Purpose
This essay aims to critically examine the complex legacy of Hernán Cortés within the context of the conquest and settlement of the Aztec Empire by the Spanish, which began in 1519. By analyzing secondary source articles, including “Shadow of Cortes” Download “Shadow of Cortes”and “Blaming the Conquistadors,” Download “Blaming the Conquistadors,”as well as Chapter 16 of the Wiesner-Hanks textbook, the essay will address the multifaceted perception of Cortés as both a national hero and a symbol of Spain’s problematic encounter with indigenous peoples and empires. The purpose is to evaluate Cortés’ historical significance and present arguments regarding whether he should be venerated or vilified, as well as exploring the question of whether Spain should offer an apology for the conquest of Mexico.
Task
Construct an essay that addresses the following questions:
Describe the multifaceted legacy of Hernán Cortés. Examine how he can be interpreted as both a national hero and a founding figure of a new nation and people (mestizos), as well as a potential antagonist embodying the negative aspects of Spain’s engagement with the Americas and its indigenous civilizations.
Present your perspective on how modern Mexico and mestizos should regard Cortés more than 500 years after his arrival. Articulate whether he deserves veneration or condemnation in contemporary society.
Explore the ethical question of whether Spain should extend an apology to Mexico or Mexicans for the conquest of Mexico.
General Criteria
Your essay will be evaluated based on the following criteria:
Adequate essay length of at least 1,200 words (approximately 4 pages double-spaced) using a 12pt font.
Thorough utilization of secondary source articles (“Shadow of Cortes” and “Blaming the Conquistadors”) and Chapter 16 of the Wiesner-Hanks textbook as evidence to support your arguments.
Clearly formulated introduction that includes a well-defined thesis statement, outlining the main arguments to be addressed in the essay.
Coherent and well-structured body paragraphs that present evidence and historical contextualization contributing to the exploration of the questions.
Comprehensive historical analysis of the evidence presented, showcasing an in-depth understanding of Cortés’ legacy and its implications.
Consideration of both sides of the argument, demonstrating balanced and thoughtful analysis.
Logical organization of ideas, allowing readers to follow the progression of your arguments.
Effective use of citations, employing parenthetical citations for the articles (“Shadow of Cortes”) and the format (Wiesner-Hanks, et. al., pg#) for the textbook.
Clear and concise language with minimal grammar and spelling errors.
Lastly, see the rubric below to see how the points will be allocated for this 100 pt. essay assignment.
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Grading Rubric
Rubric
Essay Grading Rubric (100pts)
Essay Grading Rubric (100pts)
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeThesis Statement
Clear, specific, logical and provable thesis.
20 to >17.0 pts
Fully Substantiated Thesis
Use of complex or multi-faceted and historically supportable thesis
17 to >14.0 pts
Valid Thesis
Historically defensible thesis (perhaps lacking complexity)
14 to >12.0 pts
Limted
Thesis demonstrates potential, though additional depth and complexity would enhance it
12 to >10.0 pts
Lacking
Attempted thesis statement but either too non-specific, unpolished, and/or merely a statement of topic
10 to >0.0 pts
Missing Thesis
No discernible thesis
0 pts
No Marks
20 pts
This criterion is linked to a Learning OutcomeContextualization
The essay situates the event(s) within their appropriate historical context.
10 to >8.0 pts
Thorough
Provides solid and extensive context for the developments and processes that occurred before, during, and after the event or during the eras under review
8 to >7.0 pts
Good
Provides some connections to the developments and processes that occurred before, during, or after the event or during the eras under review
7 to >6.0 pts
Limited
Provides minimal or limited connections to the developments and processes that occurred before, during, or after the event or during the eras studied
6 to >0.0 pts
Lacking
Does not provide any historical context for an appropriate response
0 pts
No Marks
10 pts
This criterion is linked to a Learning OutcomeHistorical Evidence
Evidence from sources used to support the thesis and advance the argument.
20 to >17.0 pts
Extensive
Use of extensive insightful and relevant pieces of historical evidence from sources to support analysis, claims and thesis
17 to >14.0 pts
Proficient Use
Proficient use of adequate and appropriate pieces of historical evidence from sources to support analysis, claims and thesis
14 to >12.0 pts
Limited
Some use of evidence from the sources to support thesis and points of analysis although not particularly extensive or detailed
12 to >0.0 pts
Lacking
Limited use of evidence from sources to support thesis
0 pts
No Marks
20 pts
This criterion is linked to a Learning OutcomeHistorical Analysis
This criterion is linked to a Learning OutcomeHistorical Analysis
Examples include: Displaying and integrating cause and effect, connecting facts with larger context, identifying patterns, weighing opposing arguments, etc.
15 to >13.0 pts
Thorough
Complex understanding of the interrelationships between ideas, events, and people using historical reasoning
13 to >11.0 pts
Proficient Understanding
Proficient understanding of the interrelationships between ideas, events, and people used some historical reasoning (i.e. Cause/effect, continuity/change, conjuncture-contingency-accident)
11 to >9.0 pts
Limited
Limited understanding of the interrelationships between ideas, events, and people using some historical reasoning
9 to >0.0 pts
Weak
Weak or missing analysis.
0 pts
No Marks
15 pts
This criterion is linked to a Learning OutcomeCitations
Evidence cited with appropriate citations.
10 to >9.0 pts
Fully and accurately sourced
9 to >7.0 pts
Mostly fully and accurately sourced
7 to >0.0 pts
Missing citations
0 pts
No Marks
10 pts
This criterion is linked to a Learning OutcomeOrganization and Clarity of Writing
Clarity of writing and flow of argument. Clear and skillful paragraph transitions.
15 to >13.0 pts
Organized and Clear Writing
13 to >11.0 pts
Mostly Organized and Clear Writing
11 to >9.0 pts
Limited
9 to >0.0 pts
Lacking Organization and Clarity
0 pts
No Marks
15 pts
This criterion is linked to a Learning OutcomeGrammar, Spelling, Verb Usage, Capitalization, etc.
Indicates solid proofreading.
10 to >8.0 pts
Mostly error free
8 to >6.0 pts
Some issues
6 to >0.0 pts
Too many errors
0 pts
No Marks
10 pts
This criterion is linked to a Learning OutcomeTimeliness (if applicable)
0 pts
Marks
0 pts
No Marks
0 pts
