WINTER 2012 HISTORY 231 MIDTERM STUDY GUIDE

Format:

I. TERMS: I will put 7 terms on the exam, taken from the following list. In two to three sentences for each term, you will identify and give the significance.

"Modelle of Christian Charity"

Town Meeting

Tituba

Bacon's Rebellion

House of Burgesses

Middle Passage

Indentured Servitude

“Sinners in the Hands of an Angry God”

George Whitefield

The Junto

South Carolina Regulators

North Carolina Regulators

Susquehannah Company

Paxton Boys

Treaty of Paris of 1763

Treaty of Paris of 1783

Stamp Act

Boston Massacre

Sons of Liberty

Daughters of Liberty

Burning the Gaspee

II. ESSAY: I will choose one of the following two questions. Prepare both!

1. Of the following, which were the most important challenges to British authority leading the British colonists to question their connection to England?

The Great Awakening, The American Enlightenment, The French and Indian War, the Industrial Revolution, the Susquehannah Company, the Paxton Boys, the Regulator Movements, The Boston Fire, the Great Migration of 1773.

(you do not have to write about all of these but should choose as many as you need to make your case)

2. You are British to the core. Many of your family members live in London. As a longtime resident of Philadelphia and a writer for Benjamin Franklin's newspaper, The Gazette, you often discuss political subjects. The "Declaration of Independence" was just delivered to the King (1776), yet many of your readers are unsure of their allegiance: to the Crown or the colonies? You wrote an opinion piece on “Common Sense,” and now Franklin wants you to write an editorial giving what you feel is the correct opinion on the weighty matter of independence. Should you go against England and support the Revolution? Should you be loyal to your British roots? What are the best arguments in support of your position? What will your newspaper column say?

(remember, the creative option requires the same level of detail as the more analytical question)

HOW TO STUDY FOR THIS EXAM:1. Separate your thinking on the studying into two realms, the essay and the terms, but be willing to link up the two later. Too many students learn tons of info for the terms and then fail to include that same detail in the essay.

2. For the terms, write each one out on notecards and study those. There’s much more success when people write out each term and its details rather than simply highlighting your notes.

3. Make outlines for the essays. NO, YOU CAN’T USE THOSE ON THE EXAM, but it is a great way to study. Make sure that your outlines have way too much detail, way more than any normal human could ever remember.

4. Try to memorize the outlines. Try to write them word for word without looking at the original. Fill in the gaps where you did not recall something. Do it again. Walk around your study area speaking the outline, looking down only when you need to for a quick reminder of the detail. Speak it again. Write it again…and most of all, have fun.

5. Use a textbook or online sources while you study to fill in the gaps in your notes and to add detail where you lack it.

6. Follow Napoleon’s advice: “In planning a campaign I purposely exaggerate all the dangers and all the calamities that the circumstances make possible.”

SAMPLE FULL CREDIT IDENTIFICATION RESPONSE TAKEN FROM A PREVIOUS EXAM:

Burning the Gaspee:

In 1772 the British sent a ship called the Gaspee to patrol the waters off of Rhode Island to stop black market ships. The ship ran aground. The Sons of Liberty, a secret organization devoted to colonial independence, found the ship on a sandbar and burned it into the sea. This is significant because it shows that the colonists were now violently against the British and were organized and ready to fight.

THOMAS PAINE READING GUIDE

THINK ABOUT THESE QUESTIONS AS YOU READ...

As with Franklin, they will not be handed in but should guide your reading...

1. How is Paine's view of government connected to his arguments for revolution?

2. What is Paine's argument for an American declaration of independence?

3. For Paine, what's the connection between religion and government.

4. How do you think a loyalist would react to Paine's arguments?

5. Why does Paine think it is in America's best interest to be free from Britain?

REVISED SCHEDULE(frankly, it's not so revised but just a reminder)

Thursday, 1/26:  Mid Century Challenges and Franklin/Midterm Review/Common Sense Reading Guide

Tuesday, 1/31: LIBRARY DAY...NO CLASS

Thursday, 2/2: Origins of the Revolution/Common Sense Discussion

Tuesday, 2/7: More Revolution...more midterm review

Thursday, 2/9: MIDTERM EXAM

BENJAMIN FRANKLIN READING GUIDE

You will not turn these questions in, but will should guide your reading and aid your understanding of this book. The more specific page numbers you use, the better our discussion will be.
1. Describe the tone of this autobiography. Point to examples of Franklin’s tone sounding arrogant. Point to examples of Franklin’s humility.

2. How would you describe young Ben's attitude toward education, work, and financial success? Give an example or two to illustrate your answer.

3. In Part 3 of the Autobiography Franklin reflects on the problems encountered when governments are in the hands of people who pursue their own private interests at the expense of the public good. What solution does he advocate? How realistic do you think it is?

4. Give some examples of how Franklin spends his time making society better. Why do you think he does this? What is the purpose of the Junto club?

5. Give some examples of how Franklin spends time trying to improve himself.

6. What was Franklin’s daily life like?

7. Describe Franklin’s religious beliefs. What does the passage about George Whitefield say about Franklin’s view of religion?

8. And finally, do you think he was right in recognizing the tendency of politicians to seek after their own interest at the expense of the public good? Can you cite examples of such behavior in our current state, local, and national government?

9. Former Secretary of Education and sometime Republican presidential candidate, William Bennett, in his best selling Book of Virtues, suggests that every American school boy and girl should be made to read and study the values contained in this eighteenth-century book. What are those values? Are they still applicable today? Can values be taught in schools? Should they be? Is it possible to agree on a single list of “virtues”?

“Discovery” and Settlement

I. The Colonizers:

Remember, colonies=tensions.

     (Anglo-Indian, Anglo-French, etc.)

A.   French:

           Quebec: 1608

B.  The Dutch:1609-1644:

Manhattan=5000 inhabitants by 1700

--mostly Dutch, but quite religiously and ethnically diverse:

15% African (overwhelmingly slaves), also some Jews, Dutch Reformed, Walloon, British Anglicans, Presbyterians,  French Protestant, Roman Catholics, Quakers, singing Quakers, ranting Quakers, Sabbatarians and anti-Sabbatarians, Anabaptists

C.  The English:

Why colonize?

Ø     Religious Reasons

Ø     Social Reasons

1485: 3 million

1603: 4 million

Ø     Economic Reasons

Mercantilism

  “The Crop that Cureth”

Scottish Physician in 1614:

“It prepareth the stomacke for meat, it maketh a clear voice, it maketh a sweet breath, it cleareth the sight, it openeth the eares and openeth the passage of the nose. It comforteth nerves, and taken in siruppe there is no obstruction that can abide it. It is present reliefe against the most part of poysons. And in few words, it is the princesse of physical plants.” 

Labor trouble

Indentured Servitude

     (to 1700, 75% of laborers

were indentured servants)

Slavery

Growing Pains in the 17^th Century:

While the colonies began to prosper by the mid 17^th century, every colony also struggled.

Today, we will see this struggle through three examples:

(Virginia)                               1. Bacon’s Rebellion, 1676

(New England)                    2. King Philip’s War, 1675-1676

(Massachusetts)                 3. Witchcraft, 1692

COLONY PROJECT...due on January 19

9This is a pass/fail project that is worth 5% of your overall grade. If you pass, you get the full 5%. To pass, you must turn the project in at the beginning of class on January 19. If you are late that day or do not have the project on time, you do not pass.

Here’s what the actual project entails:

1.      TO START: Choose a colony. We’ll do that together in class.

You may choose from the following:

the  13 English colonies,

the French colonies of Saint Domingue and Canada,

the Portuguese colony of Brasil,

the Swedish colony of New Sweden, and

the Spanish colonies of Florida, Peru, and Mexico.

2.      FINDING RELEVANT INFORMATION:

Do a bit of research on the colony. That “research” may be online, but you will find the librarians exceedingly helpful, so don’t hesitate to go get help from them. The following are the key questions that you must do your best to answer in this project:

DATA:

Specifically, who was in the area of your chosen colony before the Europeans arrived there? When was the colony settled by Europeans?  (do not bring in information after 1740)

Were there major conflicts over colonization?

