HIST 2610 INET Spring 2 Final Exam

John Brown depicted in Tragic Prelude by John Steuart Curry, Kansas State Capitol

General Instructions:

· Submit your exam as a word document or PDF, do not use Pages.

· Clearly label each answer.

· Use Calibri or Times New Roman, 12 point font (single or double space).

· Avoid too much *summary* we are looking for your engagement with the questions and the material.

· Citations should be used WHENEVER you are paraphrasing or quoting material from the textbook or primary source documents

· Place the name of the author or, if that isn’t clear, the title of the document in parenthesis at the end of the sentence (Dumaine). If a page number is available, include it (Dumaine, 1).

· It is better to over-cite than under-cite!

Follow Patsy to find the extra credit points

ID Terms (30 points)

Chose four of the following terms to ID. Your identification should:

1. Define the term in your own words (2 points).

2. Provide the context [what year/period is this from? What else is happening that helps explain the term?] for the term (2 points).

3. State the significance of the term (3.5 points).

IDs should be between 75-150 words long each.

NO outside research is permitted. No websites, no encyclopedias, no Wikipedia, nothing.

YES, you should use the textbook, lectures, and primary source readings.

Republican Motherhood

Indian Removal Act

Transportation Revolution

Lowell Mills

The New York City Draft Riots

Battle of the Wilderness

Using the textbook, primary source readings, and/or lecture, identify your own ID term and define it. You may do this for one of your four total ID terms. Make-your-own IDs are worth up to 6 points.

The Cotton Kingdom

John Brown’s Raid

Fugitive Slave Act

Uncle Tom’s Cabin

Bleeding Kansas

Bread Riots (Southern)

Radical Reconstruction

Convict Leasing

The Redeemers

Black Codes

Compromise of 1877

Example (written by a student!): The Monroe Doctrine was proclaimed by President James Monroe in 1823, which declared that the western hemisphere was part of the U.S.’s sphere of influence [CONTEXT/DEFINITION]. Although the U.S. was not yet powerful enough to challenge the other European authorities in the area, this doctrine made America’s intentions clear. The Monroe Doctrine was significant in the fact that it led the way for similar, imperialistic-minded ideologies/acts, such as the Indian Removal Act and Manifest Destiny. In other words, the Monroe Doctrine was a declaration that America would dominate the West and that it would not let the other European powers encroach on their sovereignty, which is a substantial claim to say the least [SIGNIFICANCE].

Short Essay (40 points)

Answer two of the short answer questions. Use the lecture, textbook, and primary sources to support your answers. Remember, no outside research is allowed. These will be graded for completeness, use of evidence [the textbook, primary source readings, lecture], critical thinking, and creativity. Short essays should be between 500 and 750 words each. Think of these short essays as a beefier and more formal version of your discussion posts.

1. How significant was the abolitionist movement to the Civil War, emancipation, and/or Reconstruction? In your answer, you might consider: how did abolitionists change the hearts and minds of Northerners in the buildup to the war? What was the role of enslaved people and/or freed Blacks in abolition? What were some of the critical differences between abolitionists, and how did abolitionist tactics change over time?

2. To what extent did the institution of slavery shape and drive US political decisions, culture and/or economic growth from the Market Revolution through the Civil War? To answer this, you might address: how did the system of slavery change over this period? How did Americans (free and unfree) justify, support, or resist slavery during this period? What was the role of the slave system in the expansion of the US westward?

3. Was Reconstruction a success? You might discuss: the hopes and dreams freed people had for Reconstruction, the Reconstruction period’s central debates, and the end of Reconstruction and the Compromise of 1877.

4. Identify one key way that American politics, culture, or society changed between 1776 and 1850. Explain why that change was significant, any major debates about the change and how they were or were not resolved, and how the change affected one or more groups. Changes might include: economic development, political realignment, the frontier, Native Americans and/or Native American policy, religious reform, or voting rights.

5. What is one question you wish I had asked? Briefly answer your question and explain why you think it should have been on the exam. Remember, these are multi-part, open-ended questions, so your question should be one that a student could write 500 words about! Particularly good questions can earn one extra credit point.

Textual Analysis (30 points):

Choose one of the three documents provided. Using the document, answer the questions below. Your answers for questions 1-3 do not need to be in complete sentences. You should thoroughly address all of the questions but your textual analysis section doesn’t need to be longer than 500 words.

Text Option #1: “We Call On You to Deliver Us From the Tyrant’s Chain”: Lowell Women Workers Campaign for a Ten Hour Workday

Text Option #2: William Henry Singleton, a formerly enslaved man, recalls fighting for the Union, 1922

Text Option #3: “Our Hearts are Sickened”: Letter from Chief John Ross of the Cherokee, Georgia, 1836

Questions:

1. Who is the author of this document? (2 points)

2. When was this document created? (2 points)

3. What is the purpose of this document? The argument being made? (6 points)

4. What can you tell us about the context within which this document was created? How does this document either confirm what you know about that context or challenge/disrupt what you know? (10 points)

5. What do you think the significance or stakes of this document are? You can answer this in a few ways. You could discuss the stakes for the author (if I don’t get X, then Y will happen, and that will be bad for Z reasons) OR the significance of the document to US history or to you. (10 points)

Primary Source Documents:

Below is a list of all the primary source documents you have read since the midterm exam. You are encouraged to use any of these to support your short essays. You can find the links to each text in their module.

Judith Sargent Murray on the Equality of the Sexes

Mary Dewees Moves West to Kentucky

Tecumseh Calls for Native American Resistance, 1810

George Washington’s Indian Policy

Nathan Sanford, Arguments for Expanding Male Voting Rights…

Black Philadelphians defend their Voting Rights

Frederick Douglass, “What to the Slave is the Fourth of July?”

Harriet Jacobs on Rape and Slavery, 1860

Andrew Lloyd Garrison introduces the Liberator

George Fitzhugh Argues that Slavery is Better than Liberty and Equality

Mary Polk Branch Remembers Plantation Life

South Carolina Declaration of Secession

1860 Republican Party Platform

Harriet Beecher Stowe, Uncle Tom’s Cabin (excerpt)

Sectional Crisis Map

General Butler reacts to self-emancipation

Alexander Stephens on Slavery and the Confederate Constitution

Ambrose Bierce recalls his experience at the Battle of Shiloh

Testimony from the Victims of the NYC Draft Riots

Abraham Lincoln, The Gettysburg Address

Sowing and Reaping

Jourdan Anderson, A Former Tennessee Slave…

Mississippi Black Codes

General Reynolds Describes Lawlessness in Texas, 1868

Frederick Douglass on Remembering the Civil War