FORMATTING INSTRUCTIONS: Remember that you are only doing TWO of the three essay

FORMATTING INSTRUCTIONS:
Remember that you are only doing TWO of the three essays. Don’t do the third; it will not be graded.
Please put both essays together in one document.
Your document must be either Microsoft Word or a PDF.
Put your name and the date on the top of your test.
If you copy the questions into your answer document before answering them, remove the questions before submitting the exam—it confuses TurnItIn.

GENERAL INSTRUCTIONS:
This test is open-book and open-notebook, but be certain to work alone, and make sure all your answers are your own—DO NOT CUT AND PASTE, either from another’s work, or published sources.
Be sure to answer all parts of the questions.
You should use all of the assigned material in the course in framing your answers: the audio PowerPoint lectures, the relevant Foner chapters, the primary sources, and the assignment supplemental material.
Use the “Quote Sandwich Method,” outlined below, to quote and cite your primary works. You should include page numbers to your direct quote unless the document does not have page numbers.
For secondary works used as part of your required evidence, you do not need to quote directly or cite specific page numbers (websites don’t generally have page numbers), but you should bring in specific details from the work to support your answers.
While you do not need to, you may bring in outside material, rephrased in your own words, from the internet or published sources, provided you cite it.
Keep in mind that each essay is worth 50% of the total test grade, so try to answer all parts of both questions fully, giving specific details and examples to support your answer.

CITATION GUIDELINES:
Follow the HIST 1310 Citation Guide.Download HIST 1310 Citation Guide.
Use in-text citations (George Percy, “Starving Time” (1624), p. X), rather than a bibliography or a Works Cited list at the end.
Put the citation in your essay right after you finish either quoting, paraphrasing, or discussing the document.
Cite the required primary documents the way I have them listed in the questions, just put them in parenthesis ().
For outside material, you MUST have a citation for any work that you reviewed, including internet sources like Wikipedia, whether you paraphrased specific information from it or not.
For an internet source, the minimum information you need to include is a title of the webpage and a working hyperlink. It would look like this (“Bacon’s Rebellion, https://www.nps.gov/jame/learn/historyculture/bacons-rebellion.htmLinks to an external site.).
But if you know more information, that adds credibility. Key details include the name of an individual author, an institution responsible, and the date a webpage was created or updated. This would be the order for all of this information: (Author, “Title of Website,” Institution Responsible, (Year), hyperlink). For example (Susan McCulley and Jen Loux, “Bacon’s Rebellion,” National Park Service, (1995), https://www.nps.gov/jame/learn/historyculture/bacons-rebellion.htmLinks to an external site.).
Do not quote secondary works directly (i.e., do not “cut and paste” anything from an internet source or any outside work).
If there is a question about plagiarism, a citation to the outside source will aid credibility.
Do not use the ChatBot or any other form of AI program in producing your essays; to so is a form of plagiarism under university policies.
Do not share your work with anyone else or consult any other students’ answers or other work in formulating your essays.
Do not use an AI program, such the ChatBot, to compose your answers. Do not use Grammerly to compose or edit your answers, as it can give a false positive to AI detection.

QUOTE SANDWICH CITATION METHOD (Primary sources used as evidence):
For each source, begin with 1-2 sentences, in your own words, explaining the context of the quote—you should say who the speaker is, his or her role in the events in question, and the circumstances in which the document was made (a letter written at the time? A memoir published decades after?). Say something as well about the speaker’s possible motivation for writing the work or giving the speech, if relevant.
Then quote no more than 1-2 sentences of direct quotation. Remember that direct quotations need to be copied exactly as they are written, and they go in quotation marks.
Follow this with 1-2 sentences, in your own words, explaining the significance of this quote to answering your essay question.
Finally, put the in-text citation in the essay itself (not at the end), right where you stop discussing this particular source. It NEEDS to include the page number (if the work has them) that the direct quote was on, in to be counted. It would look like this (Daniel Horsmanden, A Journal of the Proceedings in the Detection of the Conspiracy, (1744), p. 5).
For the secondary sources included in the lists as possible sources, you don’t need to worry about page numbers (websites don’t generally have them), and you shouldn’t quote them directly—but you should try to pull out specific details from the works to support your answers. Include the citation right after where you used details from the work to inform your essay.

