Georgia Highlands College- History Dept.- Mary Ellen Pethel

2112 Online Lecture Notes

2007-05-18T15:44:00.001-04:00

Please print off a copy of the notes found at the following sites. We will use them as to complement your text while discussing the 1920s and early 1930s.

The Politics of Frustration: The 1920s

The Politics of Prohibition: The 1920s

Crashing Hopes: The Great Depresion

2112 Final Exam Study Guide

2007-05-18T15:33:00.001-04:00

Identifications

Nationalism, Imperialism, Militarism
Alliances and Assassination of Franz Ferdinand
Otto Von Bismarck
U.S. isolationism and events that pull us into WWI
Technology and industrialization in warfare
Trench warfare and stalemate on the West
Bolshevik Revolution
Mexican Revolution
WWI Propaganda and First Amendment challenges (incorporate themes of loyalty, patriotism, etc.)
U.S. War Heroes
African Americans and Women during wartime and after wartime
Prohibition and the 18th Amendment
Fourteen Points v. Treaty of Versailles
Harding’s “Return to Normalcy”, Cultural Fundamentalism, Religious Fundamentalism
Effects of new forms of communication, entertainment, transportation on American culture and economy
Henry Ford and his contributions
Ideology of Consumption, Consumerism, Materialism
New industries due to industrial revolution and mass production
Red Scare, Sacco and Vanzetti, and Palmer Raids
New Klan
Scopes Monkey Trial
Great Migration
NAACP, UNIA, W.E.B. Dubois, Marcus Garvey, Booker T. Washington
Jazz Age and the Harlem Renaissance
Harding, Coolidge (Silent Cal), and Hoover policies toward big business and govt. regulation and intervention
Buying on Margin, Speculation
Stock Market Crash
Hoovervilles, Bonus Army castastrophe, Dust Bowl, “Forgotten” Man
Vicious cycle of lowered production, consumption, labor
International Depression
First 100 Days (include organizations set up during this time, e.g. CCC, WPA, etc) and FDR’s New Deal
Fireside Chats
AAA, S.Ct., Court Packing, Checks and Balances
Movies and music
NRA and nationalism (and perverted/distorted meanings of nationalism)
Anti-New Deal, Father Coughlin, Huey Long
Legacy of the New Deal and End of the Great Depression
Rise to Power- Hitler, Mussolini, Stalin, FDR, Franco, Tojo
Defiance of Versailles, Anti-Semitism, Invasion of Poland, Blitzkreig
New Alliances (WWI --> WWII)
Pearl Harbor
WWII propaganda, nationalism, and gender
WWII and race (at home and abroad)
Island Hopping
Four Fronts and Turning Point Battles
Hitler and Blitzkreig
WWII technology and weapons
Executive Order 9066 and Japanese Internment Camps
Holocaust and perverted nationalism
Manhatten Project
FDR and the Yalta Conference
Atomic bomb decision and consequences
Cold War origins Post WWII
Truman's Civil War Stance
Truman's Reelection
Chinese Revolution
The Korean Conflict
General MacArthur and Korea
McCarthyism
Eisenhower as president
Conformist 50s
The Boob Tube
Suburbian Values
White Flight
Ed Sullivan Show
Baby Boom
Interstate System
Beatniks
Brown v. Board of Education
Montgomery Bus Boycott and MLK Jr.
Little Rock Nine
Peaceful Coexistence
Bay of Pigs and Cuban Missile Crisis
JFK/Nixon Debate
New Frontier and JFK's Civil War Stance
March on Washington
Berlin Airlift and the Iron Curtain
Robert S. MacNamara
Domino Theory
Lyndon Baines Johnson and Civil Rights (Civil Rights Act of 1964, Voting Rights Act of 1965)
Lyndon Baines Johnson and the Great Society
Lyndon Baines Johnson and Vietnam
Black Separatism, Malcolm X, and the Black Panthers
New Left (SDS), New Right (YAF), and the Demonstration Generation
Counter Culture, Music, Drugs, and Lifestyle
Haight-Asbury Street
Woodstock
Nixon, Vietnam, and Vietnamizatioin
Watergate and Nixon's Resignation
Gerald Ford's Presidency
Jimmy Carter and the Middle East (including Olympic Boycott)
Reagan Revolution and Reaganomics
Defense and Foreign Policy: Star Wars, Salt I, Salt II, Iran Contra
Reagan and Latin America
Reagan and the Cold War
Bush and Desert Storm
Clinton Presidency
Cyber-America
9/11, Global Terrorism
Globalization, Neo-Colonialism, Transnationalism

1. Explain how the the Treaty of Versailles, the Great Depression and the instability of Europe and the U.S. led to WWII.

2. Describe the multiple facets of WWII. Include fronts, strategies, turning points, and actions toward peoples considered "inferior."

3. Discuss certain ideas and practices employed during WWII (and justified by nationalism) that affected gender and race both during and after the war. What new movements and/or reactions arose as a result and why?

4. Analyze why post WWII created the superpowers of the US and Soviet Union?

5. What were the major events and countries involved in the Cold War struggle? What do these events represent about the nature of power and nationalism?

6. Analyze 1950s culture in America. Consider issues of technology, consumer culture, economics, demographics, and the role of government.

7. How did the Cold War affect domestic and foreign policy and events in the 1950s and 1960s.

8. Explain the failures and successes of the Civil Rights Movement. Describe the approaches and methodologies used by the SNCC and SCLC.

9. Describe the legacies of presidents from Johnson to Reagan. Include the domestic, foreign, and economic policies and results.

10. Was the world we live in today created out of post-WWII industrial capitalism? Explain. Then consider the following statement: How does America continue to subscribe to contradictions found within American Exceptionalism? Include concepts such as globalization, neo-colonialism, and transnationalism.

11. How and why did World War One start. Explain the emergence of technology, imperialism, nationalism, militarism, alliances, and the modern nation state.

2112 Political Compass Test

2007-05-18T13:49:00.000-04:00

2112 WWI Resources

2007-05-18T12:39:00.000-04:00

Check out this incredible site with a multitude of resources and special topics on WWI. Included are propaganda posters, songs, pictures, diaries, newspapers, and secondary accounts of important battles, generals, heroes, and the war's timeline. View some of the propaganda from a World History perspective not just an American perspective. The picture above is from the Battle of Verdun.

The Site is linked to the entry title.

Chapter Analysis Rubric

2007-05-16T13:45:00.001-04:00

Here is the exact rubric I will use in grading your chapter/article analysis.

_______ /10 1. What is the specific topic of the book or article? What overall purpose does it seem to have? For what readership is it written?

_______ /10 2. Does the author state an explicit thesis? Does he or she noticeably have an axe to grind? What is the purpose?

_______ /10 3. What exactly does the work contribute to the overall topic of your course? What general problems and concepts in your discipline and course does it engage?

_______ /10 4. What kinds of material does the work present? What types of sources and evidence is used?

_______ /15 5. Does the material/evidence used support the overall arguments? How so? Or how not? Explain and give examples.

_______ /10 6. Are there alternative ways of arguing from the same material? Does the author show awareness of them? Is there bias?

_______/10 7. What theoretical issues and topics for further discussion does the work raise? In other words, how does this fit into the bigger historical context?

_______ /10 8. What are your own reactions and considered opinions regarding the work? Do you “buy” the author’s argument(s)? What are the articles strengths and weaknesses?

_______ /15 9. Analysis writing style: proper punctuation, spelling, capitalization, grammar, sentence and paragraph structure

_______/100 = TOTAL GRADE

2112 Maymester Midterm Study Guide

2007-05-13T13:54:00.000-04:00

Identifications:
Remember to describe the term/concept but also include its importance and historical significance.

1. American Exceptionalism
2. Lincoln’s Assassination
3. Lincoln’s 10% plan
4. Radical Republicans, Thaddeus Stevens, and the Wade Davis Bill
5. Andrew Johnson
6. Freedmen’s Bureau and O.O. Howard
7. Black Codes
8. Carpetbaggers and Scalawags
9. 13th Amendment
10. 14th Amendment
11. 15th Amendment
12. Reconstruction Act of 1867
13. Impeachment of Andrew Johnson
14. African Americans in a Reconstruction Era Government
15. The Grant Administration
16. Panic of 1873
17. Election of 1872 and Horace Greeley
18. Election of 1876 and Rutherford B. Hayes
19. Compromise of 1877 and the legacy of Reconstruction
20. Gilded Age
21. Political Machines, Government, and Immigration
22. Boss Tweed and Tammany Hall
23. Uncharismatic presidents
24. Kickbacks and Sandbagging
25. Immigrant groups
26. Yankee Ingenuity and Inventions
27. Telephone and Hello Girls
28. U.S. takes the Industrial lead
29. Thomas Edison
30. Railroad Revolution, time zones, gauges, laborers, Transcontinental line
31. Pirates of the Rails (Vanderbilt, Gould)
32. Carnegie and U.S. Steel
33. J.P. Morgan and banking
34. John D. Rockefeller and Standard Oil
35. Corporations, Monopolies, Horizontal/Vertical Integration, and the law
36. Big Business: Promotion of Capitalism or Threat to Democracy?
37. Big Businessmen and Distribution of Wealth
38. Grangers and Granger Laws
39. I.C.C. and Sherman Anti-Trust Act
40. Haymarket Square Riot
41. Social Darwinism, Gospel of Wealth, and Gospel of Success
42. Horatio Alger
43. Philanthropy and Conspicuous Consumption
44. Women and Children in the work force
45. Urbanization
46. Working Conditions
47. Labor Organization: AFL, Molly Maguires, Knights of Labor
48. Strikes and violence
49. Industrialization and Immigration
50. Chinese Exclusion Act
51. Melting Pot or Tossed Salad effect
52. Public Transportation
53. Jane Addams, the Hull House, and Settlement Houses
54. Louis Sullivan, Frank Lloyd Wright, and skyscrapers
55. Brooklyn Bridge- Construction, Symbolism, and Practical realities
56. Evils of the City: Health, Sanitation, Vice, and Crime
57. Dumbbell Tenements
58. Destruction of Indian culture, livestock and the end of the Open Plains
59. Custer’s Last Stand and the Battle of Little Big Horn
60. Geronimo
61. Century of Dishonor
62. Dawes Severalty Act (1887) Carlisle School, and effect of assimilation
63. Battle of Would Knee, Chief Joseph, and the end of Indian Resistance
64. The Wild Wild West- myths, heroes, and mining
65. Hard Times for farmers
66. The money issue: Goldbugs, Silverites, and Greenbacks
67. The Populist Party and hopes for political reform
68. William Jennings Bryan and “The Cross of Gold”
69. Imperialism
70. Progressive Movement
71. Imperialist and Anti-Imperialist arguments
72. Seward’s Ice Box
73. Spanish American War
74. Teddy Roosevelt and the Rough Riders
75. Cuba and the Platt Amendment
76. Yellow Journalism
77. Hawaii, Queen Lily, Sanford B. Dole, and annexation
78. Philippine Insurrection
79. Policies and event in China
80. Acquisition of the canal zone, and building of the Panama Canal
81. Big Stick Diplomacy
82. Mass entertainment, sports, and new issues of health and hygiene
83. Participants of Progressive America and causes of the reform movement
84. Government involvement, public awareness, media attention of exploitative practices and unacceptable conditions
85. Muckrakers (Riis, Sinclair, Tarbell, etc.)
86. The Jungle
87. Bob La Follette
88. Labor Unions and the Wobblies
89. Eugene Debs for president
90. Women’s causes and the Suffragette movement
91. Teddy the Trustbuster? Presidency of Teddy Roosevelt

Possible Discussion Questions:

The following are possible discussion questions for the first exam in American History II. Remember that a five paragraph response is not mandatory, but more than one paragraph may be needed to fully answer the question. Complete sentences, capitalization, and punctuation are a must. Also remember to answer the question using specific evidence to back up your overall answer. Good sources for specific information/evidence can be found in your text, your notes, and the identification list.

1. Was reconstruction a success or a failure? Use specific evidence to back up your answer.

2. How does the Gilded Age reflect the contradictions represented by the concept of American Exceptionalism?

3. Describe changes that the Industrial Revolution and immigration brought to Northern urban centers.

4. Explain U.S. military/political policy toward native americans (1865-1900) and the results of such policies on Native Americans.

5. Why are the multi-millionaires and political bosses more well known than our presidents from Johnson to McKinley?

6. How did big businessmen create monopolies? Give examples of actual monopolies to explain your answer?

7. Compare life for former slaves 1865-1877 and compare it with post Reconstruction.

8. How did technology and transportation change American life at the turn of the century? How did it affect farmers specifically?

9. Analyze the myth and reality of the Wild Wild West.

10. What led to American imperialism and what factors were involved in the creation of an American "empire" ?

11. Explain the goals and outcomes of the Progressive movement.

12. Analyze the changing role of journalism. Include both positive and negative influences on society based on overall nonexistent standards of reliability as well as investigative journalism. Give specific examples to support your answer.

13. Explain the roles of Roosevelt, Taft, and Wilson in the Progressive movement.

2112 Jacob Riis

2007-05-10T13:35:00.001-04:00

Jacob Riis's book How the Other Half Lives gives present and past audiences a glimpse into the world of working class realities as America urbanized and industrialized in the late 19th and early 20th century. Try to place his primary source work into the historical context of the Gilded/Progressive Era. To look at the contents of the source (his book) go to:

http://www.authentichistory.com/postcivilwar/riis/contents.html

It is worth a look, and you should explore a couple of chapters. They are short and descriptive. Click on Contents and then select chapters that sounds intriguing. His writings serve as an interesting look at urban conditions, industrialization, and the role of media/print journalism.

