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Depth Study #1: The Conflict Over Slavery & Civil Rights in America, 1861-1968 Weighting 20% THE ASSESSMENT TASK:
To answer the attached sourcework questions.
DEADLINE:
The deadline is 9:00am on Friday, 23 March (Week 8, Term 1). Hand your work to Mr Fielden, in his office.
MR FIELDENS CLASS SHOULD ANSWER SECTION A WHILE MRS ABI-HANNAS CLASS SHOULD ANSWER SECTION B
YOUR ANSWERS SHOULD BE HAND-WRITTEN, IN THE SPACES PROVIDED
OUTCOMES BEING ASSESSED:
P3.1 P3.2 P3.3 P3.4 asks relevant historical questions locates, selects and organises relevant information from different types of sources. comprehends and analyse sources for their usefulness and reliability identifies and account for differing perspectives and interpretations of the past
SOURCES OF INFORMATION
Use the textbook for background information Anderson, Low & Keese (2008) Retrospective; John Wiley & Sons; Milton There are also plenty of websites on both topics. Use Google or another search engine, but be careful to check the reliability of each website that you use. NEXUS has plenty of materials for you to use: Books check those on Closed Reserve, too Databases - use the school intranet for access Journals access through the School Intranet journals such as History Today
EXTRA RESOURCES
On the 11MH Moodle page there are a large number of files providing advice on writing techniques. Look for the topic called Guidance on Writing Techniques
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CONTENT:
PURPOSE
USEFULNESS
Reliability Usefulness
These comments should flow from the previous boxes. NB1: a source can be thoroughly unreliable and still useful. NB2: all of us are biased in some way gender, background, education, country, race, etc. - therefore, to say a source is biased doesnt win any argument about reliability or usefulness. NB3: the key to this is the quality of your discussion; there is nothing to solve as such.
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SOURCE B
Prof. Avery Craven (1952) The Price of Union The Journal of Southern History, Vol. 18, No. 1; pp. 3-19 The protests against economic, social, and intellectual dependence gained added momentum after 1850. The drives for agricultural improvements, direct trade with Europe, the establishment of manufactures,1 the improvement of southern schools, the establishment of southern periodicals, and the boycotting of northern colleges and summer resorts, all had back of them both the realization of dependence and the desire to make the section2 self-sufficing.3 Writers and speakers were constantly pointing with shame to the fact that from the rattle with which the nurse tickled the ears of the southern child to the shroud that covered the cold form of the dead or the marble slab that marked the final resting place, everything with which the Southerner worked and played came from the North. The South also reacted to Republican success as a symbol of defeat in a long struggle. It is difficult to explain secession strictly in terms of the threat carried by Abraham Lincoln as a President. Secession in terms of thwarted slavery expansion per se4 does not make sense. States reacted to an accumulation, to emotions, to a discouraged feeling of helplessness, to a conviction that all they stood for and all they valued was endangered. They were trying to protect the ways of a minority against the power of a differing economic-social majority. A movement that took from November, 1860, to April, 1861, to reach its climax represented a reluctant drift, not precipitous action.
Establishment of manufactures = the creation of manufacturing industry The Section = the South 3 Self-sufficing = self sufficient 4 Per Se = in itself
1 2
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SOURCE C
CORBIS Picture Library (www.corbis.com) (Picture ID IH064923) Illustration of the Surrender of General Lee at Appomattox. Painted in1867
SOURCE D
www.kawvalley.k12.ks.us/schools/rjh/marneyg/archived_projects/2000projects/00appomattoxc ourthousesurrenderhh.htm Accessed on March 1, 2012 General Robert E. Lee was surrounded. He knew it was over. The Confederates were largely outnumbered with only 100,000 men. There is nothing left for me to do, but to go and see General Grant and I would rather die a thousand deaths. Lee was questioned by many of his men about his decision. What would history say about this surrender? Lee responded, It is our duty to live; for what will become of the women and children of the South if we are not there to support and protect them? When Lee reached the Appomattox Courthouse, he showed up in a magnificent, crisp gray [sic] uniform, and a beautiful jewel stunned [sic] sword. Lee thought, If I am to be Grants prisoner, I must make my best appearance. The general waited for Grant for at least a half an hour before he finally showed up. Grant was wearing a privates dirty shirt and everything from the waist down was down was covered in mud. He held no sword. After the two men shook hands, Grant sat down to tell Lee of his terms of the surrender. Lee then asked for those terms to be written down on paper. After Grant was done he read them over. The conditions were; the officers were allowed to keep their side arms, private horses and personal baggage. Lee was most pleased with the terms, for he expected much harsher conditions, and immediately accepted When the Union troops were informed that the surrender had been signed they began to cheer. Immediately Grant ordered them to stop. He said, "It is wrong to cheer for the defeat of one's own countrymen."
