Overview
Please pay close attention to details, last time you used outside sources. Thats not allowed!! Discussion 2: The "Counter Revolution of 1776?"
The American Revolution and Powerless Groups
Overview:
Some scholars have challenged the traditional narrative of the American Revolution, arguing that it failed to bring meaningful change to many marginalized groups. In this discussion, you will analyze that perspective using assigned sources from the unit.
What You Need to Do:
You will complete two posts in this discussion:
• Original Post (Due by the second day of the Unit):
Respond to the prompt below using evidence from the assigned readings, podcast, and video(s).
• Follow-Up Post (Due by the Last Day of the Unit):
Respond to a classmate’s original post. Add insight, ask questions, offer additional examples from the sources, or thoughtfully challenge their argument.
Discussion Prompt:
Some historians argue that the American Revolution brought little or no benefit to “powerless” groups—including women, Native Americans, Black Americans (enslaved and free), indentured servants, and white men without property.
Do you agree or disagree with this assessment?
Who do you think benefited from the American Revolution—and who did not?
In your response, draw on primary sources from Unit 5, the OpenStax textbook, and the secondary sources assigned in Unit 5. You may also refer to the interview below, which presents a provocative view of the Revolution:
🔗 Counter-Revolution of 1776 – Democracy Now Interview
Links to an external site.
(http://www.democracynow.org/2014/6/27/counter_revolution_of_1776_was_us)
Requirements:
• Use Only Assigned Materials:
Your post must be based entirely on the assigned Unit 5 readings and video. Do not bring in outside sources. Posts that don’t reference the assigned materials will receive lower grades.
• Chicago Style Citations:
You are required to use Chicago Style endnotes for all citations. A citation guide is provided in the “Help With Assignments” module.
• Engagement and Originality:
Your posts should demonstrate that you’ve completed, understood, and thought critically about the assigned materials. Avoid vague or general summaries—be specific, thoughtful, and analytical.
Grading and Support:
• A detailed grading rubric is available in the “About Discussions” section of the “Help With Assignments” module.
• If you need help citing sources, understanding the readings, or organizing your ideas, please reach out —I’m here to support you!
A Note on AI (Artificial Intelligence):
This class is a space for you to develop your thinking, voice, and writing skills—none of which can be meaningfully replaced by generative AI tools like ChatGPT. Submitting AI-generated or AI-assisted work violates our course’s academic integrity policy and undermines your learning.
AI cannot do the reading for you, think critically on your behalf, or help you grow as a scholar. That’s your work—and it’s meaningful work. Let’s keep it real, authentic, and yours.
Discussion Rubric:
Total: 50 points
1. Addresses the Discussion Prompt (10 points)
• 9–10 pts – Fully and thoughtfully responds to all parts of the question; demonstrates strong understanding of historical context and complexity
• 7–8 pts – Addresses the question clearly, but may miss some nuance or depth
• 0–6 pts – Incomplete or vague response; major elements of the prompt are not addressed
2. Use of Primary and Secondary Sources (10 points)
• 9–10 pts – Effectively integrates and interprets primary sources as historical evidence and
• Thoughtfully engages a secondary source (e.g., textbook or assigned article) to support analysis
• 7–8 pts – Uses at least one primary source with some analysis
• Mentions a secondary source with limited integration
• 0–6 pts – Limited or no use of primary sources; lacks interpretation
• No use of secondary sources or unclear reference
3. Chicago Style Citations (5 points)
• 5 pts – All sources cited correctly using Chicago Style endnotes
• 3–4 pts – Some citation errors or inconsistent formatting
• 0–2 pts – Citations missing or incorrect
5. Writing Quality & Organization (5 points)
• 5 pts – Writing is clear, organized, and free of major grammar/spelling errors
• 3–4 pts – Generally understandable with some grammar or clarity issues
• 0–2 pts – Disorganized or difficult to follow; grammar issues affect readability
6. Follow-Up Post (20 points)
• 20–17 pts – Responds meaningfully to a classmate’s post by building on ideas, offering new insights, or citing additional evidence
• 16–14 pts – Responds to a classmate’s post with a connection, but limited depth. Does not expand on the classmates' original ideas
• 13–0 pts – Minimal response, off-topic, or no follow-up post submitted. Shows limited effort to engage with the classmate.
Grading Scale
Points Earned
Letter Grade
Description
45–50 points
A
Excellent work that exceeds expectations
40–44 points
B
Good work with minor areas for improvement
35–39 points
C
Adequate, but needs more development or depth
Below 35 points
Not Passing
Incomplete or significantly lacking in required elements
https://encyclopediavirginia.org/entries/lord-dunmores-proclamation-1775
http://slavenarrativeanthology.weebly.com/to-the-right-honourable-william-earl-of-dartmouth.html
https://history.hanover.edu/courses/excerpts/165adams-rtl.html
https://www.masshist.org/database/viewer.php?item_id=557&img_step=1&mode=transcript#page1
https://publicdomainreview.org/essay/phillis-wheatley-an-eighteenth-century-genius-in-bondage#3-4
textbook: https://publicdomainreview.org/essay/phillis-wheatley-an-eighteenth-century-genius-in-bondage#3-4