What was the disease environment in your colony?

What type of colony was it?

Who governed the colony?

What was the economy like in the colony?

Were African servants or slaves brought into your colony?

What was the ratio of European to indigenous people?

What was the ratio of men to women in your colony?

What was the birth and/or death rate?

What was religious life like in the colony?

What was daily life like for residents there?

What types of houses, buildings, churches, roads, or other infrastructure existed at that time?

YOUR RESPONSE:

What is something strange or unique or fascinating about this colony?

             What would it have been like to live in this colony?

             THE EXPERTS:

Who are the most important historians who have written about your colony? (write them on your source list)

3.      PRESENTATION OF YOUR COLONY:

This is not a poster project…but it kind of is. I don’t want gigantic poster sized boards everywhere, but you should plan on presenting your colony on something larger than a piece of binder paper. We need to put these on the walls, so this project cannot be done electronically.

4.      SOURCES:

For sources, write out the sources that you consulted. You may use online sources, but one part of this project must be a description of who the important historians are of this colony. That corner of your project must be titled “Works Consulted” and should include bibliographic information about each source.

COURSE SYLLABUS...

History 231—TuTh 5:20PM - 7:25PM

Winter 2012

Section 003  CRN 10254
Science II Room 179

Office: Faculty Towers 201A
Instructor: Dr. Brett Schmoll

Office Hours: Tues and Thu 1:30-3

                                  …OR MAKE AN APPOINTMENT!!!

Email: bschmoll@csub.edu

Office Phone: 654-6549

Course Description:
The colonial foundations; political, economic, social and cultural developments in the emerging United States; the early agrarian republic; the Civil War.
Required Reading:
1. Paul Johnson, A History of the American People
2. Malcolm Mclaurin, Celia, A Slave
3. Benjamin Franklin, The Autobiography of Benjamin Franklin

4. Thomas Paine, “Common Sense”

5. Weekly blog readings: Each week you will have both primary and secondary sources to read on the blog. These will be announced in class.

Grading Scale:

        

Participation: 10%

Colony Project: 5%
         Indian Removal Debate: 5%
         The Slavery Essay: 20%
         Midterm Exam: 30%
         Final Exam: 30%

The Blog: If you have questions or comments about this class, or if you

want to see the course readings or the syllabus online, just go to

http://history231winter2012.blogspot.com/

You need to sign in to this blog this week.
You will also have short readings on the blog. I will announce these in class.

Attendance:
Just to be clear, to succeed on tests and papers you really should be in class. That’s just common sense, right? To pass this class, you may not miss more than two classes. If you miss that third class meeting, you are missing too much of the quarter. You cannot do that and pass.

Being Prompt:
Get to class on time. Why does that matter? First, it sends the wrong message to your principal grader (that’s me). As much as we in the humanities would like you to believe that these courses are objective (at what time of day did the Battle of the Marne begin?), that is not entirely the case. If you send your principal grader the message that you don’t mind missing the first few minutes and disturbing others in the class, don’t expect to be given the benefit of the doubt when the tests and papers roll around. Does that sound mean? It’s not meant to, but just remember, your actions send signals. Being late also means that someone who already has everything out and is ready and is involved in the discussion has to stop, move everything over, get out of the chair to let you by, pick up the pencil you drop, let you borrow paper, run to the bathroom because you spilled the coffee, and so on. It’s rude. There’s an old saying: better two hours early than two minutes late. Old sayings are good.
So, what are the consequences of persistent tardiness? What do you think they should be? Remember that 10% participation? You are eligible for that grade if you are on time. Get here on time. And no, I’m not the jackass who watches for you to be late that one time and stands at the door and points in your face. If you are late a few (that means three) times, you will lose the entire 10% participation grade. One time tardiness is not a problem precisely because it is not persistent.

