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Description There are four sections in this exam, with 3 or 4 questions each. You are required to answer only one question in each section. Be sure to include as much information as possible to support your answer. Each answer should be 3-5 paragraphs in length. Be sure to cite your sources. It is required that you show context, and not hunt and peck for answers but show the context. Question 1 (25 points) Explain our discussion regarding Reconstruction and offer specifics about it. 2. Why was it so difficult to resolve such issues as the spoils system, the tariff, and bimetallism, which consumed congressional energies in the late nineteenth century? Think about our silver standard discussion. 3. How did the move westward impact different groups and transportation? Question 2 (25 points) 1. Evaluate the strengths and weaknesses of progressivism. 2. In what ways were mobilization and the effort, in World War I, a fulfillment of the progressive legacy? In what ways did the war deny the basic tenets of progressivism? 3. How did popular culture—whether in the form of best-selling novels, games, films, or radio programs—reflect and respond to the ravages of the Great Depression? 4. Compare and contrast the Depression experiences of Mexican- and African-Americans. In your opinion, which group fared better? Question 3 (25 points) 1. Describe the major war aims of the Allied Powers. 2. How did the war change the attitudes of women and minorities toward their status in American society? 3. Many historians feel that Harry Truman as much as Joe McCarthy gave force to the postwar "Red Scare." Explain why you agree or disagree. 4. Compare the quality of life in the suburbs with the quality of life either on farms or in cities. Question 4 (25 points) 1. Compare the achievements and shortcomings of President Lyndon Johnson's Great Society with Franklin Roosevelt's New Deal. 2. Defend or attack the use of civil disobedience as a strategy in the civil rights movement, using Martin Luther King's early career as an example of the technique. 3. Both Indians and Hispanics were hardly "monolithic" ethnic groups in American life. Explain how that led to a variety of responses to the activist currents of the 1960s and 1970s, among both Hispanics and Indians.

Speaking of Gore and Clinton, our textbook and most historians would say that Bill Clinton was a centrist. Does a "centrist" typically believe in trickle down economics, or in something else? Class, what are these definitions? Do all of you know where you fall under the umbrella of these political terms? You can try this to see-  https://www.pewresearch.org/politics/quiz/political-typology/ or there's another one (less clear, I think) politicalcompass.org. 

Read the following cases : Lochner v. New York (1905) Muller v. Oregon Read up on the function of the Supreme Court https://www.supremecourt.gov/about/constitutional.aspx#:~:text=As%20the%20final%20arbiter%20of,Justice%20Charles%20Evans%20Hughes%20observed. Why did the Supreme Court refuse to uphold a law limiting the workday for men in the case of Lochner v. New York (1905) but uphold a similar law for women three years later in the case of Muller v. Oregon? Does this logic make sense to you? Do you believe the Supreme Court performed their function as they are supposed to?

