Final Examination History 1301.73
Instructions: Please print out this sheet so that you may have it as you work on your exam.
• You must choose two (2) questions from both Sections I & II.
• You will complete four (4) questions in total for your exam.
• Be thorough and read the questions completely.
• Put your name only at the top of your paper. No MLA headings. Just your name.
• Create a new document (see example following the questions) and number your questions
Section I, 2. and write out the question; Section I,1., etc.
• Each essay questions is worth 25 points. All exams must be written using proper grammar,
spelling and form. Please use paragraphs!
• At a minimum, each answer should require one (1) to one and a half ( 1½) pages to answer
thoroughly.
•Doublespace
your test answers, use standard Times New Roman, 12 pt. font and standard margins.
• Additionally, make sure to save a copy of your completed exam on your computer.
• Submit your examination as a PDF file and as one document – not four.
• If I cannot open your file, I will not grade it and you will not be allowed to re submit.
• Save your exam as LastName_FirstName_Final_1301.7 (Example: Smith_John_Final_1301.73)
• Upload your exam to ‘Final Exam Upload’
•All exams must be uploaded to Blackboard by 11:59 Sunday, December 7th
• You have almost four days to complete your exam so plan accordingly.
• No late exams will be accepted for any reason.
• Do not email me your exam. Upload it to Blackboard.
• When you quote from your text, put the page number at the end of the sentence. (p. 49).
• When you you quote from the video lectures, please note which one.
• Please allow at least a week for grades to be posted.
•Collaboration, cut and paste answers inserted into your paper from the internet, and other
means of academic dishonesty will not be accepted. If you do this you will receive a 0 on your
exam. All students are expected to complete their own work.
• Do not go on the internet to look up answer at sites such as answers.com, Wikipedia, etc.
You have the information in your text and video lectures/documentaries, and readers. If you
incorporate
internet material in your exam you will receive a 0 on your exam. Exams will not be graded if
not submitted correctly.
• What am I looking for in your answers? I am looking for essays that synthesize the material –
the text and video lectures. There is no one place in the text that will give you ‘the answer’ but you
will need to make connections and relationships between ideas, persons, events, etc. Answers that
receive the most credit will bring in information from the video lectures, the textbook, and articles.
Answers that copy
paragraphs from the textbook word for word will receive no credit.
Choose two (2):
1. Trace the Kansas Nebraska
crisis– what were the causes, issues, and results, and how
did the country react to the ‘Bleeding Kansas’ crisis. Additionally, consider how did the
various parties reacted to the Kansas – Nebraska Act? Be sure to include why the Whig
party failed, the Democratic party split, and why the Republican party unified. How
did each party view slavery and freedom? This is a good opportunity to bring in your knowledge of
Midnight Rising: John Brown and the Raid that sparked the Civil War.
2. Should the Civil War be seen primarily as a war to save the Union or as a war to free the
slaves? Why? What name would you give to the conflict? Please support your answer
with specific examples.
3.Slave rebellions were rare but important. Compare the slave rebellions (merely planned
or actually carried out) of Denmark Vesey and Nat Turner. What did Vesey attempt to
do? What did Turner attempt to do? How were these men similar? How did they view
slavery and freedom? Who did white society react to them, and why?
Choose two (2):
1. The various reform communities that sprang up throughout America during the first part
of the nineteenth century typically understood the meaning of freedom differently from
mainstream Americans. Analyze the various meanings these groups gave to the word
‘freedom,’ and compare those meanings with the ones given by mainstream America.
Your essay ought to give me a sense of what these communities were rejecting in
mainstream society.
2. What did Emerson mean by “Mexico will poison us”? Was he right? Why or why not?
3. Lincoln observed in 1864 that “we all declare for liberty but in using the same word we
do not mean the same thing.” He continued to explain what the North meant and what
the South meant, and how victory meant a national norm as defined by the North.
Illustrate how liberty would come to be understood for the nation after the Civil War and
analyze whether the abolishment of slavery was enough to propel the United States to
finally exist as its founding documents suggested it should.Final Examination History 1301.73
Instructions: Please print out this sheet so that you may have it as you work on your exam.
• You must choose two (2) questions from both Sections I & II.
• You will complete four (4) questions in total for your exam.
• Be thorough and read the questions completely.
• Put your name only at the top of your paper. No MLA headings. Just your name.
• Create a new document (see example following the questions) and number your questions
Section I, 2. and write out the question; Section I,1., etc.
• Each essay questions is worth 25 points. All exams must be written using proper grammar,
spelling and form. Please use paragraphs!
• At a minimum, each answer should require one (1) to one and a half ( 1½) pages to answer
thoroughly.
•Doublespace
your test answers, use standard Times New Roman, 12 pt. font and standard margins.
• Additionally, make sure to save a copy of your completed exam on your computer.
• Submit your examination as a PDF file and as one document – not four.
• If I cannot open your file, I will not grade it and you will not be allowed to re submit.