In addition, this site also has pictures and illustrations embedded in the page so that you can see the images that correlate with each chapter. This is one of the few sites whereby you can read and see the images- as well as double click on the image to see it larger and in full view.

2112 Primary Source

2007-05-09T14:41:00.000-04:00

http://www.eyewitnesstohistory.com/pfbrooklynbridge.htm

The above is the link to your primary source for your primary source analysis due Friday by email by 5 p.m. Remember your analysis should be typed, double-spaced, Times New Roman, 1 inch margins, and 2-3 pages.

Primary Source Questions

2007-05-09T13:43:00.001-04:00

• Who created the source and why? Was it created through a spur-of-the-moment act, a routine transaction, or a thoughtful, deliberate process?
• Did the recorder have firsthand knowledge of the event? Or, did the recorder report what others saw and heard?
• Was the recorder a neutral party, or did the creator have opinions or interests that might have influenced what was recorded?
• Did the recorder produce the source for personal use, for one or more individuals, or for a large audience?
• Was the source meant to be public or private?
• What are the major points of interest?
• Did the recorder wish to inform or persuade others? (Check the words in the source. The words may tell you whether the recorder was trying to be objective or persuasive.) Did the recorder have reasons to be honest or dishonest?
• Can you summarize or encapsulate the source in 3 sentences without leaving out major points of interest?
• Was the information recorded during the event, immediately after the event, or after some lapse of time? How large a lapse of time?
• Why is this source important, and what larger themes does it reflect?

1112 Study Guide

2007-04-27T11:46:00.000-04:00

Identifications:

Motives of Imperialism
Colonizer v. Colonized
Civilizing Mission/White Man's Burden
Imperialism trends (geography)
India/Jewel of the British Empire
Sepoy Rebellion
Imperialism in Africa
Imperialism in South Pacific
U.S. Imperialism
Scientific Racism
Construction of the Panama and Suez Canals
Nationalism
Militarism
Factors leading to WWI
Assassination of Archduke Franz Ferdinand
Alliance systems
Industrial Warfare and New Weapons
Western Front and Trench Warfare
U.S. involvement in WWI
Zimmerman Note
Lusitania
Bolshevik Revolution
Wilson's Fourteen Points
Treaty of Versailles
War Debt Cycle
Speculation
Buying on Margin
Stock Market Crash and Global Depression
Rise of Adolf Hitler and Nazism
Benito Mussolini and Fascism
Joseph Stalin and Russian Communism
FDR and the New Deal
Indian Independence and Ghandi
Chinese Nationalism and Mao Zedong
African Nationalism and Independence
Good Neighbor Policy and Teddy Roosevelt
Italian and German Aggression
Defiance of Treaty of Versailles
Blitzkreig
Battle of Stalingrad
Alliances in WWII
D-Day
North African Front
War in the Pacific
Island Hopping
Hiroshima and Nagasaki
Stages of the Holocaust
The Big Four, Peace Treaty, Seeds of Cold War
United Nations
Creation of Israel state
Cold War and Korea
Cold War and Vietnam
Cold War and Cuba (Fidel Castro, Bay of Pigs, Cuban Missile Crisis)
Peaceful Coexistence
Nikita Khrushchev
Gorbachev, end of the Cold War, Collapse of Soviet Union
Iranian Revolution
Latin American Dictators, Reform, and Socialism
Aparteid
WTO
Globalization
Transnationalism
Postcolonialism
Neocolonialism
Global Terrorism
Gender in late 20th century

Possible Discussion Questions:

1. In what ways was WWI different from any war before it (consider new ideologies and industrial developments)?

2. Explain how the Russian revolution affected the U.S. and Europe from 1917-1989? Begin by explaining the basic changes of government rule created by the revolution.

3. Was the Treaty of Versailles "a peace to end all peace." Defend your answer.

4. Describe the multiple facets of WWII. Include fronts, strategies, turning points, and German attitudes toward peoples considered inferior.

5. How was Hitler able to rise to power, test his power, and expand his power from the late 1920s-1941?

6. Analyze why post WWII created the superpowers of the US and Soviet Union?

7. What were the major events and countries involved in the Cold War struggle? What do these events represent about the nature of power and nationalism?

8. Explain Globalization, Transnationalism, Post-Colonialism, and Neo-Colonialism in terms of power and dominance.

9. Analyze independence movements in India, African nations, and East Asia.

1121 Study Guide

2007-04-26T13:47:00.000-04:00

Identifications:

Renaissance
humanism
Petrarch
Poggio Bracciolini
Florence: Capital of the Renaissance
Realism/Perspective
Renaissance Art
Jan Van Eyck
Raphael's School of Athens Painting
Leonardo Da Vinci
Michelangelo
Donatello
Venice during the Renaissance
Sandro Botticelli
Ducale Palace (Venice)
Milan during the Renaissance
Medici Family
Rome during the Renaissance
Giotto di Bondone
William Shakespeare
Machiavellian Principles
Absolute Power in Europe
Martin Luther
95 Theses
Indulgences
Protestant Reformation
Christian Humanism
Erasmus
Thomas More
John Calvin
Presbyters
Anabaptists
Unitarians
Saint Francis of Assisi
Ignatius of Loyola
Catholic Counter Reformation
Jesuits
Spanish Inquisition
New Military Strategies/Weapons
Henry VIII
Elizabeth I
Louis XIV
Oliver Cromwell
Peter the Great
Frederick II the Great
Maria Theresa
Catherine II the Great
Seven Years War
Palace of Versailles
Prince Henry's School of Navigation
Spain/Portugal and Exploration
Conquistadors
Christopher Columbus
Columbian Exchange
Jamestown
Plymouth Rock/Pilgrims
Mass. Bay/Puritans
New England
New Netherlands
New France
New Ship Technology
Causes of Exploration
Consequences of Exploration
Amerigo Vespucci
Transatlantic Slave Trade

Possible Discussion Questions:

1. How did the Renaissance change art, academics, science, and philosophy?
2. Discuss some of the more famous Renaissance artists and compare and contrast their styles, symbolry, accomplishments, and legacy.
3. Why did the Protestant Reformation occur?
4. What were the different motives and causes for the spread of Protestantism?
5. Describe government and religion during the age of absolute rulers in early modern Europe.
6. How did the Renaissance, Reformation, Scientific Revolution, and Exploration feed off of one another. Use examples to show developments, overlaps, and splinters.
7. Explain Machiavellian principles and how certain leaders in early modern Europe implemented these principles. Also describe the lifestyles and governing methods of these leaders.
8. What were the causes and consequences of exploratiaon. Distinguish between the early and late periods of exploration.
9. In what ways was the Renaissance a "rebirth" in Europe. Where did it start and what did it reflect about a society emerging from the Dark Ages?
10. How did Europe change politically, economically, and socially from the Middle Ages to the Renaissance (early modern period)?

All Classes -- Remaining Notes

2007-04-23T18:13:00.000-04:00

Please check your email to receive attachments for any notes for chapters remaining in the semester. If you do not have an email with attachments, email me and I will forward the notes to you individually.

2111 Study Guide

2007-04-19T17:37:00.000-04:00

1. King Cotton/Cotton trends
2. Plantation system structure/Peculiar Institution
3. Demographics of Antebellum South
4. Slave realities and passive resistance
5. William Lloyd Garrison
6. Frederick Douglass
7. Harriet Beecher Stowe and Uncle Tom’s Cabin
8. William Stills and the Underground Railroad
9. Sojourner Truth
10. Harriet Tubman
11. Manifest Destiny’s influence on the extention of slavery
12. Missouri Compromise of 1820
13. Fugitive Slave laws
14. Birth of the Republican Party and the party platform
15. Popular Sovereignty
16. Free soilers
17. Compromise of 1850
18. Kansas Nebraska Act of 1854
19. LeCompton Constitution
20. Bleeding Kansas (Border Ruffians, Pottawattomie Creek Massacre, Harper’s Ferry, Violence in the Senate)
21. John Brown
22. Dred Scott decision
23. Election of 1860
24. Fort Sumter
25. Southern v. Northern advantages for Civil War
26. Border States in the Civil War
27. Anaconda Plan
28. New weapons in the Civil War
29. Merrimac/Monitor
30. Union Generals
31. Southern Generals
32. First Battle/Second Battle of Bull Run
33. Fredericksburg
34. Antietam
35. Gettysburg
36. Emancipation Proclamation
37. Sherman’s March
38. Lee’s surrender at Appomattox Courthouse
39. Lincoln’s reeleciton and assassination
40. Legacy of the Civil War ($, fatalities, North/South relations, African Am.)
41. Andrew Johnson
42. Lincoln’s 10% Plan
43. Reconstruction Act of 1867
44. 13th, 14th, 15th Amendments
45. Ku Klux Klan
46. Freedman’s Bureau
47. Black Codes
48. O.O. Howard
49. Carpetbaggers/Scalawags
50. Wade-Davis Bill
51. Johnson’s Impeachment
52. Thaddeus Stevens and the Radical Republicans
53. Seward’s Icebox
54. Uylsses S. Grant as President
55. Gilded Age politics and society
56. Election of 1876
57. Compromise of 1877
58. Legacy of Reconstruction

1. What caused and transpired in the period known as "Bleeding Kansas"? How did it increase sectionalism?

2. Describe the Underground Railroad. (Include strategies, leaders, roadblocks, and risks.)

3. How did Manifest Destiny lead to the Civil War?

4. How did events in the Antebellum period hurt the abolitionist cause? What setbacks did the abolitionist movement endure and was it a moral or political movement to end slavery?

5. How did Lincoln win the election of 1860 and why did his election (and the Republican party platform) make the Civil War a reality?

6. What were the realities for slaves in the South and free blacks in the North? How were the economies of the North and South connected?

7. Describe the leadership of the North and the South during the Civil War. Why did the leadership of both sides affect how the Civil War played out from 1861-1865?

8. How did the North win the war and were events from 1863-1865 justified?

9. Was Reconstruction a success or failure? Use specific evidence to support your answer.

10. Interpret the realities for former slaves following the Civil War through the Civil Rights movement.

1112 Political Compass Test

2007-04-16T21:10:00.001-04:00

Click the linked title to see where you land.

1112 Political Compass Test

2007-04-16T21:10:00.000-04:00

Click the linked title to see where you land.

Extra Credit Opportunity

2007-04-13T11:43:00.000-04:00

You will need to sign in and write a one page summary of your reactions to the film.

As part of the lead-in to Earth Day/Week, the film “An Inconvenient Truth” will be shown in the Solarium on the Rome campus.

You probably know this is the film dealing with global warming/climate change that won the Oscar this year for best documentary. No matter where you stand on the issue of climate change, this is a way to start discussion on what is apparently going to be one of the major issues of our time. (A report released last week by the international council on global warming suggests the problem may be even more advanced that the film indicates, and we are all familiar with President Bush’s push for alternative cleaner fuels.)

The film will be shown on Tuesday, April 17, and on Wednesday, April 18. Both showings will be in the Solarium on the Floyd campus (to allow room for guests) and both will start at approx. 12:20 p.m. Dr. Morris will lead a brief discussion on the issues the film brings up on Wednesday, It will be fine to eat lunch as you watch if you like. The film runs just over 90 minutes.

1121 Renaissance Art and Analysis

2007-04-09T18:17:00.000-04:00

Explore the site http://www.bc.edu/bc_org/avp/cas/fnart/HP/renaiss.html

We will be analyzing the art techniques, such as linear perspective, as well as symbolism and meaning in class. Visit as many of these websites as possible. Especially pay attention to the one entitled 'Analyzing Linear Perspective' as we will use this as the basis for our art analysis.

1112 WWI resources

2007-04-09T18:04:00.000-04:00

Additional Extra Credit Opportunity

2007-04-05T23:41:00.000-04:00

You may also visit the Booth Museum in Cartersville. Click on the linked title for more info. Below are the present exhibits on display. You must type a 1-2 page report of your observations and link it to class if relevant. You must also attach a ticket stub.

March 3, 2007 – May 13, 2007: Gone: Photographs of Abandonment on the High Plains – Steve Fitch spent a decade driving across the Great American Plains, stopping along the way to photograph the interiors of abandoned buildings – churches, schools, dance halls, and homes. Using a large-format view camera, Fitch captured the interiors of structures in Montana, North and South Dakota, Wyoming, Nebraska, Kansas, Colorado, Oklahoma, New Mexico, and Texas.

Fitch calls his photographic journey through derelict structures “the Archaeology of Abandonment.” According to the artist, “these are the ruins of my own generation.” The abandoned TV sets, the school blackboards, and the rocket ship wallpaper were part of growing up in the United States during the 1950s. Fitch’s award-winning work has been included in numerous exhibitions and is in the collections of the Museum of Modern Art, New York; the Museum of International Photography, Rochester; the Amon Carter Museum, Fort Worth; Harvard University; and the San Francisco Museum of Fine Arts. Members opening Saturday March 3, 2007.

_____________________________________________________________________________

March 3, 2007 – May 13, 2007: Making a Hand: Ranch Children of New Mexico – This exhibition presents sixty-six action portraits of young cowboys and cowgirls by Santa Fe photographer Gene Peach. Many people assume, as did Peach, that “the cowboy was a relic of the past.” This exhibition dispels that belief and other myths and stereotypes associated with ranching and rodeo culture and sheds light on this enduring and authentic way of life through the lives of children.