QUESTIONS
ANSWER TWO ESSAYS OUT OF THE FOLLOWING THREE
(Do not do extras; they will not be counted)
QUESTION 1: “Propaganda” is defined by Merriam-Webster, as “the spreading of ideas, information, or rumor for the purpose of helping or injuring an institution, a cause, or a person; ideas, facts, or allegations spread deliberately to further one’s cause or to damage an opposing cause (“Propaganda,” Merriam-Webster Online Dictionary, https://www.merriam-webster.com/dictionary/propaganda)Links to an external site.. Propaganda doesn’t have to be untrue; what matters is the intent to sway opinion, often through appeals to emotion. It has always been a powerful weapon.
Using the sources below, examine FIVE separate primary documents to show how the specific details included, as well as the language and images used, were used to swing people to feel sympathy, fear, or anger, to celebrate some individuals and demonize others. Remember to fully explain both the incident the work is referencing, and your speaker and their role in this event, and also give background information from the Foner textbook and the lectures. Use the “Quote sandwich” method to quote and cite the primary sources.
George Percy, “Starving Time,” A True Relation (1624), PDF.
“Maryland Act Concerning Negroes and Other Slaves,” (1664), Foner, Give Me Liberty! 1, p. 102.
Henry Care, English Liberties, or, The Free-Born Subject’s Inheritance, (1680), Foner, Give Me Liberty! 1, p. 82.
Daniel Horsmanden, A Journal of the Proceedings in the Detection of the Conspiracy, (1744), PDF.
Benjamin Franklin, “Observations Concerning the Increase of Mankind,” (1751), Foner, Give Me Liberty! 1, 115.
Scarouyady, “Speech to the Pennsylvania Provincial Council,” (1756), Foner, Give Me Liberty! 1, p. 174.
Pontiac, “Speeches,” (1762, 1763), Foner, Give Me Liberty! 1, p. 175.
“The German Bleeds and Bears Ye Furs” (1764), Digital Paxton, http://digitalpaxton.org/works/digital-paxton/the-german-bleeds-and-bears-ye-furs?path=political-cartoonsLinks to an external site.
“Paul Revere’s engraving of the Boston Massacre, 1770,” Gilder Lehrman Institute of American History, https://www.gilderlehrman.org/history-resources/spotlight-primary-source/paul-revere%E2%80%99s-engraving-boston-massacre-1770Links to an external site. [you can use this one both as a primary source—the engraving itself—and as a secondary source providing historical details about the engraving].
“Association of the Sons of Liberty of New York” (1773), [PDF].
“Petitions of Slaves to the Massachusetts Legislature, (1773, 1777), Foner, Give Me Liberty! 1, p. 247.
“The able doctor, or, America swallowing the bitter draught,” (1774), Library of Congress Online, https://www.loc.gov/resource/cph.3g05289/Links to an external site..
Samuel Seabury, “An Alarm to the Legislature of the Province in New-York,” (1775), Foner, Give Me Liberty! 1, p. 196.
James Murray, Lord Dunmore, “Lord Dunmore’s Proclamation” (1775), https://www.gilderlehrman.org/history-resources/spotlight-primary-source/lord-dunmores-proclamation-1775Links to an external site.
Thomas Paine, Common Sense, (1776), Foner, Give Me Liberty! 1, p. 197.
“Extract from an officer’s Journal, who was at the late cannonade at GWYNN’S ISLAND,” Virginia Gazette (July 20, 1776), PDF.

