Class: Native Americans & the Struggle to Be Heard
Essay topic:
(What principal issues limited native resistance to European colonization? Why would
Indians want Europeans on their land?)
Required Readings:
Readings: First Peoples – Chapter 1 and Indian Slavery in Colonial America
Readings: First Peoples – Chapter 1-2
Readings: First Peoples – Chapter 2-3 and Indian Slavery in Colonia America
Book:
Gallay, Alan. Indian Slavery in Colonial America. (Lincoln: University of Nebraska Press,
2015) ISBN: 978-0-8032-6849-4
Essay and Research Paper
Grading Rubric
Excellent
Author directly
addresses main
question or issue,
and adds new
insight to the
Overall subject not
Impressi provided in
lectures,
on
readings, or class
discussions. The
author has
retained nearly
all of the
knowledge
Good
Needs Improvement
Poor
Author
competently
addresses
main question
or issue, but
does not add
much new
insight into
the
subject. That
said, it is clear
that the
author has
learned a
Author attempts to
address main question
or issue, but
fails. The author has
retained some
information from the
course, but does not
fully understand its
meaning or context
and cannot clearly
convey it to others.
Essay does NOT
address main
question or issue, and
it is obvious that
author has not
retained any
information from the
course.
Gra
de
presented in
class. He/She is
able to
synthesize this
knowledge in
new ways and
relate to material
not covered in
the course.
great deal in
class and is
able to
communicate
this
knowledge to
others.
Essay contains a
clear argument— An argument
i.e., lets the
is present, but
Argume
reader know
reader must
nt
exactly what the reconstruct it
author is trying from the text.
to communicate.
Provides
compelling and
accurate
evidence that
convinces reader
to accept main
argument. The
importance/relev
ance of all pieces
of evidence is
Evidenc
clearly
e
stated. There are
no gaps in
reasoning—i.e.,
the reader does
not need to
assume anything
or do additional
research to
accept main
argument.
Author attempts, but
fails, to make an
argument (e.g., starts No attempt is made
with a rhetorical
to articulate an
question/statement or argument.
anecdote that is never
put into context).
Provides
necessary
evidence to
convince
reader of most
aspects of the
Not enough evidence
main
argument but is provided to support
not all. The author’s argument, or
importance/ evidence is
relevance of incomplete, incorrect,
some evidence or
presented may oversimplified. Infor
not be totally mation from lectures
clear. Reader and readings is not
must make a effectively used.
few mental
leaps or do
some
additional
research to
fully accept all
Either no evidence is
provided, or there
are numerous factual
mistakes, omissions
or
oversimplifications.
There is little or no
mention of
information from
lectures and
readings.
aspects of
main
argument.
Excellent
CounterEvidence
Needs
Improvement
Author
acknowledges
Author
some of the
The author
acknowledges
most obvious
considers the
that countercounterevidence, or
evidence or
evidence and
alternate
alternative
alternative
interpretations of interpretations
explanations,
evidence, that
exists, and lists
but is not
could be used to
them fully, but
comprehensive
refute or weaken does not
in this
his/her argument, effectively explain
task. There is
and thoughtfully to reader why
little or no
his/her argument
responds to it.
attempt made to
still stands.
respond to
them.
Evidence is used
from a wide range
of sources,
including lectures
Note: You and course
should
readings. When
always
required, author
consult the also consults
assignment scholarly books,
description websites, journal
to find out articles, etc. not
what kinds explicitly discussed
of sources in class.
Sources
Good
Evidence is used
from many
sources, but
author relies
heavily on a more
limited set of
sources. Some
effort is made to
go beyond
material
presented in class
when required,
but not much. If
Uses only a few
of the sources
provided in
class, or does
not go beyond
what has been
provided by
professor when
required to do
additional
research.
Poor
No
acknowledgement
of counterevidence or
alternative
interpretations.
Does not use
sources, only
minimally uses
sources provided
by instructor, or
relies exclusively
on non-scholarly
outside sources.
Grade
are
required.
Citations
outside sources
are used, they are
primarily nonscholarly (i.e.,
intended for a
general audience)
and/or web-based.
All evidence is
properly cited in
footnotes or
endnotes.
Excellent
All evidence is
cited in footnotes
or endnotes, but
there are some
minor problems
with
completeness or
format of some
citations.
Good
Some pieces are
unreferenced or
inaccurately
referenced, and No attempt is
there are
made to cite
problems with evidence.
completeness
and format of
citations.
Needs
Improvement
Poor
Essay contains Essay contains an
Essay contains an intro,
an intro, main intro, main body,
main body, and
body, and
and
conclusion. Introduction
conclusion. The conclusion. The
lays out main argument
introduction lays introduction gives
and gives an outline of
out the main
the reader an idea
what the reader can
argument but
of what to expect Essay has no clear
expect in the essay. The
gives the reader in the paper, but
organizational
Organization conclusion brings
little idea of
does not effectively pattern.
everything together,
what to expect lay out the main
acknowledges potential
in the
argument. It may
shortcomings of the
essay. The
begin with a set of
paper, and gives the
conclusion
rhetorical
reader a sense of what
nicely
questions, or an
further work might be
summarizes the anecdote that is
done to advance the
main argument never fully
Grade
subject matter described and evidence,
in the paper.
but does not
move beyond
what has already
been presented
in the paper.
Clarity and
Style
explained. The
conclusion does
little more than
restate the
problematic
introduction. Intro
and/or conclusion
may be too wordy
or short.
All sentences are
grammatically
A few sentences
correct and
are grammatically
clearly
Paper is full of
incorrect
or
not
written. An
grammatical errors
occasional word clearly
and bad
All sentences are
written. Several
is misused or
writing. Several
grammatically correct
words are
unnecessarily
words are
and clearly written. No fancy. Technical misused. Technical
misused. Technical
words are misused or
terms, words from
terms, words
terms, words from
unnecessarily
other languages,
from other
other languages,
fancy. Technical terms, languages, and and words from
and words from
words from other
other historical
words from
other historical
languages, and words
other historical periods are rarely periods are rarely
from other historical
explained. Not all
periods are
explained. Not all
periods are always
usually, but not information is
information is
explained. All
accurate and up-toalways,
accurate and up-toinformation is accurate explained. All date. Paper has
date. Paper has not
and up-to-date. Paper information is been spell-checked
been spell-checked
has been spell-checked accurate and up- AND proofread,
or proofread, and
AND proofread (ideally to-date. Paper but still contains
contains numerous
by you and somebody
has been spell- several
errors. Reader has
else), and contains no
errors. Reader’s
checked AND
a difficult time
errors.
ability
to
proofread, and
understanding
understand
essay
contains no
essay because of
may
be
more than a few
errors.
compromised by
minor errors,
these errors.
which do not
adversely affect
the reader’s
ability to
understand the
essay.
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