The day-to-day work of the American cowboy has changed little over the years. Cattle are worked from horseback because it remains the best way to get the work done. For generations, New Mexicans have been working cattle on horseback. On remote ranches, miles from the closest neighbor or school, identity is defined by work skills, and “making a hand,” or better yet, being called a “sure ‘nuff good hand,” is the goal of every young cowboy and cowgirl.

These children, boys and girls from a variety of cultural and ethnic backgrounds, grow up within a deeply rooted, horse-centered society. At age five or six, when most urban children are first learning to ride a bike, their ranching counterparts are well on the way to becoming integral members of the family workforce. Shaped by daily interaction with horses, cattle, and working dogs, they develop skills and outlooks unique in modern America. Rodeo events are included in the exhibition because rodeo is an important aspect of ranching culture that is growing in popularity. “Many Native Americans credit the sport with helping them maintain their traditions as great horse societies,” according to Peach. Members opening Saturday March 3, 2007.

_________________________________________________________________

February 6, 2007 – April 29, 2007:

Demythologizing the West: Large Scale Photographs by Jay Dusard-
Arizona photographer Jay Dusard’s images of contemporary western cowboys, horses, and landscapes are meticulously printed. The exhibition features 18 images, some are as large as 4’ x 8’, many of them never before seen. Dusard draws his inspiration from the work of Ansel Adams and Frederick Sommer. Lecture and members opening Thursday February 15, 2007.

Presentation Rubric

2007-04-02T11:18:00.001-04:00

The following will be used to grade your presentation:

1)Demeanor: Is the presenter engaged with his/her material? Does the presenter make eye contact with the audience? Does the presenter read the speech (-5)?
Points _____/15

2)Time: Does the presenter make the best use of time. Does the presenter speak long enough to make valid and sustainable points?
Points _____/10

3)Organization: Is the presenter properly organized with a discernible beginning, middle, and end?
Points _____/20

4)Mechanics: Is the presentation made clearly and with sufficient voice projection? Does the presenter speak clearly and loudly enough for the audience to hear him/her?
Points _____/15

5)Reception: Is the subject of the presentation appropriate for this class? Does the presentation's subject matter related to class? Does the presenter relate the presentation to topics discussed in class?
Points _____/10

6)Argument: Does the presenter make clear what he/she is attempting to argue? Is the argument credible? Does the presenter link it to class topics? Is it a report or analysis?
Points _____/30

Make Up Date

2007-03-27T11:48:00.000-04:00

If you have missed either exam one or two you must make arrangements to make up your exam on the following date.

Rome Campus:

I-123 Thurs, April 19 exam from 2-4

Extra Credit Opportunities

2007-03-14T18:20:00.000-04:00

You may do up to three of the following extra credit opportunities. Each is worth 5 pts. on either your second or third exam. In other words, you can earn up to 15 pts. total if you choose to take advantage of more than one extra credit opportunity. However, you can not earn more than 15 pts. if you participate in more than three extra credit assignments.
__________________________________________________________

#1: Visit the Rome Area History Museum located in downtown Rome on Broadstreet. The price is $3.00 for admission but a great source for local history, particularly the Civil War. For more information go to http://www.romehistorymuseum.com/index.html

**Assignment** Write a description of what you saw/learned. Make connections between themes covered in class (even with 1122 i.e. industrialization, revolution, etc.) and artifacts, photos, letters, displays, and exhibits. Turn in your ticket stub or receipt with your summary description. This is a good but smaller museum great for you an a friend.
___________________________________________________________________

#2: Visit the Oak Hill museum and historic home located ajacent to Berry College on the by-pass (heading either toward or from Rome high school). It is a great source for local history, the history of education, and the other themes including the Gilded/Progressive era, Industrialization (there is a power loom exhibit), and Civil Rights (see the upstairs exhibit). Start at the museum and then go up the hill to tour the Berry home built in the 1880s. It has amazing furniture and artifacts.

The student rate is $3 with your GHC ID and hours are M-Sa, 10-5.

For more information go to: www.berry.edu/oakhill/

**Assignment** Write a description of what you saw/learned. Make connections between themes covered in class (even with 1122 i.e. industrialization, revolution, etc.) and artifacts, photos, letters, displays, and exhibits. Turn in your ticket stub or receipt with your summary description. This is a good but smaller museum great for you an a friend.

_____________________________________________________________________

#3: Visit the Customs and Culture exhibit at Fernbank Museum in Atlanta. For background, exhibits, time, and a description go to:

http://www.fernbank.edu/museum/exhibitions/permanent/roc/default.html

**Assignment** Write a description of what you saw/learned, points of interest in the exhibit, connections to class, and your TICKET STUB from the exhibit. Fernbank is a great museum with several exhibits fun for the family.

____________________________________________________________________

#4: Visit the Louvre exhibits on display at the High Museum of Art in Atlanta. Watch the trailer for the exhibit and get details at: http://www.louvreatlanta.org/en/home

**Assignment** Write a description of what you saw/learned, points of interest for the exhibit's history and artwork, connections to class, and your TICKET STUB from the exhibit. This is a great exhibit for you and a friend or spouse. The Louvre Museum is perhaps the most famous in the world, located in Paris, France. To view things only held by the Louvre in Atlanta is truly a once in a lifetime opportunity.

1121 Study Guide

2007-03-13T13:47:00.000-04:00

Identifications

Religion in the Roman Empire (Early and Late)
Judaism (Origins, Beliefs)
Torah
Sadducees, Pharisees, Essenes
Jewish Diaspora
Origins of Christianity
Jesus of Nazareth
Paul the Apostle
The Early Christian Church and the expansion of Christianity
Christianity (Beliefs)
Monks, Friars, and Priests
Monasteries and Convents
Ostrogoths, Huns, Visigoths, Lombards, and Franks (Germanic Kingdoms)
Byzantine Empire
Constantine
Justianian
The Great Schism and Iconoclasts
Islam (Origins and Beliefs)
Jerusalem (The Holy City)
Muslim Empire
Abbasids
Umayyads
Gupta Dynasty (India)
Hinduism (Origins and Beliefs)
Red Vedas
Moksha
Buddhism (Origins and Beliefs)
Confucianism (Origins and Principles)
Nirvana
Four Noble Truths and the Eight Fold Path
Feudal System
Serfs, Peasants, and Poverty
Fiefdom
European Population Growth
Nobles, Knights, and Lords
Chivalry
Crusaders
First Crusade
Second Crusade
Third Crusade
Fourth Crusade
Saladin
Richard the Lion Heart
Venice and Commerce
Motives for Crusades
Impact of Crusades
Charlemagne's Empire
French Capetians
Spanish Inquistion
Heresy and Unorthodoxy
Francis of Assisi
John Wyclif
Joan of Arc
John Huss
St. Thomas of Aquinas
Gothic Architecture
Bourgeoisie
Venice
Amsterdam
Guilds
Working Women
Cities in Medieval Europe
Jewish Communities, Cities, and the Black Death
Bubonic Plague/Black Death
Sumptuary Laws
Gutenberg and the Printing Press
Causes of the End of the Middle Ages

Possible Discussion Questions:

Compare and contrast Judaism, Christianity, and Islam. Consider origins, beliefs, sacred texts/sites, God(s), Path to Salvation, Culture, and Geographic/Demographic impact.

Compare and contrast Buddhism and Hinduism. Consider origins, beliefs, sacred texts/sites, God(s), Path to Salvation, Culture, and Geographic/Demographic impact.

Consider all five major world religions. What are the basic commonalities among them? What are the biggest differences? How has geography, human movement, and government shaped the world religiously?

Describe the motives, justifications, events, and outcomes (short and long) of the Crusades.

How did the Hundred Years War and the Bubonic Plague effect Europe? How did these events lead to the Renaissance?

Describe the political and economic structure of the Fuedal System.

Explain the complicated relationship between the power of the church and the power of the state.

How did Christianity develop and/or fracture in the Medieval Period? What implications did this have on western Europe and on the eastern half of the Roman Empire?

Analyze the development of commerce, capitalism, cities, and the impact these developments had on European urban culture?

1112 Study Guide

2007-03-12T18:23:00.001-04:00

Identifications

Enlightenment
John Locke
Montesquieu
Jean Jacques Rousseau
Beccaria
Voltaire
Mary Wollstonecraft
Literacy in Europe
Alcohol, Crime, and Disease
Toussaint L’Ouverture and the Haitian Revolution
Miguel Hidalgo, José María Morelos and Mexican Independence
Simón Bolivar
Reign of the Caudillo
Social Hierarchy in Latin America
Industrial changes in production, consumption
Industrial changes in economy, class (social mobility), and gender
Industrial changes in technology, power, and machines
Industrial changes in textile, iron, and coal production
Great Britain and the Industrial Revolution
Factory structure and life
Railroads and Steamships
Germany, France, Belgium, and the United States and the Industrial Revolution
Nature of the Proletariat and Class Struggle/ Socialist and Marxist Theory
Lack of Industrialization in Asia, Latin America, and Africa
Labor Organization and Union effectiveness in 19th century
Urbanization- leading cities, leading problems
Crime, Violence, Sexual Danger
Sanitation, Housing, and Public systems (status and changes made)
Female and Child labor, Changes in Family economy
U.S. Pre-Revolutionary Ideals and Events
Declaration of Independence
Articles of Confederation
Constitutional Convention and the Bill of Rights
War of 1812
Causes of the Civil War
Sectionalism and Legislative Compromises
Bleeding Kansas
American Civil War
Manifest Destiny
Mexican Revolution
Latin American Dependency
Black Codes
13, 14, 15th Amendments
Native American Wars
French Revolution (v. American Revolution)
The Three Estates (and the Estates General)
Declaration of the Rights of Man
Louis XVI and Marie Antionette
Peasants, Sans-Culottes, and the March on the Bastille (July 14, 1789)
The Great Fear
Robespierre, the guillotine, and the Reign of Terror
Napoleon and the end of the Revolution (1815)
Conservatism v. Liberalism
Nationalism and Characteristics of the Modern Nation
Unification of Italy and Germany
Ottoman Empire in Decline
The Capitulations
Reforms of Mahmud II (Tanzimat Reforms)
The Revolt and Reign of the Young Turks
Reform in Russia and Tsar Alexander II
The Witte System and Industrial Development in Russia
The Opium War in China
The Taiping Rebellion
The Boxer Rebellion
Tokugawa Rule and the Meiji Restoration

Possible Discussion Questions

How did Enlightenment principles inspire social revolutions in Latin America?

Compare and contrast the revolutions in America, France, and Haiti.

Describe the phases and principles of the French Revolution. To what extent was it a success for the Third Estate?

How did the Industrial Revolution change notions of production, consumption, and technology?

How did the Industrial Revolution affect labor, class, and gender?

Analyze issues of power and dominance between industrialized Western nations (Ruler) and views of the "Other" (Ruled) during European imperialism. How was power utilized in different ways? Include examples of European countries and colonies in the Middle East, Far East, and South Asia.

Describe and explain changes in government/society that reflected class, power, and the modern nation state. How does the modern state evolve in the 19th century.

Describe developments and fractionalization in the 18th and 19th century Ottoman Empire?

How did the Russia, China, and Japan fit into European definitions of industrialization, expansion, and reform?

2111 Study Guide

2007-03-12T18:16:00.001-04:00

Identifications

Articles of Confederation
Shay’s Rebellion
Constitutional Convention
Federalists v. Antifederalists
North v. South
Big States v. Small States
Bill of Rights
New government- The Cabinet
Alexander Hamilton and the Bank of the U.S.
James Madison
George Washington as President (and his ideas regarding government)-
Federalists
Democrat Republicans
John Adams’s presidency, Alien and Sedition Acts and KY, VA Resolutions
Election of 1800 and the Midnight Justices
Marbury v. Madison and Judicial Review
Characteristics of Jeffersonian American (ideals versus realities)
Louisiana Purchase (and the Haitian Revolution/Napoleon)
Lewis and Clark Expedition
War of the Barbary Pirates
Impressment
War hawks
Causes, stakes, and outcomes of the War of 1812
Tecumseh
Battle of Ft. McHenry and the Star Spangled Banner
The Burning of Washington D.C.
Battle of New Orleans/Treaty of Ghent
Characteristics of Early Frontier Life
Squatters and Land Speculators
Early Immigrants
Henry Clay, The American System, and the National Road (Cumberland)
Transportation Revolution (Steamboats, Railroads, and new forms of power)
James Monroe and the Era of Good Feelings
Monroe Doctrine
Judicial Nationalism (Marshall Court and relevant cases expanding federal power)
Strict v. Loose Construction
Industrial Revolution Part One (production, consumption, labor)
Age of Machines (technology, factory system, textiles, agriculture)
Wool to cotton- changes in Textile Production
Lowell Mills
Industry, Politics, and Labor conditions
New forms of communication
Renewed profitability of slavery
Missouri Compromise of 1820
Election of 1824- The Corrupt Bargain
Presidency of J.Q. Adams
Andrew Jackson- symbol of an age
Whole Hog for Jackson (1828) and Principles of Jacksonian America
Destruction of the Second Bank of the United States
Spoils System
Sequoya
Worchester v. Georgia, Cherokee Nation v. Georgia
Indian Removal and the Treaty of New Echota, Trail of Tears
Nullification Crisis and John C. Calhoun
Second American Party System (Democrats and Whigs)
Martin Van Buren
William Henry Harrison and John Tyler
Second Great Awakening
Social, Moral Reform Movements
Charles Finney
Transcendentalists
Mormons
Utopian Communities
Dorothea Dix
Temperance Movement
Horace Mann
Lucretia Mott/Grimke Sisters
Seneca Falls Convention
Abolitionism (Garrison, Douglass, Tubman, Still)
Manifest Destiny

Possible Discussion Questions

1. Discuss the major issues and solutions of the Constitution Convention. What contradictions and issues of power remain apparent in the 1790s and early 1800s?

