early era essay history in modern new

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To be able to intrigue a reader, the most important thing is to have great characters. Characters should live, feel, express, and act like real people to be seen as genuine. A great way to get to know your characters is to ask questions about them and answer as honestly as possible from their perspective. Use as many or as few as you want and get to know your characters more closely. Use the questions as you would in an interview. I personally find this easier to get into the heads of my characters. What is your full name?

Early era essay history in modern new bibliography essay sample

Early era essay history in modern new

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And then, there was the full-on revolution from which came a nation. Places and peoples of the US, including the first new states, such as Ohio, formed from the Northwest Territory, and Louisiana from the Louisiana Purchase, were incorporated into the chronology of this traditional American history in a westward progression as the nation claimed their land. In , the historian Claudio Saunt at the University of Georgia analysed articles published since the s in the William and Mary Quarterly — the leading scholarly journal for early American history — with a visual representation of their regional focus.

North America looks like a beachball made up of the east coast with a bit of seaweed clinging to its left side representing every other region. The regional emphasis within historical scholarship was even more pronounced than simply an east coast bias. For so long, historians had focused so heavily on early New England and the Puritan migration that, when historians in the later 20th century began to also focus on the histories of the English in the early Chesapeake and Mid-Atlantic, it was seen as significant within the field.

Early America, then, mainly meant the history of settlers on the east coast of North America, from Massachusetts to Virginia. Since the s in particular, the field began to expand significantly, both geographically and culturally. In recent decades, historians have revealed a much more complex, Atlantic and globally connected, fully continental and foundationally Native, multi-imperial history.

The common theme in this view of early America is connection. For the purposes of analysis, scholars hive off subjects and chronologies into discrete chunks, but new research takes a very different approach. A critical factor in reframing this vaster, connected early American history is geographic, bringing the greater scope of the Atlantic Ocean and the full North American continental contexts into the field of view — as it would have been to the peoples of early America.

A turn to Atlantic history produced a wealth of studies on the dynamic economic, political and religious developments that revealed the ocean to have been an early modern commercial highway, powered by the Atlantic slave trade. This perspective — seeing the Atlantic as both a venue and a connector — has fuelled new work on older subjects, such as the Puritan migration to New England in the early 17th century and making American exceptionalism look more like modest American iterations.

Newer work from an Atlantic perspective has emphasised how indebted New England Puritanism was to an ongoing exchange between ministers and lay people on either side of the ocean. Far from developing a specific and isolated form of their Protestantism, the Puritans who had left England to settle in Massachusetts and then Connecticut and beyond continued to be influenced by critical political and religious developments in their original home country.

This was as true for their intellectual lives generally as their theologies. J ust as an Atlantic perspective is offering ways to see connections across the ocean among phenomena once viewed as geographically contained, there are also new ways to see subjects and people that had always been understood as inherently Atlantic, particularly the slave trade, slavery and enslaved people.

Scholars engaging these vitally important subjects involving violence inflicted on millions of people have innovated both new methods and new resources. Now Slave Voyages, a website containing information from that database, holds information on more than 36, individual slaving expeditions conducted between the early s and the mids, as well as in addition thousands of trips in the intra-American slave trade. While the website allows for visualisation, mapping and research in the database, the database itself has become a crucial piece of research infrastructure for early American history, as well as the related histories of South America, Africa and the Caribbean.

Part of the power of the database is showing just how related those histories are, by illustrating the extent and reach of the slave trade across and around the Atlantic at both a macro level the overall trade and a micro level the individual voyages and even personnel on those ships. The lives of more than 11 million people are documented in the database, which can be searched for specific years and locations to make ever more concrete the horrors of the slave trade: pages and pages of ships that landed in Virginia in the decades before the American Revolution, for example.

If the power of the database of voyages is in illustrating the extent of the trade, showing just how powerfully it was shaping the Atlantic economy and the politics of empire, scholars are also returning to look at the Atlantic itself — on board those ships, in transit as a commodity — as a critical site of the experience of enslaved people. The late historian David J Weber and other Borderlands scholars have shown the relative weakness of the Spanish compared with the Indigenous people of the southwest.

The persistence of Indian power from the vantage of Indian country has now captured the attention of a new generation of historians. This is a change from scholarship looking to understand how colonial officials and settlers had wrested control of North American spaces — or perhaps shared control. The Quapaw had controlled their territory for hundreds of years by the midth century, largely through skilled diplomacy.

The Osages preferred military power but to the same end of effective territorial control. Alongside the Choctaw, Chickasaw and others, it was Native Americans who managed access to land and resources, and Europeans, whether French, Spanish or, less regularly, English, who were firmly on the back foot. Scholars are also breaking other boundaries, revealing the essential connections among events and phenomena long treated as distinct, including new analyses of Native American and Indigenous history, and of slavery and the enslaved that show even the classic region of early American scholarship, 17th-century New England, in new light.