QUESTION 2: Eric Foner remarks that “[t]he image of the Americas as a unique place of opportunity, where the English laboring man could regain economic independence by acquiring land and where even criminals would enjoy a second chance, was deeply rooted from the earliest days of settlement.” (Eric Foner, Give Me Liberty! Vol. 1, p. 50). At the same time, the reality did not always match the rhetoric (especially for some groups), and settlement in Colonial America was often driven as much by desire for greater political and religious liberty as by desire for economic advancement.
Discuss at least FIVE of the following works to determine how colonial Americans defined liberty and opportunity in the New World, and what issues they felt they had with its restriction. Remember for each document to explain the background of the document, including its speaker or writer, and bring in background information from the Foner textbook and the lectures. Use the “Quote sandwich” method to quote and cite the primary sources.
Richard Frethorne, “Letter by an Indentured Servant,” (March 20, 1623), Foner, Give Me Liberty! 1, 103.
George Percy, “Starving Time,” A True Relation (1624), PDF.
“The Trial of Anne Hutchinson,” (1637), Foner, Give Me Liberty! 1, p. 76.
John Winthrop, “Speech to Mass. General Court” (July 3, 1645), Foner, Give Me Liberty! 1, p. 77.
“Maryland Act Concerning Negroes and Other Slaves,” (1664), Foner, Give Me Liberty! 1, p. 102.
Henry Care, English Liberties, or, The Free-Born Subject’s Inheritance, (1680), Foner, Give Me Liberty! 1, p. 85.
Daniel Horsmanden, A Journal of the Proceedings in the Detection of the Conspiracy, (1744), PDF.
Benjamin Franklin, “Observations Concerning the Increase of Mankind,” (1751), Foner, Give Me Liberty! 1, 115.
Pontiac, “Speeches,” (1762, 1763), Foner, Give Me Liberty! 1, p. 175.
“Petitions of Slaves to the Massachusetts Legislature, (1773, 1777), Foner, Give Me Liberty! 1, p. 247.
Samuel Seabury, “An Alarm to the Legislature of the Province in New-York,” (1775), Foner, Give Me Liberty! 1, p. 196.
Abigail Adams, “Letter to John Adams,” (Mar. 31, 1776), Foner, Give Me Liberty! 1, p. 246.
Thomas Paine, Common Sense, (1776), Foner, Give Me Liberty! 1, p. 197.
Boston King, Memoirs of Boston King (1796), PDF.
Joshua Rosenbloom, “Indentured Servitude in the Colonial U.S. Economic History Association (EH.net), https://eh.net/encyclopedia/indentured-servitude-in-the-colonial-u-s/Links to an external site..
“Slavery and Servitude,” Cliveden Historical Site, https://cliveden.org/discover-cliveden/slavery-and-servitude/#indenturedLinks to an external site..

QUESTIONS 3: Looking at the role diseases play in history has been, until recently, a fairly understudied subfield of Early Modern Europe and Colonial American history. Use at least FIVE of the following works to show how a focus on the role of infectious diseases can bring new issues into focus in understanding this period of Early American history, as well as the Early Modern European cultures that the settlers were emerging from. Remember for each document to explain the background of the document, including its speaker or writer, and bring in background information from the Foner textbook and the lectures. Use the “Quote sandwich” method to quote and cite the primary sources.
“Documents on the Jewish Plague Pogroms, (1349),” The Black Death: A Brief History with Documents, ed. John Aberth, PDF.
Bartolome de las Casas, History of the Indies, (1528), PDF.
Richard Frethorne, “Letter by an Indentured Servant,” (March 20, 1623), Foner, Give Me Liberty! Vol. 1, 103.
William Bradford, “Sickness among the Natives,” (1633), PDF.
“Extract from an officer’s Journal, who was at the late cannonade at GWYNN’S ISLAND,” Virginia Gazette (July 20, 1776), PDF.
Boston King, Memoirs of Boston King (1796), PDF.
Pat Lee Shipman, “The Bright Side of the Black Death,” American Scientist, https://www.americanscientist.org/article/the-bright-side-of-the-black-deathLinks to an external site..
Matthew Niederhuber, “The Fight Over Inoculation During the 1721 Boston Smallpox Epidemic,” Harvard University SITN, https://sitn.hms.harvard.edu/flash/special-edition-on-infectious-disease/2014/the-fight-over-inoculation-during-the-1721-boston-smallpox-epidemic/Links to an external site.
Susan Pryor, “Smallpox in the 18th Century,” (1984), Colonial Williamsburg Foundation, https://research.colonialwilliamsburg.org/DigitalLibrary/view/index.cfm?doc=ResearchReports%5CRR0201.xml&highlight=Links to an external site..
Brenda Thacker, “Disease in the Revolutionary War,” George Washington’s Mount Vernon, https://www.mountvernon.org/library/digitalhistory/digital-encyclopedia/article/disease-in-the-revolutionary-war/Links to an external site.