2. Compare and contrast Jeffersonian America and Jacksonian America. (Include ideological characteristics, federal v. state power, changes in the shape and direction of the nation, and the realities of life for Americans and Native Americans.)

3. What were the causes and the stakes of the War of 1812? What was the war's significance to American history and the course of the nation?

4. How did the Supreme Court from 1800-1830 help shape the direction of American domestic policy and political powers?

5. How did the Industrial Revolution change consumption, production, and social class in America 1790-1850?

6. Describe changes in demographics in the U.S. in the early 1800s. What were the characteristics of the frontier, eastern port cities, and reactions to these changes? What do these changes and reactionary developments reflect about the notion of American principles versus reality/practices?

7. Explain the plight of Native Americans from 1800-1840.

8. Describe reform and religious movements and developments from 1820-1850. In what ways were issues involved in reform and religion related? Also describe splinters movements and leaders involved.

9. Analyze urban life and urbanization. What was the relationship between urbanization and the Industrial Revolution? What changes were made during this period?

10. How did Andrew Jackson change American politics and presidential power? Describe him as a person and as a president. What were the contradictions of Andrew Jackson's ideals versus actions?

1121 Bubonic Plague

2007-03-09T10:35:00.000-05:00

If you want to see more about the plague, go here.

Go here: http://www.insecta-inspecta.com/fleas/bdeath/bdeath.html

2111 Washington's Farewell Address

2007-02-21T12:12:00.000-05:00

Click the linked title and read the primary source of Washington's Farewell Address. What are his greatest fears about the new nation?

2111 Executive Cabinet: Then v. Now

2007-02-21T11:25:00.000-05:00

FYI, American History I

Check out these links below that compare the first U.S. cabinet with today's current cabinet.

http://www.gwu.edu/~ffcp/exhibit/p5/p5_9.html

http://www.whitehouse.gov/government/cabinet.html

Dates to Remember

2007-02-14T12:06:00.000-05:00

Remember:

Monday, Feb. 19 11-1 in Walraven 306 is the first make up date.

Thursday, Mar. 1st is the last day to withdraw with a W.

1112 Text Site Link Active

2007-02-12T21:50:00.000-05:00

The website has been updated on the links to the right. Simply click on World History Text Site. Once on the page, go to the pull down menu labeled Chapter. Remember your test is over Chapters 23-28. For each chapter there is a menu on the left with reviews, timelines, and extra resources.

1121 Study Guide

2007-02-10T11:12:00.000-05:00

Identifications

Homo Sapiens/Cro Magnon
Paleolithic/Old Stone Age
Neolithic/New Stone Age
Mesopotamia
Characteristics of Civilization
Egyptian Civilization
Early Cities and City Structures
Indus River Valley
Ancient China
Social hierarchy in ancient civilizations
Marriage/family in ancient civilizations
Early Langauage
Code of Hammarabi
Confucianism
Judaism
Syncretism
Early religious beliefs
Theocracy
Burials and Weapons
Zhou Dynasty
Shi Huangdi
Egypt: Old, Middle, New Kingdoms
Bronze Age
Philistines, Israelites, Phoenicians
Babylon and Persia
Nebuchadnezzar II
Cyrus the Great
Greek Polis
Slavery in Ancient Civilizations, Greece, and Rome
Athens culture
Athens government
Sparta miliary
Draco
Pericles
Isonomia
Peloponnesian War
Greek Family, Marriage
Amazon Warriors
Greek conceptions of human body and sexuality
Public spaces in Greek culture
Purpose of Myths
Main Gods and Goddesses
Worshipping the Gods: Mystery Cults, Apollo, Dionysus
Homer and Hesiod
Greek Tragedy, Comedy, and Playwrights (and influence of them)
Presocratic thinkers: Pythagoras, Heraclitus, Parmenides, Anaxagors
Herodotus and Thucydides
Sophocles
Euclid
Hippocratus
Socrates
Plato
Aristotle
Alexander the Great
Hellenistic World
Alexandria
Hellenistic Science, Medicine, and Math
Early Rome: From Village to Nation
Plebians and Patricians
Birth of Rome: Romulus and Remus
Punic Wars: Italy, Carthage, and Greece
From Republic to Empire
Julius Caesar
Augustus/Pax Romana
Decline of the Roman Empire
Patricians, Plebians, Social Hierarchy
Political hierarchy
Roman Roads
Pompeii
Fall of Rome

Possible discussion questions:

What are the four ancient civilizations? Where and why did they develop in certain areas? What accomplishments did they achieve?

Describe the early empires of Assyria, Babylon, and Persia. What biblical and historical connections can be made?

Explain religion in the early civilizations and empires, before the origination of formal religions, i.e. Hinduism, Buddhism, and Christianity. How did mythology explain combine spirituality and life?

Compare and contrast Athens and Sparta. Include cultures and wars fought.

What are the Greek contributions to Western philosophy, science, history, social science, pedagogy, and literature/plays? What is unique about the intellectual traditions they developed?

Explain the philosophies of Socrates, Plato, and Aristotle. Are they still applicable today?

The Greeks conceived of their gods both as very like humans, and yet as fundamentally different from humans. How could they hold these seemingly contradictory views?

Analyze the importance of Alexander, his empire, and the enduring elements of Hellenistic culture.

Why did the Roman Republic fall, and give way to an imperial monarchy? Include the Gracchi brothers, Caesar, and subsequent emperors.

Describe the social hierarchy of the Roman empire, the culture of Rome itself, and the reasons for its decline and eventual fall in the West.

Describe/explain the role of women, family, slaves, and sexuality in the Greek and Roman empires.

1112 Study Guide

2007-02-10T10:41:00.000-05:00

Identifications

Four Ancient Civilizations
Middle Ages, Hundred Years War, and Bubonic Plague
Scientific Revolution
Copernicus
Galileo
Causes of Exploration
Renaissance
Humanism
Louis XIVth Sun King
Peter the Great
Catherine the Great
Marie Theresa
Frederick the Great
Henry VIII
Elizabethan Era
English Renaissance
Ship Technology
Early Exploration (Spain, Portugal)
Late Exploration (English, French, Dutch)
Impact on Natives
Protestant Reformation and influence on Europe
Martin Luther, 95 Theses
Paradign shift pre-Enlightenment/Enlightenment
Enlightenment ideas about government
Slavery in Brazil v. Slavery in North America
Transatlantic Slave Trade
Middle Passage
Characteristics of Sahel: Ghana and Mali
Characteristics of West Africa: Congo, Benin and Gold Coast
Characteristics of East Africa: Swhahili, the Moors, and the Portuguese
Characteristics of Southern Africa: The Great Zimbabwe,Cape Colony (South Africa)
Ming Dynasty
Foot Binding
Influence of Porcelain and Silk
Confucianism
Buddhism
Hinduism
Qing Dynasty
Manchu Rule
Qianlong
Role of women in East Asia
Tokugawa Dynasty
Samurai, Shogun, and Japanese warfare
Rise of the West over the East
Ottoman Empire
Safavid Dynasty
Mughal Empire
Mehmed the Conqueror
Suleyman the Magnificent
Shi'ite and Twelver Shiism
Shah Abbas the Great
Sunni
Basic tenets of Islam
Taj Mahal

Possible Discussion Questions

How did European monarchs increase their power in the early modern era? What are some of the common characteristics of the new monarchs?

What theological concerns prompted Martin Luther's challenge of the authority of the Catholic Church? What effect did the Reformation have on Europe?

Compare the French and English settlements of North America. What kind of settlers came to each? How did these colonies differ from the Latin American colonies further south?

Compare the early exploration era (1500-1600) with the later era of exploration (1600-1700). Include areas settled, factors leading to exploration, purpose of colonies, methods and justifications of exploration and colonization.

What was the impact of the trans-Atlantic slave trade on the societies of west Africa? Consider social, political, and demographic effects. Compare the experience of slaves in the Caribbean, in Brazil, and in North America.

Compare at least two of the four regions of Africa discussed in class.

How and why did the trans-Atlantic slave trade grow into such a large business? Consider the role of African leaders, new products, and European colonies.

Describe the structure of the typical Chinese family. What was the status of women within Ming and Qing societies?

What are some of the principles of Confucianism that influenced Chinese notions of government and society at this time?

Discuss the religious and political issues that separated the Ottoman Turks, Safavid Turks, and the Mughals two in the sixteenth and seventeenth centuries. What did they all share in common?

1121 Allegory of the Cave

2007-02-08T14:52:00.001-05:00

Also, here is the link for media conglomerates:

http://www.pbs.org/wgbh/pages/frontline/shows/cool/giants/

Chapter/Article Analysis Rubric

2007-02-07T21:18:00.000-05:00

2111 Study Guide

2007-02-07T21:14:00.001-05:00

Identifications

Beringia
Mesoamerican tribes and the city of Teotihuacan (Mexico City)
Aztec culture
Columbus
Ship technology/Causes of Exploration
Spain/Portugal- Early Exploration (Spanish America and Portuguese America)
Cortés and the Aztecs
Conquistadors
Influence of Europeans on Native Americans
England, France, Netherlands- Later Exploration/Colonization
Henry VIIIth and the Protestant Reformation
Roanoke- The “Lost Colony”
Jamestown
Massachusetts Bay and Puritan Culture
Northern (New England) v. Middle v. Southern colonies
System of Mercantilism
Navigation Acts
Salem Witch Trials and subsequent changes in Puritan culture
Transatlantic Slave Trade and the Middle Passage
Encomienda system v. African Slavery
Iroquois
First Great Awakening, Jonathan Edwards
Enlightenment (Locke, Montesquieu, Ben Franklin)
Colonial culture (alcohol, crime, rape, violence, births)
Stono Rebellion
French and Indian War
King George III
Proclamation of 1763 and a separate American identity
Sugar Act
Stamp Act
Declaratory Act
Townshend Act
Boston Massacre
Tea Acts/Boston Tea Party
Intolerable Act (Coersive Acts)
1st Continental Congress
Lexington and Concord
2nd Continental Congress
George Washington
Olive Branch Petition
Common Sense and Thomas Paine
Declaration of Independence
Winter of Valley Forge
Saratoga
Marquis Lafayette
Frederick Von Stueben
Surrender at Yorktown
Articles of Confederation
Shay’s Rebellion
Constitutional Convention
Federalists v. Antifederalists
North v. South
Big States v. Small States
Bill of Rights

The following are possible discussion questions for the first exam in American History I. Remember that a five paragraph response is not mandatory, but more than one paragraph may be needed to fully answer the question. Complete sentences, capitalization, and punctuation are a must. Also remember to answer the question using specific evidence to back up your overall answer. Good sources for specific information/evidence can be found in your text, your notes, and the identification list.

Possible Discussion Topics:

What factors led to the Era of Exploration? What differences exist between the early exploration phase (1500-1600) and the late exploration phase (1600-1700)?

Analyze the consequences, both good and bad, of European exploration for Natives and Africans.

Compare and contrast the Northern, Middle, and Southern colonies before 1700.

Analyze the causes and consequences of the Salem Witch Trials.

Describe colonial society in the 1700s for middle and lower classes.

Explain the circumstances of the Seven Years’ War. How did it begin a revolutionary movement and how did it reveal a growing divide between British and American colonial characteristics?

What major events led to the American Revolution? Include appropriate cause and effect relationships.

How and why did America win the American Revolution? Was it a true social revolution, why or why not?

What specific instances reflect the contradictions set forth by principles of American Exceptionalism during the colonial, pre-revolutionary, and revolutionary years (1500-1790).

Monday Classes

2007-02-04T17:42:00.000-05:00

February 5th Monday classes will be cancelled. Please followed the scheduled readings in your syllabus. 2111 should make a copy of the chapter on reserve in the library and begin reading for their chapter review analysis. The chapter on reserve is on the Rome campus only at this time.

1121 Greek Mythology

2007-01-30T13:51:00.001-05:00

Click the linked title for more information on Greek mythology.

1121 Primary Source for Take Home Quiz

2007-01-24T13:45:00.000-05:00

http://www.eyewitnesstohistory.com/ancientgreece.htm

Go to the link above to access the primary source you are to analyze for your take home quiz. Be sure you are only analyzing the source and not the intro. You may use other pages on the site to get more background information on the author and the source's publication. Use the guiding questions below to help you critically analyze the source. Remember the quiz is due Tuesday, and it should be typed, double spaced, Times New Roman.

2111 T,H Primary Source for Take Home Quiz

2007-01-24T13:32:00.000-05:00

http://www.brycchancarey.com/equiano/extract3.htm

Go to the link above to access the primary source you are to analyze for your take home quiz. You may use other pages on the site to get more background information on the author and the source's publication. Use the guiding questions below to help you critically analyze the source. Remember the quiz is due Tuesday, and it should be typed, double spaced, Times New Roman.

Tuesday, Thursday Classes Only

2007-01-23T09:44:00.000-05:00

Tuesday, Thursday classes will be doing an take home primary source analysis. Use the following guiding questions to help break down and analyze written primary sources. Your analysis should be 1-2 pages typed, double spaced, in Times New Roman font.