Working from a Native perspective, Brooks revealed the importance of Weetamoo, a female sachem and a critical leader in the conflict overlooked in previous accounts that relied on settler narratives — including a classic of American literature, A Narrative of the Captivity and Restoration of Mrs Mary Rowlandson Research is also showing just how deeply embedded slavery was in early New England.

The Atlantic slave trade was massive in scale: many millions of African-descended people were enslaved, and so many people were directly involved in the trade as buyers and sellers of human beings that it is hard to overstate the extent to which slavery pervaded the political economy of early America. What people ate, what they wore, where they lived and how they worked were, in most cases, all touched by the effects of the slave trade and the labour of enslaved people.

New histories of Native Americans and slavery have come together, too, in New England and elsewhere, to illuminate the pervasive impact of the slave trade. The slave trade reshaped Native warfare and captive-taking, such that Native Americans were enslaved and traded away out of North America, just as Africans were brought on to the continent. In the upper Midwest and French Canada in the same period, Native warfare ended up providing captives to the Europeans eager to buy, trade and sell Native people into slavery.

In short , the enslavement of Native Americans was responding to the plantation economy fuelled by the enslavement of Africans. In short, there is no early American history without Native American and Indigenous perspectives, without the history of slavery and the enslaved, and increasingly, without an understanding of the interconnectedness of these histories. N o one would mistake the population of the US rendered on porcelain for an official report, but it is emblematic of the specific version of early America that came to stand for the whole.

But it also made claims to authority by listing the population within commercial motifs, including images of ships, barrels and shipping boxes, based on the newly completed and reported first federal US Census. More consequentially, the pottery did not detail the key distinctions among people that the census required and reported.

And how were Native Americans counted in that first census? Some of the regions where the census was incomplete were places with more Native people. Some argued that the sovereignty of Native Americans placed them outside the census. The chipper porcelain list of an American population engaged in commerce made no account of the people who were made commodities in that economy.

It flattened and distorted in order to render the nation and its people singular, and united. Do we have to consider short-term and long-term successes? If the person benefits from extraordinary good luck, is that still a success? This grappling with the problem of definition will help you compile an annotated list of successes, and you can then proceed to explain them, tracing their origins and pinpointing how and why they occurred.

Is there a key common factor in the successes? If so, this could constitute the central thrust of your answer. The key word in the above paragraphs is think. This should be distinguished from remembering, daydreaming and idly speculating. Thinking is rarely a pleasant undertaking, and most of us contrive to avoid it most of the time. So think as hard as you can about the meaning of the question, about the issues it raises and the ways you can answer it. You have to think and think hard — and then you should think again, trying to find loopholes in your reasoning.

Eventually you will almost certainly become confused. If you get totally confused, take a break. When you return to the question, it may be that the problems have resolved themselves. If not, give yourself more time. You may well find that decent ideas simply pop into your conscious mind at unexpected times. You can of course follow the herd and repeat the interpretation given in your textbook.

But there are problems here. First, what is to distinguish your work from that of everybody else? The advice above is relevant to coursework essays. But even here, you should take time out to do some thinking. Examiners look for quality rather than quantity, and brevity makes relevance doubly important.

Every part of an essay is important, but the first paragraph is vital. This is the first chance you have to impress — or depress — an examiner, and first impressions are often decisive. You might therefore try to write an eye-catching first sentence. De Mille. More important is that you demonstrate your understanding of the question set. Here you give your carefully thought out definitions of the key terms, and here you establish the relevant time-frame and issues — in other words, the parameters of the question.

Also, you divide the overall question into more manageable sub-divisions, or smaller questions, on each of which you will subsequently write a paragraph. You formulate an argument, or perhaps voice alternative lines of argument, that you will substantiate later in the essay. Hence the first paragraph — or perhaps you might spread this opening section over two paragraphs — is the key to a good essay.

On reading a good first paragraph, examiners will be profoundly reassured that its author is on the right lines, being relevant, analytical and rigorous. They will probably breathe a sign of relief that here is one student at least who is avoiding the two common pitfalls. The first is to ignore the question altogether.

The second is to write a narrative of events — often beginning with the birth of an individual — with a half-hearted attempt at answering the question in the final paragraph. Philip Larkin once said that the modern novel consists of a beginning, a muddle and an end.

The same is, alas, all too true of many history essays. It should be obvious, from your middle paragraphs, what question you are answering. So consider starting each middle paragraph will a generalisation relevant to the question. Then you can develop this idea and substantiate it with evidence. You must give a judicious selection of evidence i.

You only have a limited amount of space or time, so think about how much detail to give. Relatively unimportant background issues can be summarised with a broad brush; your most important areas need greater embellishment. The regulations often specify that, in the A2 year, students should be familiar with the main interpretations of historians.

Do not ignore this advice. On the other hand, do not take historiography to extremes, so that the past itself is virtually ignored. Quite often in essays students give a generalisation and back it up with the opinion of an historian — and since they have formulated the generalisation from the opinion, the argument is entirely circular, and therefore meaningless and unconvincing.

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