Directions: These Questions Are Based on the Accompanying Documents

question 40

Essay

Directions: These questions are based on the accompanying documents.The documents have been edited for the purpose of this exercise.
In your response you should do the following:
•State a relevant thesis that directly addresses all parts of the question.
•Support the thesis or a relevant argument with evidence from all,or all but one,of the documents.
•Incorporate analysis of all,or all but one,of the documents into your argument.
•Focus your analysis of each document on at least one of the following: intended audience,purpose,historical context,and/or point of view.
•Support your argument with analysis of historical examples outside the documents.
•Connect historical phenomena relevant to your argument to broader events or processes.
•Synthesize the elements above into a persuasive essay that extends your argument,connects it to a different historical context,or accounts for contradictory evidence on the topic.
-Analyze the ways in which American Indian and English colonists maneuvered and fought for control of North America in the period from 1607 to 1754.
Document 1
Source: Pequot Indians Petition the Governor of Connecticut, September, 22, 1735
Honorible and worthy sir Gove Talcot — Sir after our humble Respects to your honnor these are to inform your Self of the wrongs and disstress that wee me[et] with by some People that make Possessions of our Land. They destroy so much of our timber for fencceing and for other uesses that wee sha[nt] in a little time have a nofe [enough] for firewood, and Espechely for fensing. For we find it is in vane to Plant within thare encklosers for we planted tha|re) Last Spring, and our Com was Destroyed by the English Cretors. And by fensing in of our Land thay take away in a Great mesure the Privile[dg] of our orcherds, for thay let their own Swine go in and eat up our apples and bed Down, and if our Swine accidenttoly get in thay Commit them to the Pound, which wee cold not subsist without keepint some Cretors. Wee shold be glad if wee cold have more of the Produse of the Land to keep oather Cretors.
And they Removed a great part of our Gennerrell feild fence to arrect their own fence, weich is Grately to our Dammage, for some of it had been Planted but two years, and the English bild housen upon our Land, and put Tenants in them, makes habbuck of our appels in making Sider, and for oather use, and they Sowe whet upon our Land. In as [much?] as wee see Plainly that thare Chiefest desire is to Deprive us of the Priviledg of our Land, and drive us off to our utter ruin
Document 2
Source: Charter of the Rhode Island Colony, July 8, 1663
No person within the said Colony, at any time hereafter, shall be any wise molested, punished, disquieted, or called in question, for any differences in opinion, in matters of religion, who does not actually disturb the peace of our said Colony ; but that all and every person and persons may, from time to time, and at all times hereafter, freely and fully have and enjoy his own and their judgments and consciences, in matters of religious concernments, throughout the tract of land heretofore mentioned, they behaving themselves peaceably and quietly and not using this liberty to licentiousness and profaneness, nor to the civil injury or outward disturbance of others
Document 3
Source: Cotton Mather, a Puritan minister, describing Hannah Duston’s attack on her Indian captors, March 15, 1697
She [Hannah Duston] heartened the nurse and youth to assist her in this enterprize; and all furnished themselves with hatchets for the purpose, they struck such home blows upon the heads of their sleeping oppressors, that ere they could any of them struggle into any effectual resistance, "at the feet of these poor prisoners, they bow'd, they fell, they lay down; at their feet they bow'd, they fell; where they bow'd, there they fell down dead." Only one squaw escaped, sorely wounded, from them in the dark; and one boy, whom they reserved asleep, intending to bring him away with them, suddenly waked, and scuttled away from this desolation. But cutting off the scalps of the ten wretches, they came off: and received fifty pounds from the General Assembly of the province, as a recompence of their action; besides which, they received many "presents of congratulation" from their more private friends: but none gave 'em greater taste of bounty than Colonel Nicholson, the Governour of Maryland, who, hearing of their action, sent 'em a very generous token of his favour
Document 4
Source: John Locke, Second Treatise of Government, 1689
If man in the state of nature be so free, as has been said; if he be absolute lord of his own person and possessions, equal to the greatest, and subject to no body, why will he part with his freedom? why will he give up this empire, and subject himself to the dominion and controul of any other power? To which it is obvious to answer, that though in the state of nature he hath such a right, yet the enjoyment of it is very uncertain, and constantly exposed to the invasion of others: for all being kings as much as he, every man his equal, and the greater part no strict observers of equity and justice, the enjoyment of the property he has in this state is very unsafe, very unsecure. This makes him willing to quit a condition, which, however free, is full of fears and continual dangers: and it is not without reason, that he seeks out, and is willing to join in society with others, who are already united, or have a mind to unite, for the mutual preservation of their lives, liberties and estates, which I call by the general name, property.
Document 5
Source: From Roger Williams’ Key into the Language of America (1643), a translation of Algonquian words into English, with observations on native culture
Aukeeteaûmen. To plant Corne.
Quttáunemun. To plant Corne.
Anakáusu. A Labourer.
Anakáusichick. Labourers
Aukeeteaûmitch. Planting time.
Aukeeteáhettit. When they set Corne
Nummautaukeeteaûmen. I have done planting.
Anaskhómmin. To how [hoe] or break up
Obs. The Women set or plant, weede, and hill, and gather and barne all the corne and Fruites of the field; Yet sometimes the man himselfe, (either out of love to his Wife, or care for his Children, or being an old man) will help the Woman which (by the custome of the Countrey) they are not bound to.
Monaskúnnemun. To weede.
Núnnowwa. Harvest time.
Anouant. At harvest.
Wuttúnnemitch- When harvest is in.
Pausinnummin. To dry the corne
Document 6
Source: European Settlement to 1700

Document 7
Source: Historian Nancy Lurie on relations between American Indians and European colonists in the Chesapeake
In the initial stages of contact between the Indians and the whites, therefore, it is hardly surprising that Powhatan and his people felt at least equal to the English. The chieftain could appreciate the foreigners as allies in the familiar business of warfare and trade, but in general there seemed little to emulate in European culture and much to dislike about the white men. However, in the early phases of their relationship, Powhatan did not indulge in a full-scale attack against the settlers. At that time he was still engaged in strengthening his Confederacy and perhaps he could not risk extensive Indian defection to the side of the whites. But there is an equal likelihood that Powhatan’s primary motivation was the desire to control and use the whites for his own purposes rather than annihilate them.

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Definitions:

Framed

Refers to the perspective or context in which information, concepts, or visuals are presented to an audience.

Low Fat

Describes foods or diets that contain a reduced amount of fat, especially saturated fats and trans fats, to promote health and reduce the risk of diseases.

Yogurt

A dairy product produced by bacterial fermentation of milk, known for its creamy texture and health benefits.

Automatic Mind

The aspect of cognitive functioning that operates below conscious awareness, guiding quick and effortless judgments and behaviors.