• Who created the source and why? Was it created through a spur-of-the-moment act, a routine transaction, or a thoughtful, deliberate process?
• Did the recorder have firsthand knowledge of the event? Or, did the recorder report what others saw and heard?
• Was the recorder a neutral party, or did the creator have opinions or interests that might have influenced what was recorded?
• Did the recorder produce the source for personal use, for one or more individuals, or for a large audience?
• Was the source meant to be public or private?
• What are the major points of interest?
• Did the recorder wish to inform or persuade others? (Check the words in the source. The words may tell you whether the recorder was trying to be objective or persuasive.) Did the recorder have reasons to be honest or dishonest?
• Can you summarize or encapsulate the source in 3 sentences without leaving out major points of interest?
• Was the information recorded during the event, immediately after the event, or after some lapse of time? How large a lapse of time?
• Why is this source important, and what larger themes does it reflect?

2111 and 1112 Slave Trade

2007-01-22T18:30:00.000-05:00

Click on the linked title to view primary sources. We will discuss them in class.

2111 Salem Witch Trials

2007-01-22T18:29:00.001-05:00

Click on the linked title to go to a great site on Salem and the witch hunt.

Henry VIIIth I am I am..

2007-01-16T09:41:00.000-05:00

Click on the linked title to learn more about the infamous king known as Henry VIIIth. If the link does not work, go to: http://www.pbs.org/wnet/sixwives/portrait/index.html Henry not only defined the nature of absolute power in Renaissance Europe (illuminating MACHIAVELLIAN theories of power) but Henry solidified tensions between Catholics and Protestants following the Protestant Reformation. For U.S. history, Henry the VIIIth is important because of the religious divide created between Catholics and Protestants as well as setting up England's emergence as the preeminent European power. Under his daughter Elizabeth, England would defeat Spain, enjoy a period of peace and increased prosperity, undergo an English Renaissance of the arts, and shortly after her death, England would also become the leading influence (along with France) in the New World and of international trade. More on Elizabeth, Henry's daughter can be found at:
http://www.luminarium.org/renlit/eliza.htm

MLK Jr. Remembrance

2007-01-11T17:20:00.000-05:00

Click on the linked for a short but inspirational excerpt from a Dr. King sermon.

HIST 2111 American Exceptionalism- A Theoretical Framework

2007-01-10T10:57:00.000-05:00

The following is a extended outline and description of the ideological framework known as American Exceptionalism. You can also do your own search to see what other sources lend meaning to the concept. We will be viewing 2111 through this framework and using it as a lens by which to critically analyze and conceptualize American history. American Exceptionalism is not an either/or viewpoint, but rather a way of understanding how American history has been recorded, perceived, and passed down with a particular point of view and a particular set of ideals. We will be discussing this theoretical framework in our next meeting.

www.gseis.ucla.edu/courses/ed253a/american-exceptionalism.htm

2111 and 2112 Conspiracy? Honest Abe and JFK

2006-12-04T18:50:00.000-05:00

Abraham Lincoln was elected to Congress in 1846.
John F. Kennedy was elected to Congress in 1946

Lincoln failed to win the Vice Presidential nomination in 1856.
Kennedy failed to win the Vice Presidential nomination in 1956.

Abraham Lincoln was elected President in 1860.
John F. Kennedy was elected President in 1960.

Lincoln defeated Stephen Douglas who was born in 1813.
Kennedy defeated Richard Nixon who was born in 1913.

Both were particularly concerned with civil rights.
Both wives lost children while in the White House.

Both Presidents were shot on a Friday.
Both Presidents were shot in the head.

Lincoln's secretary was named Kennedy.
Kennedy's secretary was named Lincoln.

Both were assassinated by Southerners.
Both were succeeded by Southerners.

Both Presidents had Vice Presidents named Johnson.

Lincoln's Vice President was called Andrew Johnson who served in the House of Representatives in 1847.
Kennedy's Vice President was called Lyndon Johnson who served in the House of Representatives in1947.

Both successors (their Vice Presidents) were named Johnson.
Andrew Johnson, who succeeded Lincoln, was born in 1808.
Lyndon Johnson, who succeeded Kennedy, was born in 1908.

John Wilkes Booth, who assassinated Lincoln, was born in 1838. (not 1839)!
Lee Harvey Oswald, who assassinated Kennedy, was born in 1939.

Both assassins were known by the three names.
Both names are composed of fifteen letters.

Lincoln was shot at the theatre called "Ford."
Kennedy was shot in a car named "Lincoln", made by Ford.

Booth ran from the theater and was caught in a warehouse.
Oswald ran from a warehouse and was caught in a theater.

Booth and Oswald were assassinated before their trials.

NOTE: President Lincoln was born on February 12, 1809 and died on April 15, 1865 (age 56)
President Kennedy was born on May 29, 1917 and died on Nov 22, 1963 (age 46)

Final Exam Possible Discussion Questions

2006-12-01T14:21:00.000-05:00

HIST 1122

1. In what ways was WWI different from any war before it (consider new ideologies and industrial developments)?

2. Explain how the Russian revolution affected the U.S. and Europe from 1917-1989? Begin by explaining the basic changes of government rule created by the revolution.

3. Was the Treaty of Versailles "a peace to end all peace." Defend your answer.

4. Describe the multiple facets of WWII. Include fronts, strategies, turning points, and German attitudes toward peoples considered inferior.

5. How was Hitler able to rise to power, test his power, and expand his power from the late 1920s-1941?

6. Why was their a conflict between the US and Japan prior to 1941?

7. Analyze why post WWII created the superpowers of the US and Soviet Union?

8. What were the major events and countries involved in the Cold War struggle? What do these events represent about the nature of power and nationalism?

9. How and why did the "sun set on the British Empire" in the 20th century?

10. What new issues have reshaped and redefined the meaning of "the West" since 1960? Is their still "a West" today?

_______________________________________________

HIST 2111

1. What caused and transpired in the period known as "Bleeding Kansas"? How did it increase sectionalism?

2. Describe the Underground Railroad. (Include strategies, leaders, roadblocks, and risks.)

3. How did Manifest Destiny lead to the Civil War?

4. How did events in the Antebellum period hurt the abolitionist cause? What setbacks did the abolitionist movement endure and was it a moral or political movement to end slavery?

5. How did Lincoln win the election of 1860 and why did his election (and the Republican party platform) make the Civil War a reality?

6. What were the realities for slaves in the South and free blacks in the North? How were the economies of the North and South connected?

7. Describe the leadership of the North and the South during the Civil War. Why did the leadership of both sides affect how the Civil War played out from 1861-1865?

8. How did the North win the war and were events from 1863-1865 justified?

9. Was Reconstruction a success or failure? Use specific evidence to support your answer.

10. Interpret the realities for former slaves following the Civil War through the Civil Rights movement.

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HIST 2112

1. Explain how the the Treaty of Versailles, the Great Depression and the instability of Europe and the U.S. led to WWII.

2. Describe the multiple facets of WWII. Include fronts, strategies, turning points, and actions toward peoples considered "inferior."

3. Discuss certain ideas and practices employed during WWII (and justified by nationalism) that affected gender and race both during and after the war. What new movements and/or reactions arose as a result and why?

4. Analyze why post WWII created the superpowers of the US and Soviet Union?

5. What were the major events and countries involved in the Cold War struggle? What do these events represent about the nature of power and nationalism?

6. Analyze 1950s culture in America. Consider issues of technology, consumer culture, economics, demographics, and the role of government.

7. How did the Cold War affect domestic and foreign policy and events in the 1950s and 1960s.

8. Explain the failures and successes of the Civil Rights Movement. Describe the approaches and methodologies used by the SNCC and SCLC.

9. Describe the legacies of presidents from Johnson to Reagan. Include the domestic, foreign, and economic policies and results.

10. Was the world we live in today created out of post-WWII industrial capitalism? Explain. Then consider the following statement: How does America continue to subscribe to contradictions found within American Exceptionalism? Include concepts such as globalization, neo-colonialism, and transnationalism.

1122 Unit Three Identifications

2006-11-28T16:51:00.000-05:00

1. Nationalism, Imperialism, Militarism as causes of WWI
2. Assassination of Archduke Franz Ferdinand
3. Triple Entente (leaders, countries, formation, and strategy)
4. Triple Alliance (same as above)
5. Trench warfare
6. New technology and the world’s first industrial war
7. Schlieffen Plan
8. Stalemate in the West
9. Bolshevik Revolution
10. U.S. isolationism and entrance into the war
11. Fourteen Points
12. Treaty of Versailles
13. Economic/Human costs
14. Legacy of WWI
15. Buying on margin, speculation
16. 1920s U.S. prosperity (boom and bust)
17. Consumer culture
18. Stock market crash
19. U.S. depression creates Global Depression (debt cycles)
20. Lenin’s communism to Stalinism
21. Fascism in Italy and the rise of Benito Mussolini
22. Russia in the Great Depression
23. Nazism in Germany and the rise of Adolf Hitler
24. Women in Fascist or Nazi governments
25. The New Deal and FDR as U.S. president
26. Changing roles in government in U.S. versus Europe 1930s
27. Communism/Socialism
28. Hitler’s denouncement of Versailles, Sudetenland, Munich Pact
29. Axis Powers alliance
30. Non-aggression pact with Russia
31. Holocaust/Final solution
32. Blitzkrieg
33. Battle of Britain
34. German invasion of Soviet Union and Battle of Stalingrad
35. Normandy Invasion/D-Day
36. Yalta Conference
37. V-E Day
38. Pearl Harbor
39. Island Hopping
40. Battle of Midway
41. Iwo Jima and Okinawa
42. Hiroshima, Nagasaki and the consequences of U.S. and Japanese leaders’ decisions
43. Human costs
44. WWII technology
45. Creation of the state of Israel
46. Cold War super powers
47. Decolonization movements in Africa, Middle East, Latin America
48. Domino Theory
49. Cuban Missile Crisis
50. Berlin Airlift/Berlin Wall/Iron Curtain
51. Korean War
52. Vietnam
53. Space race
54. Nuclear arms race
55. Legacy of colonialism
56. Good Neighbor Policy
57. General Abdel Nasser
58. Anwar Sadat
59. Yasir Arafat
60. Sharon
61. Saddam Hussein
62. European Union
63. Global communication
64. Transnational, Transglobal trade/culture
65. Today’s definition of the “West”
66. Environmentalism, Human rights, Terrorism

2111 Unit Three Identifications

2006-11-28T16:49:00.000-05:00

2112 Final Exam Study Guide

2006-11-28T16:46:00.000-05:00

Identifications

1. Legacy of the New Deal and End of the Great Depression
2. Rise to Power- Hitler, Mussolini, Stalin, FDR, Franco, Tojo
3. Defiance of Versailles, Anti-Semitism, Invasion of Poland, Blitzkreig
4. New Alliances (WWI --> WWII)
5. Pearl Harbor
6. WWII propaganda, nationalism, and gender
7. WWII and race (at home and abroad)
8. Island Hopping
9. Four Fronts and Turning Point Battles
10. Hitler and Blitzkreig
11. WWII technology and weapons
12. Executive Order 9066 and Japanese Internment Camps
13. Holocaust and perverted nationalism
14. Manhatten Project
15. FDR and the Yalta Conference
16. Atomic bomb decision and consequences
17. Cold War origins Post WWII
18. Truman's Cold War Stance
19. Truman's Civil War Stance
20. Truman's Reelection
21. Chinese Revolution
22. The Korean Conflict
23. General MacArthur and Korea
24. McCarthyism
25. Alger Hiss
26. Eisenhower as president
27. Conformist 50s
28. The Boob Tube
29. Suburbian Values
30. White Flight
31. Ed Sullivan Show
32. Baby Boom
33. Interstate System
34. Beatniks
35. Brown v. Board of Education
36. Montgomery Bus Boycott and MLK Jr.
37. Little Rock Nine
38. Peaceful Coexistence
39. Bay of Pigs and Cuban Missile Crisis
40. JFK/Nixon Debate
41. Camelot (Kennedy family and Jackie)
42. New Frontier and JFK's Civil War Stance
43. March on Washington
44. Berlin Airlift and the Iron Curtain
45. Robert S. MacNamara
46. Domino Theory
47. Lyndon Baines Johnson and Civil Rights (Civil Rights Act of 1964, Voting Rights Act of 1965)
48. Lyndon Baines Johnson and the Great Society
49. Lyndon Baines Johnson and Vietnam
50. Black Separatism, Malcolm X, and the Black Panthers
51. New Left (SDS), New Right (YAF), and the Demonstration Generation
52. Counter Culture, Music, Drugs, and Lifestyle
53. Haight-Asbury Street
54. Woodstock
55. Nixon, Vietnam, and Vietnamizatioin
56. Henry Kissinger
57. Watergate and Nixon's Resignation
58. Gerald Ford's Presidency
59. OPEC, Inflation, and the Economy
60. Decline of the Presidency
61. Jimmy Carter and the Middle East (including Olympic Boycott)
62. Reagan Revolution and Reaganomics
63. Defense and Foreign Policy: Star Wars, Salt I, Salt II, Iran Contra
64. Reagan and Latin America
65. Reagan and the Cold War
66. Reagan and Conservative Backlash
67. Bush and Desert Storm
66. Clinton Presidency
68. Cyber-America
69. 9/11, Global Terrorism
70. Globalization, Neo-Colonialism, Transnationalism

Make Up Date

2006-11-26T18:32:00.000-05:00

Reminder:

If any student has missed an exam (the 1st or 2nd) the make up date is Tuesday, November 28th in I-129 from 3 p.m.-5 p.m.

If you have missed an exam, you must make arrangements to make up the test during this time.

2112 Primary Source Quiz, T,H only

2006-11-25T14:32:00.000-05:00

The U.S. dropped two atomic bombs on Japan to end WWII. What was the process leading to the decision? Was the decision justified and what were the results on ordinary Japanese citizens?

