EXAM TIME: THURSDAY, MARCH 22, 8-10:30
FINAL EXAM FORMAT:The final exam this quarter will consist of one thoughtful piece of work and one long essay.
I. Thoughtful work: 10%
II. Essay 90%
I. For the first part of the exam, you will complete this assignment and bring it with you to the final. You will include it with your exam. Here's the assignment: Take 5 descriptive snapshots of the quarter. Number them 1-5, but they do not have to be in any particular ranking. Explain the 5 moments and discuss why each stands out to you.
II. The possible essay questions are below.
I will choose two; you will write on one.
YOU NEED TO BRING A BLUE BOOK.
1. War and History: What impact did war have on the nation? Choose at least three of the following: the French and Indian War, the Revolution, the War of 1812, the War with Mexico, and the Civil War
2. Sectionalism: How did this nation move from unity to disunion? In other words, what caused the Civil War?
3. Course Readings: Consider the key themes from The Autobiography of Benjamin Franklin, “Common Sense,” and Celia. Link each book to its time. For example, link Benjamin Franklin to the mid-century challenges or the American Enlightenment.
4. SURVEY OF COURSE: Considering the whole course, would you say that the history of the U.S. to 1865 is better characterized as a story of sorrow and oppression or one of success and freedom? Which point of view more aptly captures the history of this nation?
FOR ALL OF THESE ESSAYS, REMEMBER, PLAN TO WRITE FOR AT LEAST AN HOUR. THIS IS A COMPLETE AND THOROUGH ESSAY AND SHOULD HAVE NUMEROUS REFERENCES TO SPECIFIC DETAIL…NAMES, DATES, STORIES, EVENTS, LAWS, ETC.
Wednesday, March 7, 2012
Tuesday, March 6, 2012
ROAD TO THE CIVIL WAR
I. Imperialism in the 1840s: War with Mexico
Treaty of Guadalupe Hidalgo (1848)
1. Mexican cession of 525,000 square miles
2. U.S. pays $15 million
3. U.S. assumes $3.25 million in debt to Mexico
ARTICLE VIII
Mexicans now established in territories previously belonging to Mexico, and which remain for the future within the limits of the United States, as defined by the present treaty, shall be free to continue where they now reside, or to remove at any time to the Mexican Republic, retaining the property which they possess in the said territories, or disposing thereof, and removing the proceeds wherever they please, without their being subjected, on this account, to any contribution, tax, or charge whatever.
Those who shall prefer to remain in the said territories may either retain the title and rights of Mexican citizens, or acquire those of citizens of the United States. But they shall be under the obligation to make their election within one year from the date of the exchange of ratifications of this treaty; and those who shall remain in the said territories after the expiration of that year, without having declared their intention to retain the character of Mexicans, shall be considered to have elected to become citizens of the United States.
In the said territories, property of every kind, now belonging to Mexicans not established there, shall be inviolably respected. The present owners, the heirs of these, and all Mexicans who may hereafter acquire said property by contract, shall enjoy with respect to it guarantees equally ample as if the same belonged to citizens of the United States.
ARTICLE IX
The Mexicans who, in the territories aforesaid, shall not preserve the character of citizens of the Mexican Republic, conformably with what is stipulated in the preceding article, shall be incorporated into the Union of the United States. and be admitted at the proper time (to be judged of by the Congress of the United States) to the enjoyment of all the rights of citizens of the United States, according to the principles of the Constitution; and in the mean time, shall be maintained and protected in the free enjoyment of their liberty and property, and secured in the free exercise of their religion without; restriction.
Wilmot Proviso (1846)
COMPROMISE OF 1850
1845: 15-13 (Texas and Florida)
1846: 15-14 (Iowa)
1848: 15-15 (Wisconsin)
1. Fugitive Slave Act
2. Abolish slave trade in D.C.
3. Cali in as Free State
4. Popular Sovereignty in new territories
5. Resolved boundary dispute btw. Texas
and New Mexico
II. The Trouble Escalates:
A. Transcontinental Railroad
· Stephen Douglas
B. Kansas-Nebraska Act
C. “Bleeding Kansas”
· New England Emigrant Aid Company
· “Beecher’s Bibles”
· John Brown
· Pottawatomie Creek
D. The Caning of Sumner
IV. Party Politics
A. Decline of the Whigs
B. Rise and Fall of the “Know-Nothings”
C. Rise of the Republicans
· The Election of 1856--
A. Dred Scott
B. Panic of 1857
C. Lincoln-Douglas Debates
D. John Brown’s Raid
E. The Election of Lincoln
Thursday, March 1, 2012
SLAVERY ESSAY GUIDELINES:
FORMAT: 3 PAGES, DOUBLE-SPACED, TYPED
ESSAY DUE DATE: TUESDAY, 3/6/12
ESSAY DUE TO TURNITIN BY TUESDAY NIGHT AT MIDNIGHT.
Go to turnitin.com.
Remember, the best way to be certain that your essay is ready to be turned in as a final draft is to bring me a rough draft in the days before the final draft is due so that we can revise it together. I CAN ONLY REVISE ONE DRAFT WITH YOU, SO REVISE AND EDIT AS MUCH AS POSSIBLE BEFORE BRINGING ME A ROUGH DRAFT.
Remember, your own original analysis of whichever question you choose is crucial. If you are thinking of this history paper as a description of a book or two, think again! Simple description is pointless; make an argument! Again, these issues will be discussed further on the blog and in class.
In a well argued and thoroughly revised essay, answer one of the following questions:
1. Considering Celia, A Slave, and at least two of the Slave Narratives from the American Memory Project what role did violence play in maintaining order on the plantation?
http://lcweb2.loc.gov/ammem/snhtml/snhome.html
2. Compare and contrast Sally Hemmings and Celia.
3. What was the meaning of music on in the antebellum slave community?
http://www.pbs.org/jazz/time/time_slavery.htm
http://americanabolitionist.liberalarts.iupui.edu/plantation_life.htm
4. If you have read The Autobiography of Frederick Douglass, this one may be for you: Compare and contrast Celia’s attack of Robert Newsom and Frederick Douglass’ fight with the overseer Covey.
5. What was more important in maintaining the discipline of the plantation, physical or psychological control?
6. What was the significance of gender on the slave plantation?
“Gender becomes a way of denoting 'cultural constructions'—the entirely social creation of ideas about appropriate roles for women and men.” Joan Scott
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