History

Exam Two As stated in the syllabus, your second History exam, covering the second section of the course, will be on October 28. This will be a closed-book test; no books, notes, or electronic devices are to be used during the exam. Blue books will be provided for you to write your answers in; all you’ll need to bring is a couple of pens or pencils to write with. Leave backpacks, books, etc. , either at the front of the room or along the aisles when you come In, being careful to take personal valuables with you to your seat.

As there is not a class before us, we will open the room at 9:45 for those of you wanting a little extra time. Students will not be permitted into the room after 10:10. Readings terms – On parts I and I of the exam, you will be responsible for the following terms, names, etc. , from the assigned readings: Lewis and Clark Expedition Black Hawk War Trails of Tears Benjamin Franklin Beach Hilton Rowan Helper Thomas Nathan “war hawks” Denmark VESA Juan The Impending Crisis Juan Alexis De David Walker Robert Fulton Prophet’s Town George Sarah

Part l: Chronologies (20 . ) Six of the following topics will appear on the exam. Each topic will then have three persons, events, or trends listed under it. You will then need to place the persons, events, or trends in their proper chronological order. The majority of the subjects for the chronologies will come from the lectures; a few will come from the list of readings terms above. You will be asked to answer four of the six chronology topics.

Ratification of the Constitution Political party developments and changes Relations with England “Assertive diplomacy’ following the War of 1812 Bank war” Changing systems of production Territorial expansion Relations with Indians War of 1812 ” of slave experiences Nullification Part : Matching (30 . ) There will be ten matching questions, each worth three points. On these, you will need to give the letter which best describes or corresponds with the numbered person or event In question. Six of these will come from the lectures, and four from the list of readings terms above.

Part Ill: In-class essay (50 . ) The class will vote to delete one of the following questions. Two of the remaining four questions will appear on the exam. You will be required to answer one of those two. The questions are not designed to be mutually 1 Fall 2011 exclusive; that is, information used in answering one question might also be used in answering another. Also please remember that you need to Include specific evidence and examples, and that you need to use appropriate academic discourse In writing for your audience.

As such, remember to: be specific and thorough; 0 provide as many examples as you can; D EXPLAIN the evidence; many 1 they were so important (ask yourself, “so what? “) 0 provide some sort of context; 0 use paragraphs (which will help you structure your essay); 0 use topic sentences (to help introduce what you will say in that paragraph); 0 write at least a brief conclusion. We do not want to trick you. If you have questions, please feel free to ask them in class, to drop by during my office hours, or to ask your seminar leader. 1.

Discuss the constitutional convention at Philadelphia and the process by which the constitution was ratified, making sure to explain the perspectives of Federalists as well as anti- Federalists. Why was James Madison so frustrated with the Confederation? Why was Patrick Henry so fearful of the proposed constitution? How did they attempt to counter the other’s arguments? Use the lectures, the essay on Madison and Henry, and the textbook to write a complete answer. 2. Discuss the views of Alexander Hamilton on the federal government.

What things did he believe the government needed to do in order for the nation to succeed? Why? How did he Justify his views, in light of the limitations imposed upon the federal government by the constitution? Why did Democratic-Republicans like Benjamin Franklin Bach oppose Hamiltonians efforts? Explain, using the lectures, the essay on Hamilton and Beaches, and the Created Equal textbook to write a complete answer. . Discuss slavery in the antebellum United States, from an institutional as well as the slaves’ perspective.

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