• Save your exam as LastName_FirstName_Final_1301.7 (Example: Smith_John_Final_1301.73)
• Upload your exam to ‘Final Exam Upload’
•All exams must be uploaded to Blackboard by 11:59 Sunday, December 7th
• You have almost four days to complete your exam so plan accordingly.
• No late exams will be accepted for any reason.
• Do not email me your exam. Upload it to Blackboard.
• When you quote from your text, put the page number at the end of the sentence. (p. 49).
• When you you quote from the video lectures, please note which one.
• Please allow at least a week for grades to be posted.
•Collaboration, cut and paste answers inserted into your paper from the internet, and other
means of academic dishonesty will not be accepted. If you do this you will receive a 0 on your
exam. All students are expected to complete their own work.
• Do not go on the internet to look up answer at sites such as answers.com, Wikipedia, etc.
You have the information in your text and video lectures/documentaries, and readers. If you
incorporate
internet material in your exam you will receive a 0 on your exam. Exams will not be graded if
not submitted correctly.
• What am I looking for in your answers? I am looking for essays that synthesize the material –
the text and video lectures. There is no one place in the text that will give you ‘the answer’ but you
will need to make connections and relationships between ideas, persons, events, etc. Answers that
receive the most credit will bring in information from the video lectures, the textbook, and articles.
Answers that copy
paragraphs from the textbook word for word will receive no credit.
Choose two (2):
1. Trace the Kansas Nebraska
crisis– what were the causes, issues, and results, and how
did the country react to the ‘Bleeding Kansas’ crisis. Additionally, consider how did the
various parties reacted to the Kansas – Nebraska Act? Be sure to include why the Whig
party failed, the Democratic party split, and why the Republican party unified. How
did each party view slavery and freedom? This is a good opportunity to bring in your knowledge of
Midnight Rising: John Brown and the Raid that sparked the Civil War.
2. Should the Civil War be seen primarily as a war to save the Union or as a war to free the
slaves? Why? What name would you give to the conflict? Please support your answer
with specific examples.
3.Slave rebellions were rare but important. Compare the slave rebellions (merely planned
or actually carried out) of Denmark Vesey and Nat Turner. What did Vesey attempt to
do? What did Turner attempt to do? How were these men similar? How did they view
slavery and freedom? Who did white society react to them, and why?
Choose two (2):
1. The various reform communities that sprang up throughout America during the first part
of the nineteenth century typically understood the meaning of freedom differently from
mainstream Americans. Analyze the various meanings these groups gave to the word
‘freedom,’ and compare those meanings with the ones given by mainstream America.
Your essay ought to give me a sense of what these communities were rejecting in
mainstream society.
2. What did Emerson mean by “Mexico will poison us”? Was he right? Why or why not?
3. Lincoln observed in 1864 that “we all declare for liberty but in using the same word we
do not mean the same thing.” He continued to explain what the North meant and what
the South meant, and how victory meant a national norm as defined by the North.
Illustrate how liberty would come to be understood for the nation after the Civil War and
analyze whether the abolishment of slavery was enough to propel the United States to
finally exist as its founding documents suggested it should.
Question 1: Trace the Kansas Nebraska
Before the Kansas Nebraska Act, America was ruled by a two gathering arrangement of the Democrats and the Whigs, with outsiders have practically zero achievement. Be that as it may, after the crumbling of the Whig party because of the Kansas Nebraska Act, various outsiders tried to harden their position. The Know Nothing gathering encountered a short surge from 1853 to 1855, the sectional clashes prompted the death of the Know Nothing Party too. Then again, 1856 saw the surge of the Republican Party as they figured out how to win both greater parts in Congress and the Presidency race of 1860.
Political
After the extension of American region through the Mexican American War, Gadsen Purchase, and so forth. The issue of subjection turned into a national open deliberation. Northern abolitionists needed to abrogate subjection when all is said in done, yet the general estimation in all northerners saw subjugation as corrupt and needed to stop the extension of servitude into the new domains. In the Wilmot Proviso, Wilmot stipulated that servitude be denied in the new domains, however the southerners saw this as a conscious assault on their lifestyle as well as their political power too. The Republicans had the capacity procure the votes of northerners through their abolitionism assumption and Bleeding Sumner, in which Republican Senator Sumner was beaten for denouncing subjection. What’s more, the republicans engaged the Free soilers, in light of the fact that if subjection ventured into the west, the privileges of free work would be denied.
The Republicans were additionally ready to secure the backing from the North through financial reasons. In correlation to the south, the Northern states had industrialized and developing at a quick rate. Not just were the Republicans ready to increase help from processing plant holders who restricted subjugation, they likewise spoke to them and the workers by guaranteeing to cancelation the Walker tax for a higher levy, which would guarantee their products against outside items. Also, numerous northerners tried to scatter the populace, as the heightening rate of migration brought about overpopulation. The Republican party made a guarantee to them the Homestead Act to get land furthermore inner enhancements to make it conceivable. Besides, the northerners grasped free work, social portability, and solid hard working attitude, which was underpinned by the Republicans.
