1. What type of document is this? (Example: Newspaper, telegram, map, letter, memorandum, congressional record) 2. For what audience was the document written?
1. Read the uploaded files
3. Respond the the questions below.
Write a minimum of 250 words total.
The format should be: Times New Roman with 12 size font, standard margins for college essays, and following the traditional format for a scholarly essay.
You may write more than the minimum, if needed. A maximum of 10% similarity score will be accepted and anything above that percentage will be graded down. Your answers must be complete, unique and in your own words. Quote only when you are trying to analyze a specific passage. Cite all work that you consult at the end of your reply. Skip paper identifiers like date, name, title. Do not write out the questions.
Questions to Answer:
1. What type of document is this? (Example: Newspaper, telegram, map, letter, memorandum, congressional record)
2. For what audience was the document written?
3. What do you find interesting about this document and why?
4. Is there a particular phrase or section that you find particularly meaningful or surprising? Explain.
5. What does this document tell you about life in the United States at the time it was written?
Chapter is from textbook:
Corbett, P. Scott, Volker Janssen, John M. Lund, Todd J. Pfannestiel, and Paul S. Vickery. U.S. History. Houston, TX: OpenStax, Rice University, 2017.
U.S. History is designed to meet the scope and sequence requirements of most introductory courses. The text provides a balanced approach to U.S. history, considering the people, events, and ideas that have shaped the United States from both the top down (politics, economics, diplomacy) and bottom up (eyewitness accounts, lived experience). U.S. History covers key forces that form the American experience, with particular attention to issues of race, class, and gender.
All OpenStax textbooks undergo a rigorous review process. However, like any professional-grade textbook, errors sometimes occur. The good part is, since our books are web-based, we can make updates periodically. If you have a correction to suggest, submit it here. We review your suggestion and make necessary changes.
Globalization, the ever-increasing interconnectedness of the world, is not a new phenomenon, but it accelerated when western Europeans discovered the riches of the East. During the Crusades (1095–1291), Europeans developed an appetite for spices, silk, porcelain, sugar, and other luxury items from the East, for which they traded fur, timber, and Slavic people they captured and sold (hence the word slave). But when the Silk Road, the long overland trading route from China to the Mediterranean, became costlier and more dangerous to travel, Europeans searched for a more efficient and inexpensive trade route over water, initiating the development of what we now call the Atlantic World.
In pursuit of commerce in Asia, fifteenth-century traders unexpectedly encountered a “New World” populated by millions and home to sophisticated and numerous peoples. Mistakenly believing they had reached the East Indies, these early explorers called its inhabitants “Indians.” West Africa, a diverse and culturally rich area, soon entered the stage as other nations exploited its slave trade and brought its peoples to the New World in chains. Although Europeans would come to dominate the New World, they could not have done so without Africans and Native peoples (Figure 1.1).
To develop U.S. History, we solicited ideas from historians at all levels of higher education, from community colleges to PhD-granting universities. They told us about their courses, students, challenges, resources, and how a textbook can best meet the needs of them and their students.The result is a book that covers the breadth of the chronological history of the United States and also provides the necessary depth to ensure the course is manageable for instructors and students alike.
The pedagogical choices, chapter arrangements, and learning objective fulfillment were developed and vetted with feedback from educators dedicated to the project. They thoroughly read the material and offered critical and detailed commentary. Reviewer feedback centered on achieving equilibrium between the various political, social, and cultural dynamics that permeate history.