesoftheConvention(i.e.,thebundleofcompromises)

Gifford7

InterprettheideasandprinciplesexpressedintheU.S.Constitution
ExplainthedevelopmentoftheBillofRights,andassessvariousdebatesoftheday
IdentifyandevaluatethepoliticalandterritorialchangesresultingfromwestwardexpansionoftheUnited
Statesintheearlynineteenthcentury
AnalyzeandevaluatefederalandstatepoliciestowardAmericanIndiansinthefirsthalfofthenineteenth
century
Evaluate,take,anddefendpositionsonthedevelopmentofU.S.foreignpolicyduringtheearlynineteenth
century(e.g.,EmbargoAct,MonroeDoctrine)
Content/Themes
TheGoodFoodRevolution

ScoringElements

NotYet

Approaches
Expectations

MeetsExpectations

Advanced

1.5

2.5

3.5

Focus

Attemptstoaddress
prompt,butlacks
focusorisofftask.

ControllingIdea

Attemptstoestablish
aclaim,butlacksa
clearpurpose.(L2)
Makesnomention
ofcounterclaims.

Reading/Research

Attemptsto
referencereading
materialstodevelop
response,butlacks
connectionsor
relevancetothe
purposeofprompt.

Development

Attemptstoprovide
detailsinresponseto
theprompt,butlacks
sufficient
developmentor
relevancetothe
purposeofthe
prompt.(L3)Makes
noconnectionsora
connectionthatis
irrelevantto
argumentorclaim.

Addressesprompt
appropriatelyand
establishesa
position,butfocusis
uneven.

Establishesaclaim.
(L2)Makesnoteof
counterclaims.

Presentsinformation
fromreading
materialsrelevantto
thepurposeofthe
promptwithminor
lapsesinaccuracyor
completeness.

Presentsappropriate
detailstosupportand
developthefocus,
controllingidea,or
claim,withminor
lapsesinthe
reasoning,examples,
orexplanations.(L3)
Makesaconnection
withaweakor
unclearrelationship
toargumentorclaim.

Addressesprompt
appropriatelyand
maintainsaclear,
steadyfocus.Provides
agenerallyconvincing
position.

Establishesacredible
claim.(L2)Develops
claimandcounter
claimsfairly.

Accuratelypresents
detailsfromreading
materialsrelevantto
thepurposeofthe
prompttodevelop
argumentorclaim.

Presentsappropriate
andsufficientdetails
tosupportanddevelop
thefocus,controlling
idea,orclaim.(L3)
Makesarelevant
connectiontoclarify
argumentorclaim.

Addressesallaspectsof
promptappropriately
withaconsistently
strongfocusand
convincingposition.

Establishesand
maintainsasubstantive
andcredibleclaimor
proposal.(L2)
Developsclaimsand
counterclaimsfairly
andthoroughly.

Accuratelyand
effectivelypresents
importantdetailsfrom
readingmaterialsto
developargumentor
claim.

Presentsthoroughand
detailedinformationto
effectivelysupportand
developthefocus,
controllingidea,or
claim.(L3)Makesa
clarifyingconnection(s)
thatilluminates
argumentandadds
depthtoreasoning.

Gifford8

Organization

Attemptstoorganize
ideas,butlacks
controlofstructure.

Conventions

Attemptsto
demonstrate
standardEnglish
conventions,but
lackscohesionand
controlofgrammar,
usage,and
mechanics.Sources
areusedwithout
citation.

Content
Understanding

Attemptstoinclude
disciplinarycontent
inargument,but
understandingof
contentisweak
contentisirrelevant,
inappropriate,or
inaccurate.

Usesanappropriate
organizational
structurefor
developmentof
reasoningandlogic,
withminorlapsesin
structureand/or
coherence.

Demonstratesan
unevencommandof
standardEnglish
conventionsand
cohesion.Uses
languageandtone
withsome
inaccurate,
inappropriate,or
unevenfeatures.
Inconsistentlycites
sources.

Brieflynotes
disciplinarycontent
relevanttothe
promptshowsbasic
oruneven
understandingof
contentminorerrors
inexplanation.

Maintainsan
appropriate
organizational
structuretoaddress
specificrequirements
oftheprompt.
Structurerevealsthe
reasoningandlogicof
theargument.

Demonstratesa
commandofstandard
Englishconventions
andcohesion,withfew
errors.Response
includeslanguageand
toneappropriatetothe
audience,purpose,and
specificrequirements
oftheprompt.Cites
sourcesusing
appropriateformat
withonlyminorerrors.

Accuratelypresents
disciplinarycontent
relevanttotheprompt
withsufficient
explanationsthat
demonstrate
understanding.

Maintainsan
organizationalstructure
thatintentionallyand
effectivelyenhancesthe
presentationof
informationasrequired
bythespecificprompt.
Structureenhances
developmentofthe
reasoningandlogicof
theargument.

Demonstratesand
maintainsa
welldeveloped
commandofstandard
Englishconventions
andcohesion,withfew
errors.Response
includeslanguageand
toneconsistently
appropriatetothe
audience,purpose,and
specificrequirementsof
theprompt.
Consistentlycites
sourcesusing
appropriateformat.

Integratesrelevantand
accuratedisciplinary
contentwiththorough
explanationsthat
demonstrateindepth
understanding.