HIST 16: U.S. HISTORY TO RECONSTRUCTION’S END

FALL 2008

MW 9:40 – 11:05A

FIR 3

Ted Hamilton

Office: 217 Tamarack Hall

Email: hamiltont@yosemite.edu

 

 

 

GRAPHIC PRESENTATION REQUIREMENTS

 

 

·          1ST Presentation: European Invasion – 1787 (50 Points) Due September 24th

 

·          2ND Presentation: 1787 – 1860 (50 Points) Due October 29th

 

·          Final Presentation: 1860 – Reconstruction’s End (100 Points) Due December 10th

 

For each Graphic Presentation the following will be demonstrated:

 

1.     List, in rank order, the most significant changes that occurred during the period of study.  For each, symbolically interpret the essential nature of the change.

 

2.     List, in rank order, the most significant historians who have contributed to our understanding of the period.  For each, symbolically interpret the essential nature of the interpretation.

 

FIRST EXAM (100 POINTS)

 

1.         What do historians do?   What is history?  In answering these questions, define the art and science of history.  Using your definition and answers as guides, compare and contrast the most significant myths and realities produced and interpreted by historians about this first period of our history. 

 

2.         Between the first days of the European Invasion of North America and the ratification of the constitution there were both winners and losers here.  List, in rank order, the most significant groups of winners and losers.  What factors best explain the relative conditions of the groups on your lists?  Connect causes and consequences to each.  Were these outcomes inevitable?  If so, why?

 

3.         Is it appropriate to define the European people occupying North America as “American” prior to 1763?   Define these people and demonstrate their most significant characteristics and behaviors.  Were they unique in fundamental ways?  Was there a consensus of ideology or behavior evident to themselves and others? 

 

4.         Trace the evolution of the concept of The Revolutionary War.  What distinguishes a revolution from an insurrection?  A war of national liberation?  A rebellion?   Were there conservative or reactionary elements in the ideological, political, and armed conflicts between Great Britain and her colonists?  If so, what makes this complex of conflicts a revolution?

 

5.         The Declaration of Independence remains a sacred, if poorly understood, document to many people.  List and interpret the most significant issues found in the document itself and place each in a valid and revealing historical context.  What behaviors did the document seek to justify?  Are these issues and behaviors relevant today?

 

Rules and Guidelines

n  Use the ‘Ten Criteria.’

n  Graphic presentations accompanying responses are strongly RECOMMENDED.

n  Essay breakdown should approximate one-third each of the following:  reading/class dialogue/original thinking (which does not mean opinion).

n  Students must have notes and text books approved by instructor before outlines are due for each exam.

 

Practice ‘Learned Resourcefulness.’ Avoid procrastination, develop appropriate help-seeking behaviors, ask questions, learn to recognize & utilize resources (e.g. the library, fellow students, the instructor, tutoring, study groups, etc.) embrace realistic goals and priorities.

SECOND EXAM (100 POINTS)

 

1.         Why did certain Americans create a constitution for our newly independent Confederation?  Demonstrate the essential qualities of this new document and provide convincing interpretation of the perceived needs for reforming the existing relationships in the United States.  Be sure to list the most significant intentions of the constitutional framers.

 

2.         Was there a frontier experience unique to the people of the United States?   Evaluate the most significant circumstances, situations, ideas, and institutions which best explain how the mobility of the American people and the expansion of the territory of the United States affected the diversity of people thus involved.

 

3.         How effective was the new American system of government in solving significant problems between 1787 and 1860?  List the major problems and reforms which developed during this period.  What reasons have been suggested for the successes and failures?  Were any substantial opportunities lost?

 

4.         Thomas Jefferson and Andrew Jackson have been called revolutionary leaders.  Is this a valid and useful interpretation?  Evaluate the claims of revolutionary change surrounding the transitions of power leading to Jefferson and later to Jackson.  Why have these peaceful political changes been called revolutions?

 

5.         List, in rank order, the most convincing evidence to support the interpretation that the United States experienced an expansion of democracy during the period 1787-1860.  Be sure to define democracy in terms of both political theory and practical behavior.  Was there economic democracy?  Social democracy?  Other?

 

 

Rules and Guidelines

n  Use the ‘Ten Criteria.’

n  Graphic presentations accompanying responses are strongly RECOMMENDED.

n  Essay breakdown should approximate one-third each of the following:  reading/class dialogue/original thinking (which does not mean opinion).

n  Students must have notes and text books approved by instructor before outlines are due for each exam.

 

Practice ‘Learned Resourcefulness.’ Avoid procrastination, develop appropriate help-seeking behaviors, ask questions, learn to recognize & utilize resources (e.g. the library, fellow students, the instructor, tutoring, study groups, etc.) embrace realistic goals and priorities.

FINAL EXAM (200 POINTS)

 

1.         Slavery in the United States has produced a great variety of historical interpretations.  By focusing on the economics and culture of slavery, evaluate the most valuable scholarship currently available according to its ability to reveal the realities of our peculiar institution.  Are there still critical aspects of this history which need investigation and revision?

 

2.         Assess the role(s) played by radicals in creating conflict, chaos, and change between 1850 and 1877.  For each radical individual, group, or movement, provide a cost/benefit analysis and determine if other viable alternatives were possible at the time.

 

3.         The character and quality of American leadership during the period 1850-1877 reveals greatness & incompetence, courage & cowardice, ignorance & wisdom.  Distinguish between the myths and realities of leadership known to us today and rank the most significant according to the three pairs above.

 

4.         Was it possible to “reconstruct” a part of the U.S. after the Civil War?  Was it needed? Appropriate to try?  Vindictive?  Unreasonable?  Interpret the intentions, successes and failures of Reconstruction in the context of the culture at the time.

 

5.         Very good and very bad history has been produced about the following three periods:  The Impending Crisis, the Civil War, and Reconstruction.  Identify the best and worst about each period and evaluate the validity and popularity of each today.  Why would people accept bad history?

 

 

Rules and Guidelines

n  Use the ‘Ten Criteria.’

n  Graphic presentations accompanying responses are strongly RECOMMENDED.

n  Essay breakdown should approximate one-third each of the following:  reading/class dialogue/original thinking (which does not mean opinion).

n  Students must have notes and text books approved by instructor before outlines are due for each exam.

 

Practice ‘Learned Resourcefulness.’ Avoid procrastination, develop appropriate help-seeking behaviors, ask questions, learn to recognize & utilize resources (e.g. the library, fellow students, the instructor, tutoring, study groups, etc.) embrace realistic goals and priorities.