Lesson 7 - Students will analyze and reflect on and analyze the musicals 1776 and Hamilton and the primary sources from Lessons 6 & 7 to offer their own assessment of the material. Please respond to two of the following prompts and then two colleagues: https://www.dailymotion.com/video/x2ngcau Slavery and the Revolutionary Era: Both Hamilton and 1776 provide interpretations about the Founders intentions over the issue of slavery. What does and doesn’t Hamilton say about slavery? How do songs like Molasses to Rum to SlavesLinks to an external site. (LyricsLinks to an external site.) from 1776 provide a different interpretation than Hamilton the Musical? For Hamilton look at songs like: Alexander HamiltonLinks to an external site. and Cabinet Battle #1Links to an external site.. How does the African American Petition for Freedom (1777) provide a different perspective to the musicals about slavery during the Revolution and constructing the new nation? Please cite at least one example from each musical and the listed assigned source from the prompt to support your answer. Be sure to include parenthetical citations. Women and the Revolutionary Era: How do Hamilton and 1776 portray issues of women’s voting rights in the founding of America similarly or differently? How are women like the Schuyler sisters portrayed in Hamilton similar or different from the ways Abigail Adams is depicted in“Piddle, Twiddle, and Resolve / Till Then”Links to an external site. (LyricsLinks to an external site.) from 1776? (Note: There are a lot of songs related to the Schuyler sisters in Hamilton so you might want to think about their depiction holistically within the plot). What do Abigail and John Adams Letters to one another from Lesson 6 reveal about women’s struggle for suffrage and citizenship in the late-eighteenth century? Please cite at least one example from each musical and the listed assigned source from the prompt to support your answer. Be sure to include parenthetical citations. Soldiers and the Revolutionary Era: How are the experiences of soldiers during the American Revolution depicted in1776Links to an external site.(LyricsLinks to an external site.) and Hamilton? (Note: There are multiple songs in each musical you could look at for this analysis). Compare and contrast how these musicals depict soldiers' experiences in the Revolution? How is Lesson 6's Joseph Plumb Martin’s “A Soldier's View of the Revolutionary War” different or similar from the musicals’ depictions of the war? What about Long Bill Scott? Please cite at least one example from each musical and the listed assigned source from the prompt to support your answer. Be sure to include parenthetical citations. Depictions of George Washington: In Hamilton, George Washington plays a prominent and seemingly heroic role in the musical. In 1776 his role is not a prominent one. Scenes from the musical involve members of the Continental Congress reading Washington’s letters about the needs of troops on the battlefield as they debate the Declaration of Independence, and, in particular, the song“Mama Look Sharp,”Links to an external site.(LyricsLinks to an external site.) sung by a soldier in Washington’s army. However, Samuel Dewees, a soldier in the Pennsylvania Line during the Revolution had a much different interpretation of General Washington in his recounting of “the Suppression of Insubordination in the Continental Army after the Mutinies of 1781” (1844). What are the differences between interpretations of Washington in Hamilton and Washington in the Dewees’ letter? How do we grapple with these very different presentations of George Washington in these musicals and this primary source? What do these musicals that focus on powerful figures in American history miss about regular people’s experiences? (Note: There's multiple songs you can analyze in Hamilton to discuss Washington). Please cite at least one example from each musical and the listed assigned source from the prompt to support your answer. Be sure to include parenthetical citations. Directions Keep in mind... You should complete the reading (and listening) before answering the discussion prompts. You need to respond to two discussion prompts, and each response should be at least 200 words, due no later than 11:59pm on Monday 7/1. Please include parenthetical citations in your responses. Although discussions serve as informal conversation, proper written English and grammar are always important. Don't forget to proofread before posting. Before you post, check the rubric so you know exactly how your score will be determined. - Week 8 Discussion This week's discussion will focus on the territorial and industrial expansion of the United States to 1820. Assignment Objective Students will analyze and reflect on the lecture and assigned sources to offer their own assessment of the material. Please respond to two of the following prompts and then leave posts engaging two colleagues. Examining Perspectives: How do the primary sources depict competing tensions and experiences regarding expansion in the early Nation? In addition to the materials related to the Louisiana Purchase and Pan-Indian Resistance select one other primary source to analyze. Contextualize analysis with lecture. Remember to cite. Labor and the Industrial Revolution: Select two primary sources to analyze and discuss the experience of workers during the Industrial Revolution. Be sure to contextualize analysis with lecture. Remember to cite. Women and the Industrial Revolution: Discuss the competing experiences of women in the early United States during the growth of the Industrial Revolution by evaluating the changing roles, worries, and class tensions that shaped women’s experiences in society. Select one primary or secondary source in addition to using the "Spider and the Fly" which is a poem from 1829 meant to warn young women against dangers they might encounter with changes during the Industrial Revolution to answer the prompt. Be sure to contextualize analysis with lecture. Remember to cite. Expansion, Travel and the Industrial Revolution: Consider the painting embedded in lecture, New York Harbor, 1849 and the primary source A Traveler Describes Life Along the Erie Canal, 1829. Analyze the movement of people and goods, and the expansion of technology as documented by these sources. What do they tell us about American expansion? Be sure to contextualize with lecture. Remember to cite.

Write an essay that responds to one of the following questions Drawing on readings and lectures, evaluate the changing ideas about freedom and democracy in the post-World War I era. How were these concepts being advanced and/or contested during this period, and to what degree? (Hint: make sure to address some of the people and groups remaking these ideas.)

After the Midterm Primary Source Summary Assignment – “The Crusades” Instructions: Please compose a 5-to-6 page essay, with double-spaced text, standard font and 1” margins either by typing in the textbox on Canvas OR by uploading a file saved in either .doc or .docx format. This essay should summarize what you see as the contents, philosophies expressed, and historical context of the excerpts of Pope Urban Calls the Crusade and his Letter of Instruction, the sources regarding Peter the Hermit, the sources regarding the Conquest of Nicea, the Conquest of Antioch, and the Conquest of Jerusalem, and the excerpts from The Autobiography of Usama ibn Mundiqh: Excerpts on the Franks to analyze the Crusades - both analyzing what caused them, as well as how they progressed, as well as differentiating between and comparing and contrasting the "Crusaders", Byzantine, and Muslim perspectives on The Crusades, and then, based on the information found in these documents, evaluate not only their significance and influences on contemporaneous societies during the era of the Crusades, but also assessing their ongoing significances and influences on our modern society. This assignment must be submitted in essay format – with an introduction, main body, and conclusion. No additional research is required. Please cite the documents or textbook when you quote or paraphrase them. Do not plagiarize your papers – please note that all plagiarized papers earn a grade of 0. This assignment will be worth a maximum of 50 points. The essay is due posted to the Canvas site by Sunday April 28th – no late papers accepted. Your analysis should include analysis of the context of these sources (in what era and what society are they written and how might events taking place at the time have influenced the ideas/philosophies of each document), an analysis of each source, as well as a comparison between them as they are all contemporary of each other and describing the same events from different perspectives - both within the "Crusader" society as well as among the "Crusaders" and the Byzantines and Muslims they encounter, an assessment of the various contexts of "Crusading" and the differing perspectives of "Frankish" Crusaders, Byzantines, and Muslims, as well as an evaluation of the impacts and significance of the ideas each of the authors express and results of their efforts, both on their societies as well as on the world today. This assignment must be submitted in essay format – with an introduction, main body, and conclusion. Further research outside the provided sources and other course materials is not required for this essay. Please cite the documents or textbook when you quote or paraphrase them and please note that Wikipedia or other such sites are not appropriate for college-level essays. Use of or submission of papers using AI, ChatGPT, Ai paper writer or other such technology is also prohibited. The documents are linked in the course syllabus and here for your convenience: Crusades documents-1.docx Download Crusades documents-1.docx 

