Analysis of the Sample Essay: Colonial America

This sample essay provides a robust model for students tackling historical analysis, specifically focusing on the divergent development of early English colonies in North America. It addresses the prompt directly by examining the economic and social factors that led to the distinct paths of the New England and Chesapeake regions. The essay demonstrates effective use of historical evidence, clear argumentation, and proper integration of scholarly sources, culminating in a well-structured annotated bibliography. Below, we break down its key components and offer insights into its strengths and potential areas for revision.

Structure and Organization

The essay follows a logical and effective structure. It begins with a clear introduction that sets the stage, introduces the core argument (divergent development due to geography, labor, and ideology), and outlines the essay's scope. The body paragraphs are organized thematically, with dedicated sections exploring the influence of geography, labor systems, and religious motivations on each region. This thematic approach allows for a focused comparison and contrast. For instance, one paragraph might discuss Chesapeake geography and its impact on labor, while the next addresses New England geography and its economic consequences. The essay concludes with a summary that reiterates the main points and reinforces the thesis. The transitions between paragraphs are smooth, guiding the reader through the complex interplay of factors. The use of topic sentences at the beginning of paragraphs clearly signals the focus of each section, enhancing readability and coherence.

Thesis and Argumentation

The central thesis is clearly articulated in the introduction: the divergent development of the New England and Chesapeake colonies in the 17th century was a product of geography, labor systems, and religious motivations. The essay consistently supports this thesis throughout the body paragraphs. It avoids simply listing facts and instead synthesizes information to build a persuasive argument. For example, it doesn't just state that tobacco was important in the Chesapeake; it explains how its profitability drove the demand for labor and influenced the social structure. Similarly, it connects Puritan religious ideals to the specific economic and social structures of New England. The argumentation is nuanced, acknowledging the complexity of historical causation and avoiding overly simplistic explanations. The essay demonstrates an understanding that these factors were interconnected and mutually influential.

Evidence and Source Integration

The essay effectively integrates evidence from scholarly sources to support its claims. It names specific historians (Morgan, Innes, Berlin) and references their key arguments, demonstrating engagement with the historiography. The citations are embedded within the text, showing how the authors' ideas are used to bolster the essay's points. For instance, the discussion on the transition to slavery explicitly credits Edmund S. Morgan. This approach moves beyond mere description and engages in historical interpretation. The annotated bibliography, which would follow this essay, would further detail how each source contributes to the overall argument, providing a model for students on how to critically engage with and present their research.

Tone and Academic Style

The tone is appropriately academic, objective, and analytical. It avoids colloquialisms, emotional language, or overly strong personal opinions. The language is precise and uses discipline-specific terminology where appropriate (e.g., 'chattel slavery,' 'indentured servitude,' 'millenarian vision'). Sentence structure varies, incorporating both complex and simpler sentences to create a natural rhythm. The use of contractions is avoided, maintaining a formal register. The essay presents historical events and interpretations in a balanced manner, reflecting a scholarly approach to the subject matter.

Revision Opportunities

While this is a strong example, potential areas for revision could include further deepening the analysis of specific primary source evidence if the prompt allowed, or perhaps exploring the perspectives of marginalized groups within these colonies more explicitly, depending on the specific learning objectives. For instance, while slavery is discussed, a more granular look at the lived experiences of enslaved individuals or the nuances of resistance could add another layer. Additionally, ensuring that the connection between religious motivations and economic outcomes in New England is explored with even greater specificity could strengthen the argument. For students, reviewing the essay's transitions and ensuring each paragraph directly contributes to the overarching thesis are always valuable revision steps.