Question 2: Should the Civil War be seen primarily as a war to save the Union or as a war to free the
Slaves.
The Civil War ought to be seen as a war to free the slaves. The Northern abolitionists pushed and pushed the South on the issue of bondage, continually attempting to farthest point their established right to possess slaves. The abolitionists then attempted to make Kansas a free state by unfairly paying individuals to vote, and urging them to influence the vote to their side by voting different times. This undermined the thought of principle by the individuals, on the grounds that the rich lawmakers could simply pay for their side to win and make our administration more like a gentry, the wealthiest will run the show. The abolitionists began this war by treating the Southern states in unlawful ways, suspecting that the closures would legitimize the methods, which including their illegal activities, as well as all the individuals who kicked the bucket battling in the Civil War. I would call the war, The War of Constitutional Interpretation, for two reasons, one on the grounds that the issue of state’s rights must be deciphered from the Constitution, and two, on the grounds that the abolitionists translated that the Constitution and its goals did not matter to them while they were battling to free the slaves. Toward the starting it was seen as a war to spare the union like cathy said however i think it is more seen as a war to free slaves. I think whichever way to spare slaves or the union the country was first going to part in any case due to the slave issue. i think the Civil war isn’t a right name for this war, it wasn’t Civil it was loaded with viciousness and the way blacks were dealt with was additionally not common. I think it ought to be known as the Freedom War for the slaves at last being free or the Lost Cause War on the grounds that the North had attempted so long to free the slaves, that it was by all accounts an acts of futility. One other name of the war could be the Splitting of the Nation in light of the fact that the south and North were exceptionally part on the issue. Yet Civil War deffinatley does not fit this war.
Part 2
Question 2:
Ralph Waldo Emerson was an American rationalist who is acclaimed for heading the Transcendentalist development in the nineteenth century. Amid the American-Mexican war, he is known for his popular quote, “The United States will prevail over Mexico, however it will be as the man who swallows the arsenic which cuts him down thusly. Mexico will harm us (Foner 67).” The prompt reason for this war was the extension of Texas by the United States in 1845 in the midst of the resistance from Mexico, and Emerson Waldo was constantly open to express his significant dissatisfaction. Through the words, “Mexico will harm us” Emerson Waldo implied that despite the fact that the United States had the ability to prevail over Mexico, the fallout was not counter profitable to its certain improvement. He expected that the ultra-expansionist aspirations of the United States were spoiled by ulterior thought processes, which on the long run would just mischief the nation by partitioning its kin (Binder 49). Emerson was undoubtedly right in a prophetic manner. The statement “toxin” was utilized allegorically to speak to post war events like servitude, which got to be claimed after the war, and political divisions throughout the nation focused around belief systems.
Question 3:
The period around the 1864 denoted the most basic point the historical backdrop of America in connection to balance and opportunity, Americans strived to secure a national character by setting regular qualities convictions to which all could subscribe paying little mind to their unique roots. Despite the fact that equity and flexibility was accomplished at last, subjection is still a test. Accordingly, the most persuasive early translators portrayed an American character framed primarily by the estimations of freedom, fairness and majority rule government. Freedom implied Americans had the capacity to do what they needed without fake obstructions set by the administration or various leveled power. Exchanges of the American character regularly assumed the presence of a crucial faith in patriotism, a pledge to the honor and notoriety of the country state made in 1776. For Abraham Lincoln, all contemplations of the importance of opportunity occurred in the setting of his definitive confidence in the perfect of American country.
By the 1840s, the importance of American patriotism started to obtain uniquely sectional viewpoints. For some northerners, negative impressions of the south’s character molded the meaning of American patriotism. As the north got to be politically and monetarily stronger, a “northern” patriotism rose focused around the conviction that locale’s more noteworthy responsibility to correspondence made it intrinsically not quite the same as, and ethically predominant to, the south, and its slave power.
Most Americans grasp the same values and recognize the differences of conviction inside the general public. Abraham Lincoln watched this in 1864: “we all proclaim for freedom however in utilizing the same word we don’t mean the same thing.” Some individuals accept that freedom intends to do what one wills without anybody scrutinizing his/her activities. Others trust it is to do what they see to be comfortable alternative of the others
Amid the common war, Americans’ understanding of their patriotism was reinforced and made more particular. Patriotism implied that the United States was a country sufficiently solid to survive the trial of the common war and secure a changeless republic. The wartime experience united with the before the war northern patriotism to constitute a seriously against southern feeling of national honor. Like never before in the recent past, the United States was a country maintaining duty to freedom, correspondence and majority rules system. By heading the Union to triumph in the war and characterizing the significance of its result, Abraham Lincoln formed what American patriotism would be long after 1865.
Works Cited
Binder, Frederick M, and David M. Reimers. The Way We Lived: Volume 1. Belmont, Calif: Wadsworth, 2012. Print.