Choose 3 of the 5 options Journal article, film, or cultural event related to Indigenous cultural groups. One page / critique 1. Thesis: What is the purpose of the article, film, or event? 2. Summary: Summarize the author’s purpose and main points/evidence cited. 3. Analysis: Who is the author or director of the article, film, or event? What is the point of view or bias of the article, film, or event and how was that expressed? 4. Critique: How well did the article, film or event achieve the purpose? 5. Opinion: What is your general opinion of article, film, or event?  THEN BRIEFLY write about The State of Indian Nations address is given each year after the President of the United States gives his address to congress each year.

Topic: Challenge over Segregation and the Path Forward Write about how both W.E.B. Du Bois and Ida B. Wells sought to deal with a rising tide of racism and segregation after the end of Reconstruction. How were the two visions compatible, and yet different, in addressing problems facing African Americans, especially after Plessy v. Ferguson (1896) legalized segregation in the United States? Refer to Robert B. Elliott on Civil Rights (Reading 105), W.E.B. Du Bois’ “Your Country?” (Reading 117) and Wells' “Crusade for Justice” (Reading 118). Any resources (including textbooks) must be cited and referenced in adherence with APA documentation  The Purdue OWL (Online Writing Lab) website is an excellent resource; this site includes a sample formatted paper and details all formatting requirements

Week 9 Discussion This week's discussion will focus on themes and events during Jacksonian America. Assignment Objective Students will analyze and reflect on the lecture and assigned sources to offer their own assessment of the material. Please respond to two of the following prompts and then two colleagues.  Note taking and source synthesis: After watching “We Shall Remain” reflect on Andrew Jackson’s “Presidential Message on Indian Removal (1829)” and John Ross’s “Appeal of the Cherokee Nation” (1830), and the "Appeal of the Cherokee Nation" (1836). What arguments stand out to you and why? What is the tone of each of these primary sources? What can these documents tell you about Jacksonian America and the expansion of the U.S. to the West? You must draw on the documentary for full credit. Use parenthetical citations.  Image Analysis: Using the image comparison from lecture: How is the election climate different between the two paintings Election at the Statehouse and The County Election? What role do women play, or not play in these images? How does this change over time? How do we see the remnant of Jacksonian Democracy in the second painting? Why might the second painting seem less patriotic? Be sure to be clear about which painting you are discussing and describe/analyze what you see. Please include "Rhode Islanders Protest Property Restrictions on Voting, 1834" in your assessment. Use parenthetical citations. Secondary Source Analysis: What does Tiya Miles argue in the “Narrative of Nancy?” How did Nancy identify, versus how did others try to fit her into a specific identification? How does this narrative make us think differently about the creation of racial difference, and the legal treatment of Native Americans by the U.S. government? Be sure to use specific examples and parenthetical citations. Lesson 10 Discussion This week's discussion will focus on the internal slave trade and enslaved people's resistance to enslavement.Assignment Objective Students will analyze and reflect on the lecture and assigned sources to offer their own assessment of the material. Please respond to two of the following prompts and two colleagues.  Synthesizing Primary and Secondary Sources: Using lecture and assigned source materials evaluate the relationship between enslaved women and early gynecology? What arguments does Owen’s chapter make? How do certain primary source materials help contextualize Owen's chapter? You must use at least two assigned sources and lecture. Be sure to cite.  Reading Secondary Sources for Main Arguments: How does Camp discuss resistance? Explain her concept of the three bodies. How did the three bodies circumvent what she calls the geographies of containment? Be sure to cite.  Primary Source Analysis: How do the primary source readings demonstrate experiences of enslavement, personal, and community resistance? Use at least two different primary sources and provide at least two specific examples. Contextualize your analysis with lecture (and the optional secondary source reading if you read the Holden article and want to use it in discussion). Be sure to cite. 

Part 1: Research, find, and do your project on a historical monograph like Black Fortunes about American Historical figures from 1877- 2022. Do a document analysis for the book You will do the project by yourself. Part 2: Go to?canva.com?: