U.s history I need help – Excelsior Writers | excelsiorwriters.com
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By Saturday, February 4, 2017, choose two questions from the list below and respond—be sure to identify which numbers you’re responding to and to devote at least two paragraphs to each question’s response. Submit your response to the Discussion Area. Then start reviewing and responding to your classmates as early in the week as possible. Question 1: Compare the way English, Spanish, and French settlers interacted with the Native Americans. For each group, answer the following questions: How many settlers were sent? What was the gender ratio? Did the group come with the intention to settle? To trade? How did this impact interactions with the Native Americans? Analyze the impact that culture had on these interactions. Question 2: How could the English colonists have avoided turning to slavery? Explore about moral, economical, and political perspectives in your response. Question 3: How did the growth of tobacco impact the land, culture, economy, politics, and social relations both in North America and throughout the Atlantic? Question 4: The absence of gold in Canada and North America influenced colonial behavior toward the land and the natives. Do you feel that this statement is accurate or inaccurate? Why did the Spanish, French, and English come to the New World and how did their colonies develop differently from one another? Respond to both questions as thoroughly as possible, making sure to use information from the readings and the lectures. All responses should be in complete sentence form, using proper spelling and grammar. By the end of the week, please comment substantively on two or more classmates’ assignments. Responding substantively to any questions left to you by the instructor in his or her feedback will count as one of your two required participation responses. Leave comments that raise salient points and stimulate discussion. Focus on the topic and its historical context. Be respectful, helpful, clear, and concise. Always utilize constructive language, even in criticism, to work toward the goal of further learning.
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