In answering your question you will also need to consider issues of audience, author, bias, type of document, connection to class topics, etc. Refer to earlier posting of "Primary Source Guiding Questions"

This will be an in class assignment and will count two quiz grades for 4%.

See the following websites. The first is the document to be analyzed, the other helps in analyzing issues involved in the dropping of the atomic bombs on Japan.

Primary Source (also linked to the title):

http://www.eyewitnesstohistory.com/hiroshima.htm

Atomic Bomb Website:

http://www.theenolagay.com/study.html

2111 Primary Source Quiz

2006-11-21T14:01:00.000-05:00

Manifest Destiny Quiz (worth two quizzes for 4% total)

Explain notions of American Exceptionalism and attitudes of middle class americans as they justified Westward Expansion. What hopes/benefits did Manifest Destiny have for many Americans and why did they consider it their destiny as ordained by God?

In answering your question you will also need to consider issues of audience, author, bias, type of document, connections to class topics, etc. Refer to earlier posting of "Primary Source Guiding Questions"

This will be an in class assignment.

See the following websites. The first is the document to be analyzed, the other helps in analyzing 19th century Amercia and Westward Expansion. Also consult your text.

John O'Sullivan on Manifest Destiny, 1839:
http://www.mtholyoke.edu/acad/intrel/osulliva.htm

Other resources to consult:
http://odur.let.rug.nl/~usa/E/manifest/manifxx.htm

1122 Primary Source Quiz

2006-11-21T13:51:00.000-05:00

14 Points question (worth 4% or two quizzes):

Explain the main themes of The Fourteen Points and their intended impact on Europe after WW1, then analyze how The Fourteen Points helped to set the stage for WWII.

In answering your question you will also need to consider issues of audience, author, bias, type of document, etc. Refer to earlier posting of "Primary Source Guiding Questions"

This will be an in class assignment.

See the following websites. The first is the document to be analyzed, the other helps in analyzing post war Europe. Also consult your text.

Primary Source- Wilson's Fourteen Points
http://www.yale.edu/lawweb/avalon/wilson14.htm

WWI Resources
http://www.ww2pacific.com/ww1end.html

Presentation Rubric

2006-11-13T09:24:00.000-05:00

1122 Sepoy Rebellion

2006-11-07T21:58:00.000-05:00

Information for the Sepoy Rebellion can be found in Chapter 24 or the handout of notes for Ch. 24 distributed to class Monday.

The "ISMS"- Imperialism, Orientalism, Eurocentrism

2006-11-07T10:38:00.000-05:00

For more on Orientalist representations go to:
http://www.skidmore.edu/academics/arthistory/ah369/westernrepresent.htm

or

http://www.orientalist-art.org.uk/

Go to the Victorian web at: http://www.victorianweb.org/

Consider these questions after reading the Victorian Web source and analyzing the political cartoon:

1. How is the Chinaman portrayed? What is the relationship between the European and Chinaman? Analyze how this reflects the power (master/slave paradigm) of imperialism?

2. How did Britain incorporate India into the British Empire?

3. What was the rebellion about in 1857-8? How were factors of religion, customs, power involved?

4. How did the British affect the Caste System in ways that maintained Indian pre-colonial culture. How was pre-colonial culture lost regarding the Caste?

5. How were the Irish affected by the characteristics ofr "imperium" or empire? Why is their case different?

New and Old Extra Credit Opportunities

2006-10-31T20:07:00.000-05:00

You may do up to two of the following extra credit opportunities. Each is worth 5 pts. on either your second or third exam. In other words, you can earn up to 10 pts. total if you choose to take advantage of more than one extra credit opportunity. However, you will not earn more than 10 pts. if you participate in more than two extra credit assignments.

#1: This has been cancelled by Phi Theta Kappa.
__________________________________________________________

#2: Visit the Rome Area History Museum located in downtown Rome on Broadstreet. The price is $3.00 for admission but a great source for local history, particularly the Civil War. For more information go to http://www.romehistorymuseum.com/index.html

**Assignment** Write a description of what you saw/learned. Make connections between themes covered in class (even with 1122 i.e. industrialization, revolution, etc.) and artifacts, photos, letters, displays, and exhibits. Turn in your ticket stub or receipt with your summary description. This is a good but smaller museum great for you an a friend.
___________________________________________________________________

#3: Visit the Oak Hill museum and historic home located ajacent to Berry College on the by-pass (heading either toward or from Rome high school). It is a great source for local history, the history of education, and the other themes including the Gilded/Progressive era, Industrialization (there is a power loom exhibit), and Civil Rights (see the upstairs exhibit). Start at the museum and then go up the hill to tour the Berry home built in the 1880s. It has amazing furniture and artifacts.

The student rate is $3 with your GHC ID and hours are M-Sa, 10-5.

For more information go to: www.berry.edu/oakhill/

**Assignment** Write a description of what you saw/learned. Make connections between themes covered in class (even with 1122 i.e. industrialization, revolution, etc.) and artifacts, photos, letters, displays, and exhibits. Turn in your ticket stub or receipt with your summary description. This is a good but smaller museum great for you an a friend.

_____________________________________________________________________

#4: Visit the Ancient Greece and Rome exhibit at Fernbank Museum in Atlanta. For background, exhibits, time, and a description go to: http://www.fernbank.edu/museum/specialexhibitions/ImperialRome/aboutimperial.html

**Assignment** Write a description of what you saw/learned, points of interest in the exhibit and/or imax movie (not required for extra credit but is worth the extra fee), and your TICKET STUB from the exhibit. This is a great exhibit for the family.

____________________________________________________________________

#5: Visit the Louvre exhibits on display at the High Museum of Art in Atlanta. Watch the trailer for the exhibit and get details at: http://www.louvreatlanta.org/en/home

**Assignment** Write a description of what you saw/learned, points of interest for the exhibit's history and artwork, and your TICKET STUB from the exhibit. This is a great exhibit for you and a friend or spouse. The Louvre Museum is perhaps the most famous in the world, located in Paris, France. To view things only held by the Louvre in Atlanta is truly a once in a lifetime opportunity.

Make Up Date

2006-10-30T13:55:00.000-05:00

Reminder:

If any student has missed an exam (the 1st we have already taken or the 2nd coming up soon) the make up date is Tuesday, November 28th in I-129 from 3 p.m.-5 p.m.

If you have missed an exam, you must make arrangements to make up the test during this time.

1122 Industrial Revolution, Urbanization, Reform, and Socialism

2006-10-30T13:54:00.000-05:00

2112 Online Lecture Notes

2006-10-29T12:22:00.000-05:00

2112 Possible Discussion Questions

2006-10-29T12:15:00.000-05:00

1. Describe American imperialism and attitudes toward Latin America and East Asia/Pacific areas.

2. Analyze the changing role of journalism. Include both positive and negative influences on society based on overall nonexistent standards of reliability as well as investigative journalism. Give specific examples to support your answer.

3. Who were the progressives? Describe this mixed lot of people, the mixed bag of causes/reform efforts, and overall successes and failures of the Progressive movement.

4. Explain the roles of Roosevelt, Taft, and Wilson in the Progressive movement.

5. How did nationalism, imperialism, and militarism lead to WWI in Europe? How did the U.S. become involved?

6. Explain WWI "over here" in the U.S. Include African Americans, women, war propaganda, war heroes, nationalism, the draft, and other events unrelated to the war directly.

7. What was the legacy of WWI, Wilson's Fourteen Points Plan, and the final version of the Treaty of Versailles?

8. Describe how Harding's "Return to Normalcy," Cultural Fundamentalism, and the fear of communism drive the 1920s. What larger themes are reflected by such trends; relate such trends to the contradictory ideas of American Exceptionalism in principle and practice.

9. Analyze how everyday life was changing for most Americans in the 1920s and compare this to everyday life in the 1930s. Consider economic systems and cycles (including production/consumption).

10. How and why did the stock market crash? Describe subsequent events including Hoover's mishandling of the depression and FDR's New Deal. Did the New Deal lift the American people out of economic depression?

11. Compare and contrast FDR with other European leaders. Should American history view him as a hero or a threat contained by checks and balances?

2111 Possible Discussion Questions

2006-10-29T12:13:00.000-05:00

1. Discuss the major issues and solutions of the Constitution Convention. What contradictions and issues of power remain apparent in the 1790s and early 1800s?

2. Compare and contrast Jeffersonian America and Jacksonian America. (Include ideological characteristics, federal v. state power, changes in the shape and direction of the nation, and the realities of life for Americans and Native Americans.)

3. What were the causes and the stakes of the War of 1812? What was the war's significance to American history and the course of the nation?

4. How did the Supreme Court from 1800-1830 help shape the direction of American domestic policy and political powers?

5. How did the Industrial Revolution change consumption, production, and social class in America 1790-1850?

6. Describe changes in demographics in the U.S. in the early 1800s. What were the characteristics of the frontier, eastern port cities, and reactions to these changes? What do these changes and reactionary developments reflect about the notion of American principles versus reality/practices?

7. Explain the plight of Native Americans from 1800-1840.

8. Describe reform and religious movements and developments from 1820-1850. In what ways were issues involved in reform and religion related? Also describe splinters movements and leaders involved.

9. Analyze urban life and urbanization. What was the relationship between urbanization and the Industrial Revolution? What changes were made during this period?

10. How and why did Manifest Destiny lead to Civil War? What major territories are acquired from 1800-1850 and what compromises/movements postpone the inevitable conflict?

1122 Possible Discussion Questions

2006-10-29T12:11:00.000-05:00

1. Was the French Revolution successful in respect to a realizing the goals of a social revolution with a redistribution of wealth and universal suffrage?

2. How did the Industrial Revolution change notions of production, consumption, and technology?

3. How did the Industrial Revolution affect labor, class, and gender?

4. How did the Industrial Revolution affect urbanization and social trends in cities as well as non-Industrial countries?

5. Describe the period known as the "Concert of Europe." Include emerging ideas of nationalism, imperialism, liberalism, and militarism.

6. Analyze issues of power and dominance between industrialized Western nations and views of the "Other" during imperialism. What was the evolving definition of the "West" due to imperialism and world trade?

7. Describe and explain changes in government/society that reflected class, power, and the modern nation state.

8. Explain the continued "laboratory of revolution" in France during the 19th century after 1815. Why did events/movement occur differently in France than in England?

9. How did the United States fit into and struggle with European themes of industrialization, expansion, and liberalism?

10. Describe the artistic and intellecutal period known as Romanticism.

11. How and why did WWI begin?

2112 Exam Two Identifications

2006-10-29T12:07:00.000-05:00

2112 Unit 2 IDs

1. Imperialist and Anti-Imperialist arguments
2. Seward’s Ice Box
3. Spanish American War
4. Teddy Roosevelt and the Rough Riders
5. Cuba and the Platt Amendment
6. Yellow Journalism
7. Hawaii, Queen Lily, Sanford B. Dole, and annexation
8. Philippine Insurrection
9. Policies and event in China
10. Acquisition of the canal zone, and building of the Panama Canal
11. Big Stick Diplomacy
12. Mass entertainment, sports, and new issues of health and hygiene
13. Participants of Progressive America and causes of the reform movement
14. Government involvement, public awareness, media attention of exploitative practices and unacceptable conditions
15. Muckrakers (Riis, Sinclair, Tarbell, etc.)
16. The Jungle
17. Bob La Follette
18. Labor Unions and the Wobblies
19. Eugene Debs for president
20. Women’s causes and the Suffragette movement
21. Teddy the Trustbuster? Presidency of Teddy Roosevelt
22. William H. Taft’s presidency
23. Election of 1912- Bull Moose, Republican, Democrats (Wilson wins)
24. Legacy of Progressivism (which officially ends around the time of WWI)
25. Nationalism, Imperialism, Militarism
26. Alliances and Assassination of Franz Ferdinand
27. Schlieffen Plan, Otto Von Bismarck
28. U.S. isolationism and events that pull us into WWI
29. Technology and industrialization in warfare
30. Trench warfare and stalemate on the West
31. Bolshevik Revolution
32. Mexican Revolution
33. WWI Propaganda and Selective Service Act (incorporate themes of loyalty, patriotism, etc.)
34. U.S. War Heroes
35. African Americans and Women during wartime and after wartime
36. Prohibition and the 18th Amendment
37. Wilson’s “New Freedom” suspended with fear of communism
38. Fourteen Points v. Treaty of Versailles
39. Harding’s “Return to Normalcy”, Cultural Fundamentalism, Religious Fundamentalism
40. Politics of Prosperity,
41. Effects of new forms of communication, entertainment, transportation on American culture and economy
42. Henry Ford and his contributions
43. Ideology of Consumption, Consumerism, Materialism
44. New industries due to industrial revolution and mass production
45. Red Scare, Sacco and Vanzetti, and Palmer Raids
46. New Klan
47. Scopes Monkey Trial
48. Great Migration
49. NAACP, UNIA, W.E.B. Dubois, Marcus Garvey, Booker T. Washington
50. Jazz Age and the Harlem Renaissance
51. Harding, Coolidge (Silent Cal), and Hoover policies toward big business and government regulation and intervention
52. Buying on Margin, Speculation
53. Stock Market Crash
54. Hoovervilles, Bonus Army castastrophe, Dust Bowl, “Forgotten” Man
55. Vicious cycle of lowered production, consumption, labor
56. International Depression
57. First 100 Days (include organizations set up during this time, e.g. CCC, WPA, etc) and FDR’s New Deal
58. Fireside Chats
59. AAA, S.Ct., Court Packing, Checks and Balances
60. Movies and music
61. NRA and nationalism (and perverted/distorted meanings of nationalism)
62. Anti-New Deal, Father Coughlin, Huey Long
63. Legacy of the New Deal and End of the Great Depression
64. Rise to Power- Hitler, Mussolini, Stalin, FDR, Franco, Tojo
65. Defiance of Versailles, Anti-Semitism, Invasion of Poland, Blitzkreig
66. New Alliances
67. Pearl Harbor