The Unforgivable Curse:
Speaking of one time issues, there is something that is so severe, so awful, that if it happens one time, just one time, no warning, no “oh hey I noticed this and if you could stop it that’d be super,” you will automatically lose all 10 percent of the Participation grade. Any guesses? C’mon, you must have some idea. No, it’s not your telephone ringing. If that happens, it’ll just be slightly funny and we’ll move on. It’s a mistake and not intentional, and the increased heart rate and extra sweat on your brow from you diving headfirst into an overstuffed book bag to find a buried phone that is now playing that new Cristina Aguilera ringtone is punishment enough for you. So, what is it, this unforgivable crime? Texting. If you take out your phone one time to send or receive messages you will automatically lose 10% of your course grade. That means, if you receive a final grade of 85%, it will drop to 75%. If you receive a final grade of 75%, it will become a 65%. Why is that? The phone ringing is an accident. Texting is on purpose and is rude. It, in fact, is beyond rude. It wreaks of the worst of our current society. It bespeaks the absolutely vile desire we all have to never separate from our technological tether for even a moment. It sends your fellow classmates and your teacher the signal that you have better things to do. Checking your phone during class is like listening to a friend’s story and right in the middle turning away and talking to someone else. Plus, the way our brains work, you need to fully immerse yourself, to tune your brain into an optimal, flowing machine (see Mihaly Csikszentmihalyi’s incredible book Flow) that can grasp and can let itself go. Students now tend to see school as a stopover on their way to a career. Brothers and sisters, that’s deadly! I wish that I could pay for you all to quit your jobs and just focus on the mind. I can’t yet do that, but if I could I would, because it’d be worth every penny. Devoting time to the mind and to thinking deeply about your world will change who you are and how you approach your future, your family, your job, and your everything. Is that overstated? I believe it to be true. So, until my stock choices really take off so that I can pay all of your bills, promise me one thing. When you are in class or preparing for class, you have to be fully focus and be there! Oh crap, now it’s going to sound like a hippy professor from the 1960s: “I mean, like, be here man, just be here.” Maybe the hippies were on to something. Devote yourself fully to your classes by unplugging from the outside world for a short while.

Participation: You do not need to be the person who speaks out the most, asks the most questions, or comes up with the most brilliant historical arguments to receive a good grade for participation. If you are in class and on time, discuss the issues that we raise, avoid the temptation to nod off, to leave early, or to text people during class (the three easiest ways to lose credit), and in general act like you care, then you will receive a good participation grade! If you want to receive a participation grade in the 90% or above range, then you should be in every class and ask some good questions and really get into it…or at least fake it really well!

Academic Honesty
You are responsible for knowing all college policies about academic honesty. Any student who plagiarizes any part of his or her papers may receive an “F” in the course and a letter to the Dean.

History 231—TuTh 5:20PM - 7:25PM http://history231winter2012.blogspot.com/

Section 003  CRN 10254
Science II Room 179

Office: Faculty Towers 201A
Instructor: Dr. Brett Schmoll

Office Hours: Tues and Thu 1:30-3…OR MAKE AN APPOINTMENT!!!

Course Schedule:

1/10   Intro/Pre-Columbian Americas/Assign Colony Project

1/12  “Discovery” and Exploration/Early Colonies

HOMEWORK DUE TODAY: SIGNED STATEMENT…  “I read the syllabus.”

1/17   Early Colonies/“Colony Project” Due

1/19   Great Awakening/American Enlightenment

1/24   Mid-Century Challenges/The Autobiography of Benjamin Franklin Due

1/26   Benjamin Franklin

1/31   Library Project Day

2/2    Revolutionary War/“Common Sense” Reading Due/The Constitution

2/7  Early National Period

2/9  MIDTERM EXAM: Bring a Blue Book

2/14   Jefferson’s America

2/16   War of 1812 to 1820/Early Industrialism

2/21   The World of Andrew Jackson/Cherokee Removal Debate Prep

2/23   Cherokee Removal Debate/Celia Reading Due

2/28  “Secret Life of a Developing Country”

3/1    “Cycles of Distrust”—Sectionalism/Celia Essay Due

3/6   War with Mexico and other Western Issues

3/8    Sectionalism

3/13   Civil War/Gettysburg Address

3/15   Last Day of Class

FINAL EXAM: Thursday, March 22, 8-10:30pm