Annotated Bibliography Example

Berlin, Ira. Many Thousands Gone: The First Two Centuries of Slavery in North America. Harvard University Press, 1998. Berlin's seminal work provides a comprehensive social history of slavery in North America, tracing its evolution from the early 17th century through the late 18th century. He meticulously details the varied experiences of enslaved Africans across different regions, challenging the notion of a monolithic slave experience. For this essay, Berlin's analysis is crucial for understanding the development and entrenchment of chattel slavery in the Chesapeake region. His argument that slavery became increasingly race-based and hereditary, particularly in response to economic demands and social anxieties, directly supports the essay's thesis regarding the role of labor systems in shaping colonial societies. His work highlights how the economic imperatives of the Chesapeake planters fueled the demand for a permanent, controllable labor force, leading to the systematic dehumanization and enslavement of Africans. Innes, Stephen. Creating the Commonwealth: Economic Trends in the New England Colonies, 1620-1660. W. W. Norton & Company, 1995. Innes offers a detailed examination of the economic foundations of New England during its formative decades. He moves beyond simplistic portrayals of New England as solely agrarian, emphasizing the diversification of its economy through fishing, shipbuilding, and inter-colonial trade. This source is vital for countering the idea that New England was economically underdeveloped compared to the Chesapeake. Innes's work demonstrates how the region's geography and the settlers' focus on community building fostered a different economic model, one less reliant on large-scale plantation agriculture and enslaved labor. His findings directly support the essay's argument that New England's economic development was shaped by distinct environmental factors and settlement patterns, leading to a more varied and less hierarchical economic structure than that of the Chesapeake. Morgan, Edmund S. American Slavery, American Freedom: The Ordeal of Colonial Virginia. W. W. Norton & Company, 1975. Morgan's classic study remains essential for understanding the complex relationship between freedom and slavery in colonial Virginia. He argues that the development of American freedom, particularly for white colonists, was inextricably linked to the enslavement of Africans. Morgan traces the transition from indentured servitude to chattel slavery, explaining how economic pressures, social anxieties, and racial prejudice converged to create a system of lifelong, hereditary bondage. This source is fundamental to the essay's analysis of labor systems in the Chesapeake. It provides the historical context and scholarly backing for the argument that the economic profitability of tobacco and the perceived need for a stable labor force drove the adoption of slavery, fundamentally shaping Virginia's social and economic structure. Smith, John. The Generall Historie of Virginia, New-England, and the Summer Isles. 1624. John Smith's Generall Historie is a foundational primary source offering contemporary (though often self-serving) accounts of the early years of the Jamestown settlement and exploration of the surrounding region. While needing critical evaluation due to Smith's own ambitions and narrative choices, his descriptions of the land's potential for agriculture, the challenges faced by early settlers, and interactions with Native American populations provide invaluable firsthand insight. For this essay, Smith's work helps to illustrate the initial geographical perceptions and the early attempts to establish an agricultural economy in the Chesapeake. His accounts, even with their biases, offer a glimpse into the environmental conditions and the nascent economic activities that would later be expanded upon by the plantation system. It serves as an entry point into understanding the physical environment that shaped the Chesapeake's economic trajectory. Taylor, Alan. American Colonies: The Settling of North America. Penguin Books, 2001. Alan Taylor provides a broad synthesis of the colonial period, examining the interactions between various European powers, Native Americans, and Africans across the continent. His work emphasizes the contingency and complexity of colonial encounters, highlighting how diverse motivations and circumstances shaped different colonial projects. Taylor's perspective is useful for contextualizing the specific developments in New England and the Chesapeake within the larger narrative of North American colonization. He underscores how environmental factors, disease, and conflict with indigenous peoples influenced settlement patterns and economic strategies. For this essay, Taylor's synthesis helps to reinforce the idea that the distinct paths taken by New England and the Chesapeake were not predetermined but emerged from specific historical circumstances and interactions, supporting the argument that geography, labor, and ideology were key differentiating factors.

  • Introduction: Sets the context, introduces the thesis (divergent development due to geography, labor, religion), and outlines the essay's scope.
  • Body Paragraph 1: Focuses on Chesapeake geography and its impact on agriculture (tobacco) and the need for labor.
  • Body Paragraph 2: Discusses the evolution of labor systems in the Chesapeake, from indentured servitude to chattel slavery, linking it to economic drivers.
  • Body Paragraph 3: Contrasts New England geography and its influence on a diversified economy (farming, fishing, trade).
  • Body Paragraph 4: Examines the role of religious motivations (Puritanism) in shaping New England's social and political structures.
  • Body Paragraph 5: Further explores the Chesapeake's social structure, emphasizing the dominance of the planter class and the racial basis of slavery.
  • Conclusion: Summarizes the main points and restates the thesis, reinforcing the argument about the interconnectedness of geography, labor, and ideology.
  • Does the introduction clearly state the essay's thesis?
  • Are the body paragraphs logically organized, with clear topic sentences?
  • Does each paragraph directly support the main thesis?
  • Is evidence from scholarly sources effectively integrated to support claims?
  • Are transitions between paragraphs smooth and logical?
  • Is the tone consistently academic and objective?
  • Does the conclusion effectively summarize the argument and restate the thesis?
  • Is the annotated bibliography properly formatted and do the annotations explain the relevance of each source?