2111 Exam Two Identifications

2006-10-29T12:05:00.000-05:00

Articles of Confederation
Shay’s Rebellion
Constitutional Convention
Federalists v. Antifederalists
North v. South
Big States v. Small States
Bill of Rights
New government- The Cabinet
Alexander Hamilton and the Bank of the U.S.
James Madison
George Washington as President (and his ideas regarding government)-
Federalists
Democrat Republicans
John Adams’s presidency, Alien and Sedition Acts and KY, VA Resolutions
Election of 1800 and the Midnight Justices
Marbury v. Madison and Judicial Review
Characteristics of Jeffersonian American (ideals versus realities)
Louisiana Purchase (and the Haitian Revolution/Napoleon)
Lewis and Clark Expedition
War of the Barbary Pirates
Impressment
War hawks
Causes, stakes, and outcomes of the War of 1812
Tecumseh
Battle of Ft. McHenry and the Star Spangled Banner
The Burning of Washington D.C.
Battle of New Orleans/Treaty of Ghent
Characteristics of Early Frontier Life
Squatters and Land Speculators
Early Immigrants
Henry Clay, The American System, and the National Road (Cumberland)
Transportation Revolution (Steamboats, Railroads, and new forms of power)
James Monroe and the Era of Good Feelings
Monroe Doctrine
Judicial Nationalism (Marshall Court and relevant cases expanding federal power)
Strict v. Loose Construction
Industrial Revolution Part One (production, consumption, labor)
Age of Machines (technology, factory system, textiles, agriculture)
Wool to cotton- changes in Textile Production
Lowell Mills
Industry, Politics, and Labor conditions
New forms of communication
Renewed profitability of slavery
Missouri Compromise of 1820
Election of 1824- The Corrupt Bargain
Presidency of J.Q. Adams
Andrew Jackson- symbol of an age
Whole Hog for Jackson (1828) and Principles of Jacksonian America
Destruction of the Second Bank of the United States
Spoils System
Sequoya
Worchester v. Georgia, Cherokee Nation v. Georgia
Indian Removal and the Treaty of New Echota, Trail of Tears
Nullification Crisis and John C. Calhoun
Second American Party System (Democrats and Whigs)
Martin Van Buren
William Henry Harrison and John Tyler
Second Great Awakening
Social, Moral Reform Movements
Charles Finney
Transcendentalists
Mormons
Utopian Communities
Dorothea Dix
Temperance Movement
Horace Mann
Lucretia Mott/Grimke Sisters
Seneca Falls Convention
Abolitionism (Garrison, Douglass, Tubman, Still)
Manifest Destiny

1122 Exam Two Identifications

2006-10-29T12:03:00.000-05:00

HIST 1122
Unit Two Identifications

1. French Revolutionary goals and the three estates
2. Phase One- ending with the beheading of Louis XIV
3. Phase Two- Reign of Terror
4. Phase Three- Napoleon
5. Influence of revolution on France and Europe
6. Industrial changes in production, consumption
7. Industrial changes in economy, class (social mobility), and gender
8. Industrial changes in technology, power, and machines
9. Industrial changes in textile, iron, and coal production
10. Great Britain and the Industrial Revolution
11. Factory structure and life
12. Railroads and Steamships
13. Germany, France, Belgium, and the United States
14. Nature of the Proletariat and Class Struggle/ Socialist and Marxist Theory
15. Lack of Industrialization in Asia, Latin America, and Africa
16. Labor Organization and Union effectiveness in 19th century
17. Urbanization- leading cities, leading problems
18. Crime, Violence, Sexual Danger
19. Sanitation, Housing, and Public systems (status and changes made)
20. Female and Child labor, Changes in Family economy
21. State Building and the Modern Nation State
22. Congress of Vienna and Concert of Europe
23. Liberalism and Nationalism
24. Reform Laws of the 1800s and Issues of Suffrage
25. France’s Second Republic, Napoleon III, and Third Republic
26. Unification of Germany and Italy
27. Communards
28. Germany and Prussia
29. Otto Van Bismarck
30. Revolts of 1848
31. Franco-Prussian War
32. Shifting alliances at the dawn of the 20th century
33. imperialism v. colonialism
34. Australia and New Zealand colonies
35. Russian Empire
36. British power on the India sub-continent and the East India Company
37. Sepoy rebellion (religion/culture v. colonialism)
38. Ming Dynasty, Qing Dynasty and the Manchurians
39. Chinese problems- population growth, non-industrial, opium trade, loss of silver, porcelain monopoly lost
40. Opium Wars, Hong Kong, and the expanding British Empire
41. Japan and Westernization
42. Napoleon and Egypt
43. European imperialism and Africa
44. Young Turks and the independence of Turkey Post WWI
45. Anti-Semitism in the modern age and the Zionist movement
46. psychology of domination- eugenics, racial ethnography, birth control, Darwinism
47. Evolving definition of “the West” due to imperialism, world trade
48. Romantic musical composers and artists
49. Themes of Romanticism
50. New theories: Darwinism, Natural Selection, and Survival of the Fittest
51. Other new developments and scientists-
52. Women in the 19th century (suffrage, education, independence)
53. Public Education in the 19th century
54. socialist theory and Karl Marx
55. Modernist Movement (Nietzche, Freud, Einstein, Chopin, Monet, Picasso)
56. Tensions in Europe- the powder keg of Nationalism, Imperialism, Militarism
57. Assassination of Archduke Franz Ferdinand
58. Triple Entente/The Allies
59. Triple Alliance/Central Powers
60. Industrial, International warfare

Interesting Connection 1122 and 2112

2006-10-28T14:19:00.000-04:00

One of your 1122 classmates has brought to my attention that her great-uncle, Friedrich von Bernhardi, wrote the book 'Germany and the Next War.' It explains the outcomes of WWI and factors leading to WWII for Germany. The book is short and online. Check it out at:

http://www.bookrags.com/ebooks/11352/

Bernhardi, General Friedrich von (1849-1930). An outspoken military writer of his day. His most famous work was Germany and the Next War, (1911). Serving as a young officer in the Prussian cavalry, he is claimed (by Barbara Tuchman) to have been the first German to ride through the Arc de Triomphe when the Prussian army entered Paris in 1870. From 1898 to 1901 he was chief of the war historical section of the General Staff; in 1909 he became the commanding general of the Seventh Army Corps. Bernhardi did not rise to great military or political position, but rather, is most famous as a military commentator and author. Bernhardi was hardly an official spokesman of German policy, but his hawkish and right-wing views did reflect a constituency within the Kaiserreich.

He wrote Germany and the Next War, at the height of the Agadir Crisis in 1911 -- in which Bernhardi and others thought the German government had backed down and settled too quickly for scanty compensation when (they thought) Germany's opponents in the crisis (France and Britain) were not prepared to act as tough as they sounded. Germany and the Next War, contains criticism of the existing government policy and preparedness of the Army and Navy. Early chapters set forth arguments for the "Right to Make War" (Chapter I), "The Duty of Make War" (Chapter II), and most famous, "World Power or Downfall" (Chapter V). Bernhardi's views revealed the influence of social and economic Darwinism, which were pervasive at the time (and not just within Germany). Biological evolutionary theories, with such notions as 'survival of the fittest' and 'only the strong survive,' were extrapolated up to nations as entities struggling for survival. War, according to social-Darwinists, was just a natural part of the struggle for survival.

His arguments seemed aimed at countering foreign opinions that Germany had no legitimate 'right' to a share of the world stage, or to use 'might' to get her way. He also seemed to be addressing a contemporary pacifist philosophy, which at times also relied on evolution theories to define "old man" and the "new man" which was supposed to have evolved above such things as war.

Germany and the Next War, was well received by Germany's rightist nationalists, but ironically, found its greatest popularity in England. British Germanophobes had frequently fanned anxiety into invasion scares. Bernhardi's assertive views were elevated as proof of German national ill intent towards England. By 1914, his book was enjoying its ninth edition in English.

2112 Monday Night Only Take Home Quiz

2006-10-23T18:16:00.000-04:00

14 Points question (worth 4% or two quizzes):

Explain the main themes of The Fourteen Points and their intended impact on Europe after WW1, then analyze how The Fourteen Points helped to set the stage for WWII.

In answering your question you will also need to consider issues of audience, author, bias, type of document, etc. Refer to earlier posting of "Primary Source Guiding Questions"

Due October 30 at class time.

See the following websites. The first is the document to be analyzed, the other helps in analyzing post war Europe.

Primary Source- Wilson's Fourteen Points
http://www.yale.edu/lawweb/avalon/wilson14.htm

WWI Resources
http://www.ww2pacific.com/ww1end.html

FYI- Scholarship Opportunity

2006-10-21T15:51:00.000-04:00

This was sent to the faculty and I am passing it along to you. If you are interested please talk to me or send me an email.

___________________________________________________________________
Georgia Highlands College has an outstanding opportunity to gain state, regional, and national recognition by nominating students to the ALL-USA Academic Team. Nominees from our college are automatically named to the ALL-Georgia Academic Team and are honored at a prestigious luncheon in Atlanta. This luncheon is typically attended by high-ranking college, corporate, and government leaders. The opportunities beyond the state level include scholarships and national recognition when they are featured in USA TODAY. If the student is named to the First Team of the ALL-USA Academic Team they will receive a $2,500 scholarship. Students need not be members of Phi Theta Kappa to apply, but nominees who are members of PTK can also apply for an additional scholarship of $5,000.

Last year Georgia Highlands College received no applications for nomination to the ALL-USA Academic Team. This year we are placing the responsibility of applying on the student rather than requesting faculty recommendations. Students have already been notified of this outstanding opportunity via an email from the Student Life Office. Please refer to the attached announcement for details regarding eligibility requirements and awards. If you know of an eligible student who deserves this recognition, please encourage them to apply! Applicants will need three letters of recommendation. If you are approached by a student please consider providing a letter of recommendation. Deadline for applications is November 15th, and late applicants will be deemed ineligible. The GHC Scholarship Committee will review all applications and make nomination recommendations to the President.

For more information go to: http://www.ptk.org/schol/aaat/announce.htm

Extra Credit Opportunities

2006-10-17T14:04:00.000-04:00

You may do up to two of the following extra credit opportunities. Each is worth 5 pts. on either your second or third exam. In other words, you can earn up to 10 pts. total if you choose to take advantage of more than one extra credit opportunity. However, you will not earn more than 10 pts. if you participate in more than two extra credit assignments.

#1: Attend the Phi Theta Kappa town hall meeting with Senator Preston Smith, Monday November 6. The meeting will be held in the Solarium and should last approximately an hour. Senator Smith will be speaking for 10-15 minutes on the Global Dynamics of power, but following his comments, the rest of the session is Q&A. Try to ask some interesting questions.

**Assignment- Attend the meeting and take notes about relavent topics used in his speech as well as the Q&A session and turn them into me.**
__________________________________________________________

#2: Visit the Rome Area History Museum located in downtown Rome on Broadstreet. The price is $3.00 for admission but a great source for local history, particularly the Civil War. For more information go to http://www.romehistorymuseum.com/index.html

**Assignment** Write a description of what you saw/learned. Make connections between themes covered in class (even with 1122 i.e. industrialization, revolution, etc.) and artifacts, photos, letters, displays, and exhibits. Turn in your ticket stub or receipt with your summary description. This is a good but smaller museum great for you an a friend.
___________________________________________________________________

#3: Visit the Oak Hill museum and historic home located ajacent to Berry College on the by-pass (heading either toward or from Rome high school). It is a great source for local history, the history of education, and the other themes including the Gilded/Progressive era, Industrialization (there is a power loom exhibit), and Civil Rights (see the upstairs exhibit). Start at the museum and then go up the hill to tour the Berry home built in the 1880s. It has amazing furniture and artifacts.

The student rate is $3 with your GHC ID and hours are M-Sa, 10-5.

For more information go to: www.berry.edu/oakhill/

**Assignment** Write a description of what you saw/learned. Make connections between themes covered in class (even with 1122 i.e. industrialization, revolution, etc.) and artifacts, photos, letters, displays, and exhibits. Turn in your ticket stub or receipt with your summary description. This is a good but smaller museum great for you an a friend.

_____________________________________________________________________

#4: Visit the Ancient Greece and Rome exhibit at Fernbank Museum in Atlanta. For background, exhibits, time, and a description go to: http://www.fernbank.edu/museum/specialexhibitions/ImperialRome/aboutimperial.html

**Assignment** Write a description of what you saw/learned, points of interest in the exhibit and/or imax movie (not required for extra credit but is worth the extra fee), and your TICKET STUB from the exhibit. This is a great exhibit for the family.

____________________________________________________________________

#5: Visit the Louvre exhibits on display at the High Museum of Art in Atlanta. Watch the trailer for the exhibit and get details at: http://www.louvreatlanta.org/en/home

**Assignment** Write a description of what you saw/learned, points of interest for the exhibit's history and artwork, and your TICKET STUB from the exhibit. This is a great exhibit for you and a friend or spouse. The Louvre Museum is perhaps the most famous in the world, located in Paris, France. To view things only held by the Louvre in Atlanta is truly a once in a lifetime opportunity.

