1
a. How did Indigenous peoples use writing or record-keeping and for what purposes? How
did contact with Europeans change Native uses of writing or record-keeping? In what
ways did Native knowledge remain distinct?
b. Give an example of an Indigenous writer or group of Indigenous people who used writing
under Spanish colonial rule.
c. Reflect on what you learned in the class about Indigenous histories from using these
sources.
2) How did Iberian wars of conquest build on each other?
a. Focus on a single war or invasion and explain how it developed based on precedents of
other wars. Explain why or how conflicts were interconnected. To what extent were these
conquests “incomplete”?
b. Discuss the Indigenous peoples involved and how the war affected them. Name specific
Indigenous nations, historical figures, or events.
c. Reflect on what you learned in the class to change your views on war and conquest in
Latin America.
RUBRIC CHECKLIST
a. How did Indigenous peoples use writing or record-keeping and for what purposes? How
did contact with Europeans change Native uses of writing or record-keeping? In what
ways did Native knowledge remain distinct?
b. Give an example of an Indigenous writer or group of Indigenous people who used writing
under Spanish colonial rule.
c. Reflect on what you learned in the class about Indigenous histories from using these
sources.
2) How did Iberian wars of conquest build on each other?
a. Focus on a single war or invasion and explain how it developed based on precedents of
other wars. Explain why or how conflicts were interconnected. To what extent were these
conquests “incomplete”?
b. Discuss the Indigenous peoples involved and how the war affected them. Name specific
Indigenous nations, historical figures, or events.
c. Reflect on what you learned in the class to change your views on war and conquest in
Latin America.
RUBRIC CHECKLIST
Length
• Choose 2 of the following 3 possible questions.
• Each answer should be about 750 words in length, for a total of about 6 pages (using 12-point
font and 1-inch margins). Stay within 700-800 words per answer.
Introduction
• Each essay needs an introductory paragraph that contains a clear statement of your answer to the
main question.
• Identify key themes or issues and briefly define important terms. Provide context for your answer
without going into too much detail here.
Argument
• What is your answer to the main question?
• Your reasons for making your argument, and your criteria for making that judgement, should be
clear. What is the explanation behind your answer?
• Explain your argument in the first or second paragraph of your paper. You may also decide to
reference this reasoning throughout the paper.
Knowledge
• Show that you understand the question and its stakes by using relevant historical knowledge.
• Explain your reasoning by using historical facts and interpretations.
• Factual errors will detract from points in this category.
Evidence
• Each answer should engage at least one primary source and the textbook.
• Use only primary sources in Canvas, lectures, the textbook, and on the syllabus. Primary sources
are available in the weekly modules and are embedded in lectures as quotes and visual sources
(paintings, engravings, maps). Relevant lecture notes are online in the weekly modules. There are
primary sources throughout the textbook, which you may also reference.
• Read your sources critically for bias and perspectives, as demonstrated in the course lectures.
• Support your position with evidence. Place quotations around textual evidence or paraphrase
using your own words. Do not use long or block quotations.
Writing
• Your essays should follow a logical progression using topic sentences and developed paragraphs.
• Paragraphs should be between 3-6 sentences long.
• Include citations in any format. If you want to use an image or text from the lectures, cite this
way: (Description of source, Lecture Number, Slide Number). Example: (“Family Attending a
Baptism,” Lecture 19, Slide 24.)
o If you are a History major, you should use Chicago Manual of Style to create citations.
In-text citations and notes are both appropriate.
Conclusion
• Reflect on what you learned in the class. How did the knowledge you gained change your
perspective? You may use your conclusion to show the evolution of your thinking on the topic.
• The concluding paragraph of each essay should restate your position, your criteria for taking this
position, and explain the main themes apparent in your essay.
• A sophisticated conclusion takes an extra step. This may be to suggest an additional idea or
question—still relevant to the topic—that you cannot prove in a short essay
• Choose 2 of the following 3 possible questions.
• Each answer should be about 750 words in length, for a total of about 6 pages (using 12-point
font and 1-inch margins). Stay within 700-800 words per answer.
Introduction
• Each essay needs an introductory paragraph that contains a clear statement of your answer to the
main question.
• Identify key themes or issues and briefly define important terms. Provide context for your answer
without going into too much detail here.
Argument
• What is your answer to the main question?
• Your reasons for making your argument, and your criteria for making that judgement, should be
clear. What is the explanation behind your answer?
• Explain your argument in the first or second paragraph of your paper. You may also decide to
reference this reasoning throughout the paper.
Knowledge
• Show that you understand the question and its stakes by using relevant historical knowledge.
• Explain your reasoning by using historical facts and interpretations.
• Factual errors will detract from points in this category.
Evidence
• Each answer should engage at least one primary source and the textbook.
• Use only primary sources in Canvas, lectures, the textbook, and on the syllabus. Primary sources
are available in the weekly modules and are embedded in lectures as quotes and visual sources
(paintings, engravings, maps). Relevant lecture notes are online in the weekly modules. There are
primary sources throughout the textbook, which you may also reference.
• Read your sources critically for bias and perspectives, as demonstrated in the course lectures.
• Support your position with evidence. Place quotations around textual evidence or paraphrase
using your own words. Do not use long or block quotations.
Writing
• Your essays should follow a logical progression using topic sentences and developed paragraphs.
• Paragraphs should be between 3-6 sentences long.
• Include citations in any format. If you want to use an image or text from the lectures, cite this
way: (Description of source, Lecture Number, Slide Number). Example: (“Family Attending a
Baptism,” Lecture 19, Slide 24.)
o If you are a History major, you should use Chicago Manual of Style to create citations.
In-text citations and notes are both appropriate.
Conclusion
• Reflect on what you learned in the class. How did the knowledge you gained change your
perspective? You may use your conclusion to show the evolution of your thinking on the topic.
• The concluding paragraph of each essay should restate your position, your criteria for taking this
position, and explain the main themes apparent in your essay.
• A sophisticated conclusion takes an extra step. This may be to suggest an additional idea or
question—still relevant to the topic—that you cannot prove in a short essay