Describe how slave culture aided those endeavors and drove slaves’ desire for freedom
United States History 1301
Guidelines for the Unit Exam
1) Guidelines: There are 3 parts to the Unit Exam. All three parts must be address and all three parts must be submitted together in a single document. Guidelines for each part are located in the links below.
2) Research and Citations: The Unit Exams are not timed, so you may use your textbook, the videos, or other outside sources. In the case of the textbook and the videos, only direct quotes need to be cited, requiring only the author’s last name in parentheses. Outside sources (books, websites, etc.) may also be used, but in this case all information must be cited and must be listed in a works cited (or bibliography) at the end of the essay. For your citations, please use Chicago, MLA, or APA. You will submit your paper through plagiarism checking software, so be sure to cite any and all direct quotes. For help with citations, see the “History / Writing Help” section of the course menu.
3) Submission: All three parts of the Unit Exam must be submitted together in a single word processing document. Each Unit Exam is worth 100 points of the final grade, and will be due by 11:55 PM on the date listed in the course calendar. All papers must be submitted through the course website and must be one of the following file types: .doc, .docx, .rtf, or .txt. Do NOT submit .pdf, .pages, or google doc files.
Unit 3 Exam: Part 1
For Part 1 of the Unit 3 Exam, read the three documents attached above and examine the image located below and attached above. Using the documents, the images, and the textbook, write an essay answering the questions listed below. Grades will be based on the content of the answer and must be more than 400 words in length. Direct quotes do not count toward the required word count.
Part 1 Questions:
- What do Document 1 and Document 2 reveal about economic and social changes experienced by many Americans during the Antebellum era (1815-1860)?
- How do the experiences of both Harriets (Document 1 and 2) reflect the ideas presented in the Declaration of Sentiments (Document 3)? How would the resolutions presented at the end of the Declaration have improved the lives of either Harriet? Why, or why not?
- How do the documents and Image 1 reflect the intersections between the abolitionist (anti-slavery) movement and the struggle for Women’s Rights?
Note: You DO NOT need to answer the questions at the end of Document 1 or Document 2.
Unit 3 Exam: Part 2 (30 points)
For part 2 of the Unit 3 Exam, choose ONLY 1 essay question from the list below, which covers chapters 9 and 10 in the textbook. Grades will be based on the content of the answer and must be more than 300 words in length. Direct quotes do not count toward the required word count.
Part 1 Essay Questions:
1 – Explain how improvements in transportation and communication made possible the rise of the West as a powerful, self-conscious region of the new nation. Discuss the internal borderlands within the West.
2 – Discuss the impact of the market revolution on women and African-Americans (both free and slave).
3 – Explain the shift from artisan to factory worker, and discuss the factory system. What were the advantages and disadvantages? Who was left out? Who benefited? What were some ways workers responded?
4 – Thoroughly describe the arguments made that linked American freedom to westward expansion. Who or what were obstacles to freedom in the pursuit of expansion? How did Americans deal with those obstacles?
5 – Explain how transcendentalism and the Second Great Awakening affected the definitions of freedom. How were both movements a response to the market revolution?
6 – One German newcomer wrote that “there aren’t any masters [in America], here everyone is a free agent.” How accurate a statement was that? Why would a German immigrant view America as free? Do you think an Irish immigrant would feel the same way about America? Why or why not?
7 – The admittance of Missouri to the Union sparked a national crisis. Describe the debates that led up to the final compromise. How does the Missouri Compromise illustrate that sectional issues would surely arise again?
8 – Explain how Democrats and Whigs viewed liberty and the role of government in securing liberty.
9 – Analyze the arguments that were presented during the nullification crisis. Be sure to comment on how Daniel Webster and John C. Calhoun interpreted the Constitution differently and how each defined the rights of states. Finally, speak to how the crisis illustrated the growing sectional differences in America.
10 – Thinking back to previous chapters, analyze America’s policies toward Indians from the Washington administration through the removal of Indians from the southeastern states in the 1830s and early 1840s. What ideas and policies about Indians remained the same? Which changed? Why?
· Unit 3 Exam: Part 3 (30 points)
Essay (30 points)
For part 3 of the Unit 3 Exam, choose ONLY 1 essay question from the list below, which covers chapters 11 and 12 in the textbook. Grades will be based on the content of the answer and must be more than 300 words in length. Direct quotes do not count toward the required word count.
Part 1 Essay Questions:
1 – Despite unimaginable hardships, slaves were able to maintain a sense of identity and a determination to attain freedom. Describe how slave culture aided those endeavors and drove slaves’ desire for freedom. Be sure to consider African heritage and slave family life, folklore, and religious life in your response.
2 – For the most part, white southerners defended the “peculiar institution” whether or not they had slaves, whether they were rich or poor, and whether they lived on large plantations or small farms. Why was this the case?
3 – Discuss the relationship between masters and slaves in the American South. Did masters have all the power in this relationship, or did the enslaved exert some power? Points to consider include paternalism, the size of slaveholdings, slavery and the law, forms of slave resistance, and labor organization (task and gang systems).
4 – Slave rebellions were rare but important. Compare the slave rebellions (merely planned or actually carried out) of Denmark Vesey and Nat Turner. What did Vesey attempt to do? What did Turner attempt to do? How were these men similar? How did they view slavery and freedom? How did white society react to them, and why?
5 – Discuss the fugitive slave and the different types of escaping (permanent and temporary). How did whites in the North and South react to runaways? What role did the Underground Railroad play?
6 – The various reform and utopian communities that sprang up throughout America during the first part of the nineteenth century typically understood the meaning of freedom differently from mainstream Americans. Analyze the various meanings these groups gave to the word “freedom” and compare those meanings with the ones given by mainstream America. Your essay ought to give the reader a sense of what these communities were rejecting about mainstream society.
7 – One person’s reform in some cases may be considered an attack on another person’s vital interests. Describe how the antebellum reform movements—particularly temperance, colonization, abolition, and women’s rights—involved conflict between different sets of ideas and interests.
8 – To what extent was Theodore Weld’s argument about the sinfulness of slavery not only radical but also necessary for the popularization of immediate abolition?
9 – Frederick Douglass wrote, “When the true history of the antislavery cause shall be written, women will occupy a large space in its pages.” Was Douglass correct? Explain the role women played in the abolitionist movement. Then analyze how that experience influenced the feminist movement.
10 – What were the women at Seneca Falls advocating? Be sure to explain how they understood freedom and liberty. What methods were the feminists using to promote their cause?
Answer preview………………
apa 1419 words