2111 Jeffersonian American

2006-10-12T14:48:00.000-04:00

Explore the website linked to the title to gaina better understanding of concepts relating to Jeffersonian America and "Initial Nationhood." Included on this website are primary documents, timelines, summaries, other web resources, and a practice quiz.

1122- French Revolution

2006-10-12T14:45:00.000-04:00

Click the linked title for a follow up site on the French Revolution.

Make Up Date

2006-10-12T14:39:00.000-04:00

2112- "Over There"

2006-10-12T11:09:00.000-04:00

Check out this incredible site with a multitude of resources and special topics on WWI. Included are propaganda posters, songs, pictures, diaries, newspapers, and secondary accounts of important battles, generals, heroes, and the war's timeline. The picture above is from the Battle of Verdun.

The Site is linked to the entry title.

All Classes- Advising DAZE

2006-10-11T12:48:00.000-04:00

FYI,

Please encourage your students to participate in the Advising DAZE. No appointment is necessary to see an advisor.

Academic Advising is a joint venture for a student aided by a faculty member to explore and to determine educational options, which will ultimately lead to achievement of personal and professional goals.

Academic Advising can be seen as a teaching opportunity, as well. Students are assisted in setting realistic educational goals, in learning and applying decision-making strategies, and in making appropriate choices.

Here is the plan: to hold "Advising DAZE" the week of October 16-19, during which any student can walk in and speak to a faculty advisor.

-Monday, October 16 9:00 am – 1:00 pm, Floyd, W253 and 2:00 pm – 6:00 pm, Cartersville, Room 210

- Tuesday, October 17 12:30 pm – 4:30 pm, Marietta, D239

-Wednesday, October 18 2:00 pm – 6:00 pm, Acworth, 212

-Thursday, October 19 9:00 am – 1:00 pm, Cartersville Room 210 and 2:00 pm – 6:00 pm, Floyd, W253

Article Analysis Rubric

2006-10-08T17:05:00.000-04:00

You will see that this is based on the guideline posted earlier, but here is the exact rubric I will use in grading.

Article Analysis Rubric

_______ /10 1. What is the specific topic of the book or article? What overall purpose does it seem to have? For what readership is it written?

_______ /10 2. Does the author state an explicit thesis? Does he or she noticeably have an axe to grind? What is the purpose?

_______ /10 3. What exactly does the work contribute to the overall topic of your course? What general problems and concepts in your discipline and course does it engage?

_______ /10 4. What kinds of material does the work present? What types of sources and evidence is used?

_______ /15 5. Does the material/evidence used support the overall arguments? How so? Or how not? Explain and give examples.

_______ /10 6. Are there alternative ways of arguing from the same material? Does the author show awareness of them? Is there bias?

_______/10 7. What theoretical issues and topics for further discussion does the work raise? In other words, how does this fit into the bigger historical context?

_______ /10 8. What are your own reactions and considered opinions regarding the work? Do you “buy” the author’s argument(s)? What are the articles strengths and weaknesses?

_______ /15 9. Analysis writing style: proper punctuation, spelling, capitalization, grammar, sentence and paragraph structure

_______/100 = TOTAL GRADE

2111 Songs from the American Revolution and Early Nationhood

2006-10-08T16:02:00.000-04:00

Listen to some of the tunes and read the backgrounds of songs at http://www.contemplator.com/america/index.html.
We will be analyzing a few of the songs as primary sources reflecting culture and ideals in early period following independence. We will be looking at Yankee Doodle, Waxy's Dangle, The Pesky Sarpent, The Liberty Song, and The World Turned Upside Down.

Do not forget to be on time tomorrow, leave your cell phones in your cars, and to read Ch. 10,11.

http://www.contemplator.com/america/index.html

All Classes- Article Review Guides

2006-09-27T09:27:00.000-04:00

Click on linked title or go to: http://www.utoronto.ca/writing/bkrev.html

Other sites to consider:

http://www.waikato.ac.nz/library/learning/g_reviewwriting.shtml

http://clconline.clc.cc.il.us/lac/wc/review.htm

1122 TV show

2006-09-25T13:23:00.000-04:00

FYI, If you're interested a show on Marie Antoinette will be on tv tonight
on GPB channel (PBS) at 9 pm.

1122 Cows and Government

2006-09-21T09:33:00.000-04:00

This is great for discussion and for a few laughs. See what you think.

http://www.tallrite.com/LightRelief/cows&govt.htm

1122- Leonardo's Mirror Writing

2006-09-19T16:05:00.000-04:00

Click on the linked title to check out more on Leonardo Da Vinci and his mirror writing.

2112- Jacob Riis- How the Other Half Lives

2006-09-19T15:57:00.000-04:00

All Classes- Primary Source Questions

2006-09-17T16:33:00.000-04:00

All classes will be doing an in-class primary source analysis (as a class exercise) to prepare for your next quiz. We will be using the following guiding questions to help break down and analyze written primary sources.

• Who created the source and why? Was it created through a spur-of-the-moment act, a routine transaction, or a thoughtful, deliberate process?
• Did the recorder have firsthand knowledge of the event? Or, did the recorder report what others saw and heard?
• Was the recorder a neutral party, or did the creator have opinions or interests that might have influenced what was recorded?
• Did the recorder produce the source for personal use, for one or more individuals, or for a large audience?
• Was the source meant to be public or private?
• What are the major points of interest?
• Did the recorder wish to inform or persuade others? (Check the words in the source. The words may tell you whether the recorder was trying to be objective or persuasive.) Did the recorder have reasons to be honest or dishonest?
• Can you summarize or encapsulate the source in 3 sentences without leaving out major points of interest?
• Was the information recorded during the event, immediately after the event, or after some lapse of time? How large a lapse of time?
• Why is this source important, and what larger themes does it reflect?

Primary Source Analysis Quiz- All Classes

2006-09-17T14:59:00.000-04:00

Below are links to the primary sources to be analyzed for our next quiz. Remember the analysis should be typed in standard 12 pt. Times New Roman font and double spaced. If you use other sources for background, context, or further information do not forget to cite them (parenthetical citation is fine) and include them on a works cited page. Outside sources are not required, but if you feel you need more information about the period and place it is fine to consult other sources. Just remember to cite them.
The assignment is due September 25th for M,W classes (including Monday only class) and September 26th for T,H classes. Click on the linked source beside your course number:

2112: Building the Brooklyn Bridge

2111: Visit to NYC's Red Light

1122: Marie Antoinette's Private Life

2112 Ellis Island

2006-09-14T11:19:00.000-04:00

Click on the linked title to explore more about Ellis Island and immigration 1880-1920.

Students interested in Honors Program

2006-09-13T12:56:00.000-04:00

If you are interested and meet the criteria, see me after class or email.

The Honors Project is designed to increase the educational opportunities for the academically well-qualified, highly motivated Georgia Highlands College student. The Honors Project is administered by the Honors Council, a subcommittee of the Academic Progress Committee. The student works closely with his/her instructor on a specific project in addition to other course requirements.

The student must meet the following eligibility requirements:

· have a GPA of 3.5 or higher,

· have at least 12 hours credit

· be recommended by one faculty member.

The nominating faculty member should complete an “Honors Project Application” stating his/her rationale for nominating the student and the details of the project to be completed. The Honors Project application must be submitted to the Honors Council, a subcommittee of the Academic Progress Committee, for approval, denial, or request for more information. Upon approval by the Honors Council, the student may begin work on the project.

Upon successful completion of the project, subject to review of the Honors Council, the student’s grade for the course is recorded along with an “H” designating honors project.

The Honors Project Application can be found at the following link: http://www.highlands.edu/academics/academicaffairs/forms.htm

2111 Salem Witch Trials

2006-09-06T13:26:00.000-04:00

Click on the linked title to go to a great site on Salem and the witch hunt.

Other great sites include:
http://www.nationalgeographic.com/features/97/salem/
http://www.pbs.org/wnet/secrets/case_salem/index.html
http://www.damninteresting.com/?p=586

2111 and 1122

2006-08-28T17:06:00.000-04:00

Click on the linked title for slave trade visuals, summaries, primary sources, and other resources. We will be discussing them in class next week after labor day (2111) and the following week (1122).

2112 Challenges of Reconstruction and the Meanings of Freedom

2006-08-28T17:03:00.000-04:00

Click on the linked title to explore many facets of Reconstruction issues, participants, and history. There are great short video clips and many valuable resources on the website. Explore and learn.

Dates and Opportunities

2006-08-28T13:49:00.000-04:00

For all classes:

The make up dates and times for any missed exam are Wednesday, October 4th 1 p.m.-3 p.m. and Tuesday, November 28th 3 p.m.-5 p.m. The location is TBA. Remember that each student may only make up one exam. Also, if you miss an exam it is your responsibility to make arrangements to be at one of the two make up dates. You can make up any missed exam on either date, it does not have to be the make up date closest to the exam.

Also, your first extra credit opportunity has arrived. Monday, September 18th GHC will be hosting a Constitution Day Panel where several faculty members will be presenting on topics related to voting. The panel will be in Lakeview 129 at 12:30 and will last approximately an hour and a half. If you attend this session and record the main points made by each panel member (and turn it in to me the following class), you will receive five points on your first exam.

1122 and 2111 Henry the VIIIth I am I am

2006-08-27T14:49:00.000-04:00

Click on the linked title to learn more about the infamous king known as Henry VIIIth. Henry not only defined the nature of absolute power in Renaissance Europe (illuminating MACHIAVELLIAN theories of power) but Henry solidified tensions between Catholics and Protestants following the Protestant Reformation. For U.S. history, Henry the VIIIth is important because of the religious divide created between Catholics and Protestants as well as setting up England's emergence as the preeminent European power. Under his daughter Elizabeth, England would defeat Spain, enjoy a period of peace and increased prosperity, undergo an English Renaissance of the arts, and shortly after her death, England would also become the leading influence (along with France) in the New World and of international trade. More on Elizabeth, Henry's daughter can be found at:
http://www.luminarium.org/renlit/eliza.htm

1122 Principles of the Renaissance and Changes in Europe

2006-08-27T14:36:00.000-04:00

Click on the linked title for a study guide to the Renaissance and Reformation to learn more about changing principles in government, political theory, art, academics, and religion. This site serves as an overview and enrichment of Chapters 15, 16, and 17.

Also, to understand principles of political and economic power, read more about Machiavellian Principles of Power. Machiavelli (pictured above), in his book The Prince sets up the power struggle between aristocracy, absolute power, and meritocracy. In the linked article, you can read more about Machiavellian application to more current and familiar U.S. political decisions. Hopefully, this will give you a better understanding of the origins, authority, and use of power that began in the Renaissance but continues today.

Bookstore Update

2006-08-23T09:27:00.000-04:00

The bookstore now has additional copies of texts for 2111 and 2112. 1122 books should be in by Friday. M.K.B., if you would like to post your email in the comments section, I'm sure someone would like to buy your book. It is the same as last semester. You can delete your email after you've sold it.

Diagnostic Results

2006-08-22T16:29:00.000-04:00

2112 Monday only class average: 7.7/20 (38.5%)
1122 M,W 9:30-10:45 class average: 6.3/20 (31.5%)
2111 M,W 11-12:15 class average: 5/20 (25%)
1122 T,H 9:30-10:45 class average: 7.3/20 (36.5%)
2112 T,H 11-12:15 class average: 6.4 (32%)

HIST 2111 and 2112- The Theoretical Framework of American Exceptionalism

2006-08-22T09:30:00.000-04:00

The following is a extended outline and description of the ideological framework known as American Exceptionalism. You can also do your own search to see what other sources lend meaning to the concept. We will be viewing 2111 and 2112 through this framework and using it as a lens by which to critically analyze and conceptualize American history. American Exceptionalism is not an either/or viewpoint, but rather a way of understanding how American history has been recorded, perceived, and passed down with a particular point of view and a particular set of ideals. We will be discussing this theoretical framework in our next meeting.

www.gseis.ucla.edu/courses/ed253a/american-exceptionalism.htm

Correction 2111

2006-08-21T14:39:00.000-04:00

2111 class: You should be able to click on the American History Text Site to the right and go straight to the companion site. You should see a Chapter pull down menu at the top. Select Ch. 1 and navigate the resources and summaries on the left. If you are still having trouble we will go over it Wednesday.

2111 and 2112 accessing the student companion site

2006-08-21T12:23:00.000-04:00

American history classes: To access your textbook companion site click the link to the right. In the search screen type in Conlin, the editor's name. This will pull up his texts. Remember that we are using the 8th edition. Click on the 8th edition, and you will have an option to enter the student companion site. Let me know if you have problems. You can also google [Conlin AND student companion site] and it will pull it up.

Tutorial Center Hours

2006-08-21T12:13:00.000-04:00

FYI,

Tutorial Center, Floyd Campus Hours:

Monday-Thursday 9-2
Monday 5-8
Tuesday 5-8

Cartersville campus:

Monday-Wednesday 9-2
Thursday 3-7

Online help with writing still available at tutorial@highlands.edu

Welcome

2006-08-20T23:33:00.000-04:00

Welcome to HIST 1122, HIST 2111, and HIST 2112. I hope you have a wonderful semester. Feel free to peruse past posts from last year, but be reminded that all possible ids and discussion questions will be different.

Still, there are great resources that have been posted so check them out if you wish. Also be reminded that checking the blog is a great way to make sure you are keeping up with class, assignments, and study guides.

Have a great semester, and I look forward to seeing you all develop as students of history, critical thinkers, and proficient writers.