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SECTION A1
OBJECTIVE RESPONSE these questions test your ability to identify the correct information in each sources and your skills in correctly identifying key arguments & themes. COMPREHENSION this tests your ability to extract relevant information from the sources
1.
Using Source A.
Why was there little that Lincoln could do to threaten slavery immediately.?
[ 1 mark ]
2.
A. Southerners had dominated for most of the 1850s B. A Black Republican Revolution was about to break out. C. .Concessions were weakening Lincolns position in the North D. The Republicans did not have a majority in Congress.
Using Source B.
3.
A. The South saw themselves & their way of life as under threat from the North. B. The South was embarrassed about being poorer than the North. C. The South wanted to improve itself, but couldnt because of Northern opposition. D. The South was frustrated about slavery expansion being thwarted.
Using Source C.
4.
Using Source D
A. It is from a business that is trying to sell mementoes of famous events. B. It is from a school website and is probably a students project. C. It is from a museum at Appomattox the source is part of their display for visitors. D. It is from the American National Park Service and its purpose is to inform visitors.
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5.
Using Source D
What is the meaning of the Latin term sic. which appears twice in Source D?
[ 1 mark ]
A. It is an abbreviation for sic erat demonstrandum, meaning what was meant to be proven B. It is an abbreviation for sic transit Gloria mundi, meaning thus passes the glory of the world. C. It is an abbreviation for sic transit Gloria, meaning glory fades. D. Sic means thus or so meaning that the passage contains a deliberate error.
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6.
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7.
Assess the military career of General Robert E. Lee during the American Civil War.
[ 5 marks ]
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SECTION A2
SOURCE ANALYSIS this tests your ability to analyse historical sources and draw conclusions about their reliability and usefulness This question is worth 10 Marks
8.
ASSESS how useful sources C and D would be for an historian investigating the surrender of Lees army at Appomattox in April 1865.
In your answer, consider the perspectives provided by the TWO sources and the reliability of each one.
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SOURCE B
http://wikimedia.org/wikipedia/commons/b/b7/Ekaterinoslav1905.jpg From the Okhrana secret files, The Victims, Mostly Jewish Children, of a Pogrom in Russia, 1905.
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SOURCE C
J Pollock, (January 1918) The Russian Revolution, A Review by an Onlooker in the Nineteenth Century and After Weinberg Press; NY The first bread riot in Petrograd took place on the 8th March The rioting was so far confined to the Viborg side, the chief workmens quarter of Petrograd, but in the centre th e tramway service had already become irregular. On the 9th the rioters stopped trams across the river, terrorising the drivers and throwing parts of the mechanism away, so that the service grew still more intermittent. Visits were paid to all the factories and the hands called out to a sympathetic strike against the sudden food shortage. On this day too, a prefect of policewho threatened the crowd was killed. Strong Cossack squadrons patrolled Petrograd, and there was a collision on the Nevsky, in which the Cossacks used their whips, but they told the crowd they would not shoot as long as they only asked for bread.
SOURCE D
Professor Figes (1996) A Peoples Tragedy London University, London Politics bored Nicholas Throughout his reign Nicholas gave the impression of being unable to cope with the task of ruling a vast empire in the grips of a deepening revolutionary crisis. Nicholas had many of the personal qualities required to be a good constitutional monarch The Romanov way, in the face of political opposition, was to assert the divine authority of the absolute monarch, to trust in the historic bond between the tsar and the people and to rule with force and resolution He was far too mild mannered and shy to command any real authority among his su bordinates Later his wife would wear the trousers, as she once put it in a letter to him.
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SECTION B1
OBJECTIVE RESPONSE these questions test your ability to identify the correct information in each sources and your skills in correctly identifying key arguments & themes. COMPREHENSION this tests your ability to extract relevant information from the sources
9.
Using Source A.
A. everyone was seen to be a terrorist B. the problems of Russia are due to the government C. there was no peaceful or legal means of redress D. if a man is provoked, the consequences are not his fault
A. a planned campaign of persecution or extermination sanctioned by a government and directed against an ethnic group B. a Jewish term for a group of children who are sleeping C. a Russian term for a group of children who were waiting to go to work D. a term made up by the Okhrana to disguise what had happened to the children.
A. It was taken by someone from the local newspaper to publish in their next edition. B. It was taken by a government official to be used widely to scare anyone wishing to confront the government. C. It was taken by an onlooker to keep as a souvenir. D. It was taken for the governments official records.
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Explain how the Tsar treated the Russian people during his reign
[ 5 marks ]
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SECTION B2
SOURCE ANALYSIS this tests your ability to analyse historical sources and draw conclusions about their reliability and usefulness This question is worth 10 Marks
16. ASSESS how useful Sources C and D would be to an historian studying the collapse of the Romanov dynasty
In your answer, consider the perspectives provided by the TWO sources and the reliability of each one.
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