Ricerca

... These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons AttributionNonCommercial 4.0 International License and may not be reproduced for commercial purposes. HIS 103 Discussion Questions (to be paired with HIS 103 Master Syllabus, by Black/Austin/Kimelewski) Chapter 1: Indigenous America Thematic Questions What major cultural differences existed between indigenous and European groups? How did differences in indigenous and European culture inform the way these groups interacted with one another? What were the consequences of grouping different indigenous cultures into a collective Indian culture? How were indigenous people portrayed in European literature and visual culture? How did these portrayals contribute to indigenous stereotypes? American Yawp Provided questions: How did Indian culture change over time? What were the key differences in how Native Americans and Europeans understood property? What motivated European exploration and colonization? What is the Columbian Exchange, and how did it change the world? How did Native Americans react to the arrival of Europeans? Salinan & Cherokee Potential questions: What similarities exist between the Salinan and Cherokee creation stories? How do these indigenous creation stories compare to traditional European creation stories? How do these creation stories demonstrate the value Native Americans placed within the natural world? What broad elements of indigenous culture exist within these stories? How did such understandings of the world set up initial reactions to and relationships with European explorers and settlers? Nanticoke & Lenape Potential questions: What does the foreword suggest about the way non-indigenous people view Native Americans? How is this similar to the way specific European groups regarded indigenous culture in the early days of exploration? How do these indigenous creation stories compare to traditional European creation stories? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons AttributionNonCommercial 4.0 International License and may not be reproduced for commercial purposes. How do these creation stories demonstrate the value Native Americans placed within the natural world? Iroquois Potential questions: What role do women play in the Iroquois creation story? How does this relate to the matriarchal elements of indigenous culture? How does this indigenous creation story compare to traditional European creation stories? How might such comparisons shape the ways in which Native Americans and Europeans interacted with each other? How do these creation stories demonstrate the value Native Americans placed within the natural world? Letter from Christopher Columbus Potential questions: How does Columbus describe the Native Americans he interacts with? How do cultural differences between Columbus and the Native tribes present themselves in these interactions? Opinion-based question: Does Columbus seem to respect the indigenous groups he meets? Why or why not? Columbus illustration Potential questions: What cultural differences exist between Columbus and the Europeans and the Natives in this image? Compare the two groups (i.e. Columbus and his men on the left, and Native Americans to the right). How are the groups portrayed relative to one another? 1492 Potential questions: What differences existed between tribes in Americas different geographic regions? What differences existed between tribes living within the same geographic region? What were the consequences of Europeans grouping separate indigenous tribes under the collective term Indians? Offshoot opinion-based question: Is it fair to group different tribes under one collective term? Why or why not? The History of Smallpox Potential questions: These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons AttributionNonCommercial 4.0 International License and may not be reproduced for commercial purposes. Why was smallpox so devastating to the indigenous communities of the Americas? Opinion based question: The author writes, Hispaniola, or St. Domingo, was the first settlement founded by Columbus: after he was gone, numbers of adventurers flocked thither The safety of the Indians never entered the thoughts of these men. Does the author seem to believe that the ignorance of explorers was out of mere excitement, or out of malice? Las Casas Excerpts Potential questions: What is the Black Legend? Why was it a compelling argument for other Europeans to believe? What is ironic about the Black Legend? Opinion based question: Why is las Cacas apologizing? Does the fact that he is apologizing contribute to the reality of the Black Legend? Why or why not? Frontispiece from Las Casas Potential questions: How are the Spaniards depicted in comparison to the Native Americans? What does this suggest about the way Europeans viewed indigenous peoples? This image was published in England, a nation that also colonized the Americas. How does the way the Spaniards are depicted inform the way the English thought of themselves in terms of their own colonization? Opinion based question: Can this piece be categorized as Black Legend propaganda? Why or why not? Joan Bristol Potential questions: How was the Inquisition used to insert European ideals in the Americas? How was the Inquisition used to assert a racial and social hierarchy within the Americas? Galle, Amerigo Vespucci Potential questions: What prominent elements of European culture are depicted in this engraving? How are the Natives in this engraving depicted? The inscription on the bottom of the engraving translates to Amerigo rediscovers America, he called her but once and thenceforth she was always awake. How does this caption represent the Eurocentric view many Europeans held regarding Columbuss and Vespuccis discovery of the Americas? Offshoot opinion-based question: Was America awake prior to European discovery? Why or why not? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons AttributionNonCommercial 4.0 International License and may not be reproduced for commercial purposes. Watercolors of Secoton Potential questions: What elements of Native cultures were likely the most shocking to Europeans? Were these portrayals of Native American life supposed to be objective? Why or why not? Is it likely that audiences viewed these images objectively? How did the representation of indigenous people in visual culture contribute to European attitudes toward Native people? Attack at Jamestown Does the attack appear to be one-sided or mutual? What details in the image support your judgement? How does this image present the Powhatan people? What do you think the artist was hoping to accomplish with this image? How would a European audience have reacted? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons AttributionNonCommercial 4.0 International License and may not be reproduced for commercial purposes. Chapter 2: Colliding Cultures Thematic Questions How did relationships between Native Americans and Europeans change as colonialism advanced? How did these groups view each other? How were women treated in colonial America? What role did religion play in the social construct of gender? How did gender, religion, and ethnicity intersect during this time? How did the intersection of these qualities affect the ways different groups interacted with each other? American Yawp Provided questions: Why did the Spanish, Dutch, French, and English treat Native peoples differently? What were some of the global effects of the colonization of the Americas? What role did missionaries play in Spanish colonization? Why did England want to create colonies? What explains the differences between Virginia and New England? The Starving Time Potential questions: What events led to the starving time of Jamestown? What measures were taken to ease the hardships inflicted by the starving time? Did these attempts work? What does this source teach us about John Smith, the author? John Smith/Powhatan Potential questions: How does Powhatan seem to perceive the relationship between his tribe and the residents of Jamestown? How does Smith perceive this relationship? Opinion based question: Did the Powhatan and English settlers rely on each other equally? How did power relationships or other factors shape the nature of their relationship? City on a Hill Potential questions: What did Winthrop mean by describing Massachusetts Bay as a city on a hill? Why did Winthrop believe it was important for the colony to be modeled in Christian values? What did he think would happen if the colonists strayed from God? In what ways does Winthrop think Massachusetts Bay will be different from the rest of the world? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons AttributionNonCommercial 4.0 International License and may not be reproduced for commercial purposes. In sum, what might this tell us about Puritan understandings of their mission? How did such understandings shape the colony that they would build? Wadsworth Potential questions: What is the husbands role in the Puritan family? The wifes role? Why is a well-ordered family necessary to please and glorify God? Opinion based question: How did Puritan conceptions of family shape after the colonial era? Today? Bradstreet poems Potential questions: What elements of gender roles are present in Bradstreets poems? Opinion based question: Does Bradstreet seem content with her prescribed gender role? Bradstreet epitaphs Potential questions: How do Bradstreets parents epitomize Puritan gender roles? What do these poems teach us about Puritan families? Before the Birth of One of Her Children Potential questions: Death in childbirth was very common in the early American settlements. How does Bradstreet depict the effects the loss of a mother has on familial gender roles? How does Bradstreet insinuate the mothers legacy after death? How does this legacy perpetuate the strength of Puritan gender roles? Massachusetts Bay Colony Potential questions: Why does the Massachusetts Bay colonys seal depict a Native American? How does the seal appeal to Puritan values of mission and service? In the eyes of the English, why would Native Americans need help? What would Natives need help with? Offshoot opinion-based question: Do you think the Native Americans in Massachusetts believed they needed help? Why or why not? Mary Rowlandson Potential questions: How does Rowlandsons role in the tribe compare to her prescribed role in Puritan society? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons AttributionNonCommercial 4.0 International License and may not be reproduced for commercial purposes. How does Rowlandson describe Weetamoo? Is this depiction similar or different from Native American portrayals in other primary sources? Women of Marblehead Potential questions: Consider the stereotypes that typically surrounded Native Americans at the time. What was the irony in the womens behavior toward the Natives? Would the event be less notable if it were a group of men who enacted revenge on the Native Americans? Why or why not? Elizabeth Sprigs Potential questions: How does Sprigs experiences as an indentured servant for a white family compare to other womens experiences in roles of servitude for Native Americans? What kind of work does Sprigs do at the estate? Was this work traditional for women at the time? Trial of Anne Hutchinson Potential questions: Why were Hutchinsons Bible studies controversial among Puritan leaders in the colony? How does Hutchinsons position as a woman affect her trial? Hutchinsons trial editorial Potential questions: Did Hutchinson receive a fair trial? Why or why not? How did Hutchinsons gender affect the outcome of her trial? Salem trials documentary Potential questions: Consider the implications of gender and witchcraft. How were witch hunts used as tools to keep women complacent in their societal roles? What role did ethnicity and culture play in accusing Tituba of witchcraft? What was Titubas mental state like prior to and during the trial? How was Tituba portrayed in visual culture? Why is she characterized in this way? How do these portrayals of Tituba contribute to the myth that surrounds her life and trial? What is unique about John Proctors situation? How does his gender affect his trial? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons AttributionNonCommercial 4.0 International License and may not be reproduced for commercial purposes. Chapter 3: British North America Thematic Questions How did servitude make immigration to America possible for many groups? How did indentured servitude compare to slavery? Why did people make the trans-Atlantic voyage? What were conditions like on these voyages? How did conditions differ depending on the purpose of the voyage? What concerns did lower class Americans hold during the 17th century? Why were they affected by these things? American Yawp Provided questions: How did political turmoil in 17th century Britain influence life in the colonies? What was the relationship between religion and government in the colonies? How and why did Virginia shift from indentured servitude to slavery? How did the trans-Atlantic slave trade work? How did geography influence life for enslaved people? General Court Responds Potential questions: How do the punishments given to the indentured servants compare to the punishments given to the slaves? Why was a distinction made between indentured servants and slaves? What were the consequences of such a distinction? How do court records like this help us better understand the similarities and differences between indentured servants and slaves? Narrative of the Life of Olaudah Equiano Potential questions: What kind of culture shock did Equiano experience upon his departure from Africa? How did being put into slavery exacerbate this shock? How does Equiannos view of white people change over the course of his narrative? How does he come to this conclusion? What long-term effects did slavery have on Equiano, even after he had been freed? How does Equiano adjust to society following his freedom? How did he use his newfound freedom to help the black community? Gottlieb Mittelberger Potential questions: What factors brought European migrants to America? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons AttributionNonCommercial 4.0 International License and may not be reproduced for commercial purposes. What were the conditions like on immigrant ships? Why did people make the trans-Atlantic voyage knowing the hardships the journey would bring? How was the experience of indentured servitude in Pennsylvania similar to or different from the American South? Slavery exhibit on African Diaspora Potential questions: How do the depictions of slaves change with the sources location? How does this relate to Americas economic interests? Francis Daniel Pastorius Potential questions: What were the conditions like on Pastoriuss ship? How do they compare to other trans-Atlantic ships of the time? Why, despite the hardships, does Pastorius encourage others to travel to Philadelphia? Illustration of a British Slave Ship Potential questions: This image depicts a reconfiguration of slave transport following the Slave Trade Act of 1788, which reduced the number of individuals slave ships were able to stow during a transport. What does the regulation of slave trade suggest about government attitudes regarding slaves? What are the potential consequences of packing a ship with so many people? Olaudah Equiano Provided questions: Carefully consider the names listed below the portrait and on the title page. How can we explain the appearance of two names Olaudah Equiano'' and Gustavus Vassa, the African? This book went into numerous printings in England indicating significant reader interest. How can we connect the content of this autobiography to the movement to abolish slavery first in Great Britain and then the United States? What clues can be obtained about the authors intentions based on the portrait that appears on the frontispiece of his autobiography? Audio of Atlantic voyages Potential questions: What brought different groups across the Atlantic? Did a common factor exist among this reasoning? How did ship conditions differ depending on the purpose of the voyage? How were conditions similar? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons AttributionNonCommercial 4.0 International License and may not be reproduced for commercial purposes. Metacoms Complaints Potential questions: What are Metacoms chief concerns? How do they compare to English concerns about the Wampanoag and other Native groups at the time? Bacons Declaration of Grievances Potential questions: What grievances in particular act as a precedent to ideas in the Declaration of Independence? During Bacons time, only landowners were provided with the right to vote. How did Bacon address the concerns of disenfranchised individuals, specifically in his first and second grievance? Why is Bacon upset that Berkeley advanced to places of judicature scandalous and ignorant favorites? Why is such partiality inappropriate? In what ways did Bacon believe that Berkeley failed to protect Virginians from the Native Americans? Why might have Berkeley lacked to take any actions against the Natives? Bacons Rebellion Potential questions: What were some of the potential sociopolitical reasons behind Bacons Rebellion? What were some of the potential economic reasons behind Bacons Rebellion? How did Bacons Rebellion foreshadow the American Revolution? What consequences did Bacons rebellion have on the Native and African populations in America? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons AttributionNonCommercial 4.0 International License and may not be reproduced for commercial purposes. Chapter 4: Colonial Society Thematic Questions How did religion change the way many white Americans viewed slavery? What were relationships like between Americans and British individuals during the 18th century? What caused tensions in the relationships between white Americans and Native Americans? What role did consumerism play in 18th century society? What role did wealth play in 18th century society? American Yawp Provided questions: What caused the Consumer Revolution, and how did it change American life? How did the antislavery movement begin in North America? What were the causes and consequences of the Great Awakening? What role did American colonists play in the Seven Years War? How did Indian life change in the 18th century? Germantown Friends protest Potential questions: What issues do the Quakers have with slavery? How does their faith inform them? Why is the Quakers declaration significant? How do the views of the Quakers reflect values that would later be included in the Declaration of Independence and Constitution? John Woolmans Journal Potential questions: How does Woolmans opinion on slavery change over time? How does Woolmans relationship with God and religion inform his actions against slavery? Considerations on Keeping Negroes Potential questions: Woolman references I Timothy 1:10 in his work: We also know that the law is made not for the righteous but for lawbreakers and rebels, the ungodly and sinful, the unholy and irreligious for slave traders and whatever else is contrary to the sound doctrine that conforms to the gospel concerning the glory of the blessed God, which he entrusted to me. Why was this specific passage included, and what is its significance? Washingtons Expedition to the Ohio Potential questions: Why did Washington keep a journal during his expedition? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons AttributionNonCommercial 4.0 International License and may not be reproduced for commercial purposes. How did imperialism drive the beginning of the French and Indian War? How did Natives in the Ohio River Valley react to this conflict? How did they participate in the conflict? Western Virginia colony map Potential questions: What groups occupy the western Virginia colony? How does their proximity affect relationships between groups? How are the forts positioned throughout Virginia? How does the geography of Virginia affect battles and conflicts? Gibson Clough Potential questions: Why was Clough suspicious of the British military by the end of his service? How did this widespread suspicion possibly contribute to the Revolutionary War? Why would the British Army discipline their troops so harshly? Ben Franklin to Lord Kames Potential questions: Why is Franklin in favor of American expansion into Canada? What does Franklin mean when he says, No one can rejoice more sincerely than I do on the Reduction of Canada; and this, not merely as I am a Colonist, but as I am a Briton. Alibamo Mingo Potential questions: What sentiments does Mingo hold about white people overall? What sentiments does he hold regarding the French? The British? How does Mingo believe the relationships between the Native groups and British people will progress in the aftermath of the French and Indian War? Is his assumption fair? Why or why not? Henry Darnall III Potential questions: What elements of the portrait showcase Darnalls wealth and status? Who would have been the audience for this portrait? Why would the family have commissioned a portrait like this? What does the portrait say about the familys relationship to their slaves? What might they have wanted to say about their relationship to slaves? Nicholas Boylston These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons AttributionNonCommercial 4.0 International License and may not be reproduced for commercial purposes. Potential questions: What elements of the portrait showcase Boylstons wealth and status? Who might have been the audience for this portrait? Why would Boylston choose to represent himself with these accessories? What do they say about his social status? How does this portrait represent Boylstons masculinity? Mrs. John Winthrop Potential questions: What elements of the portrait showcase Winthrops wealth and status? How does this portrait represent Winthrops feminine identity? Why would Mrs. Winthrop have chosen to have herself painted in this way, with these accessories? What does the fruit in the painting represent? What about the table? How would these reflect on Mrs. Winthrops identity? Trade bill for Elizabeth Murrays shop Provided questions (modified from https://web.csulb.edu/projects/elizabethmurray/EM/elemlesstrade.html): What information does Murrays advertisement reveal about daily life in colonial America? What insight does this broadside offer about colonial commerce? How does this broadside illustrate the consumer options available in the period? SI exhibit Potential questions: How did the tobacco and sugar trade connect colonial America and England? How did the tobacco industry spread beyond farming and trading? What were the social impacts of the sugar trade? How did it help create a common culture in America? Consumer goods advertisement Potential questions: Why did colonial merchants emphasize variety and consumer choice in their advertisements? Why did colonial merchants emphasize the origin of their goods? What made foreign and exotic goods appealing to American colonists? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons AttributionNonCommercial 4.0 International License and may not be reproduced for commercial purposes. Chapter 5: The Revolution Thematic Questions: How did the ideals of the American Revolution influence the antislavery movement? What tactics did the Americans use to help them win the Revolutionary War? What role did women play in the Revolutionary War? How did their new role compare to their roles prior to the war? How did the Revolutionary War influence consumerism? American Yawp: Provided questions: What were some of the differing ideas about empire and colonialism within England and the American colonies? How did England try to raise money from the colonists? Why did the United States declare independence? How did the United States win the war? In what ways did the Revolutionary War disrupt life for the people living in North America? Anti-slavery petitions Provided questions: What idealspolitical and religiousare offered to justify granting the petitioners' requests? What realities of early republican lifesocial and economicare offered to justify granting the petitioners' requests? How do the petitioners use American revolutionary rhetoric? How do they refer to the rights heralded in the Declaration of Independence and guaranteed in the U.S. Constitution and Bill of Rights? When and why do they assure the white legislators that political equality is not their goal? Analyze their juxtaposition of forceful and deferential language. When do the petitioners feel it wise to "back off" in their rhetoric? To what extent were the petitions successful even if ignored, tabled, or denied? Banneker to Jefferson Potential questions: How did the American Revolution embolden African Americans in the fight against slavery? How does Banneker exploit the hypocrisy of Jeffersons revolutionary ideals in his letter? How does Banneker use the American Revolution to relate the struggles of African Americans to Jefferson? Wheatley poems Potential questions: These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons AttributionNonCommercial 4.0 International License and may not be reproduced for commercial purposes. How was Wheatleys life unique for the times? How was it ordinary? What key themes run across this group of poems? Why might have Wheatley focused on such themes? How do race and slavery shape Wheatlys life? How do they shape the content of her writing? Wheatley on Washington Potential questions: Who/what is Wheatly referring to when she mentions the goddess? How does this description reflect the reverence Americans have regarding certain values? Why, according to Wheatly, are Washingtons motivations so admirable? Reveres secret letter Potential Questions: What does Rachel Revere attempt to warn her husband about in this letter? The letter starts by stating My Dear, by Doctor Church I send a hundred & twenty-five pounds Who was Doctor Church? Was he a spy for the patriots or the British? Washington to Dayton Potential questions: What is the purpose of this letter? Why did Washington emphasize the need for trustworthy spies and good intelligence? What role do you think this letter had in the creation of the Culper Spy Ring? Culper Spy Ring Code Potential questions: What was the purpose of the Culper Code? What are the pros and cons of using codes like the Culper code? Washington to Tallmadge Potential questions: How did espionage during the Revolutionary War influence the American intelligence community? How do Washingtons notes on spy management reflect the bureaucratic nature of todays intelligence community? Andr to Arnold Potential questions: In the letter, ArnGen is crossed out. It is then followed by Monk. After reading this letter, who do you think Monk'' may be in reference to? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons AttributionNonCommercial 4.0 International License and may not be reproduced for commercial purposes. What types of information did they expect Monk to gather as a spy? Lafayette to Armistead Lafayette Potential questions: How did African Americans service during the Revolutionary War affect white perceptions of their race? Why did African Americans like Armistead Lafayette choose to participate in the war? How could Armistead Lafayettes position as a slave have helped him gain intelligence from the British? Washingtons spies Podcast Potential questions: How did Culper Spy Ring members communicate with George Washington? What was it like to live in British-held areas during the Revolution? How did American spy networks compare to the British spy networks? Portrait of Anne Fairchild Bowler Potential questions: How is femininity portrayed in this painting? What does the paintings title, Anne Fairchild Bowler (Mrs. Metcalf Bowler) indicate about the dynamics of marriage during this time? How does the painting represent identity and economic status? Who might have been the audience for this painting? How might they react? What message was this painting intended to show? Why would Bowler have wanted to convey that? Statue of Mercy Otis Warren Potential questions: What does this portrayal of Warren indicate about her status, wealth, and societal contributions? What elements of the statue support your conclusion? How does Warrens status compare to that of other women during this time? Why would the local community choose to honor Warren in this way? What does this statue say about the community, its identity, and memory of the past? SC women on the occupation Potential questions: Why was it easier for British soldiers to take advantage of the South Carolinian women during the war and occupation? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons AttributionNonCommercial 4.0 International License and may not be reproduced for commercial purposes. Opinion based question: Does it seem like these soldiers were genuinely looking for rebels? Why or why not? Adams to her husband Potential questions: How does Abigail use revolutionary principles to appeal to John? To what extent is Abigail advocating for womens rights? Is she pushing for complete independence? Why does John Adams refuse to remove the patriarchal elements from American society? o How does he quell Abigails concerns? Is his response patriarchal in and of itself? Non-Importation Movement Potential questions: Was the non-importation movement solely an economic measure? Opinion-based question: Can the pre-revolutionary economy be separated from the eras political sphere? Why or why not? Queens Ware Potential questions: In what ways was the non-importation movement beneficial to manufacturers and merchants? In what ways was it harmful? How did manufacturers and merchants appeal to the moral and ideological views of colonists at this time? How did manufacturers adapt to meet consumer demand during the non-importation movement? What does this ad suggest about consumer preferences during the Revolutionary years? No Stamp Act Teapot Potential questions: Why is consumerism used as a tool to disseminate political ideas? This teapot was made in England and exported to America. Why would English factories create merchandise that criticized their own governments policies? Do the benefits of capitalizing on foreign political trends outweigh factors such as production cost and potential domestic backlash? Why or why not? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons AttributionNonCommercial 4.0 International License and may not be reproduced for commercial purposes. Chapter 6: New Nation Thematic Questions What was life like in the United States following the Revolutionary War? How did the war affect the lives of minority groups? What power dynamics were in place following the war? How were specific symbols of the nation developed? Why was it necessary for such symbols to exist? American Yawp Provided questions: How radical was the American Revolution? What were the successes and failures of the Articles of Confederation? What compromises were made at the Constitutional Convention? How did the French and Haitian Revolutions affect the United States? Was the United States founded as a Christian nation? Charlotte Temple Potential questions: What message is the author, Susanna Haswell Rowson, sending about familial allegiance? Is this message different for the men and women in the story? What makes a good family? A bad one? How is Rowsons message on familial allegiance reflective of the relationship between England and America prior to, during, and immediately after the American Revolution? Why did this novel enjoy such enduring popularity in the 19th century? Why did it appeal across class, gender, and geographic lines? How does the novel present women? Are they inherently weak, helpless, and in need of male protection? Or does it quietly critique the social position of women? Judith Sargeant Murray Potential questions: Why does Murray open her essay with a poem? What is the message of the poem? Why does Murray break the intellectual powers down into imagination, reason, memory, and judgement? How do men and women differ in these four categories? Why do men and women differ in these categories? How does Murray suggest reconciling these differences? A Confederation of Native peoples Potential questions: How have the Five Nations been impacted by the ideals presented in the Declaration of Independence and other founding documents? What textual evidence supports this claim? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons AttributionNonCommercial 4.0 International License and may not be reproduced for commercial purposes. Why do you think the Five Nations opted for peace over hostility in their correspondence with the United States? Hostile Intentions of Native Americans Potential questions: Why was the United States so concerned about going to war with the Native Americans? Why did Congress decide to take military action over diplomatic action? Treaty with the Six Nations (1789) Potential questions: What are the six tribes that make up the Six Nations? What did the U.S. gain in the treaty? Native Americans received goods in exchange. What was the value of these goods? Washington to the Senate Potential questions: Are Washingtons suggestions the best solutions to the Treaty of Hopewell violations? What different measures could have been taken? Are Washingtons suggestions a fair compromise, or do they favor one group over the other? Explain your answer. Treaty with the Six Nations (1794) Potential questions: Does the peace established in this treaty leave the Six Nations and the United States as equals, or does it create an unequal power dynamic between the two? Use textual evidence to support your answer. Do the stipulations in this treaty seem fair enough to create lasting peace between the Six Nations and the United States? Why or why not? Consider past successes and failures in US-Native diplomacy. Capitol Building competition Potential questions: Why did Jefferson decide to make a public competition for the Capitols design? How does the competition reflect the values of the new nation? Why might have artists drawn from Greek and Roman architecture for the Capitols design? Original Great Seal design Potential questions: What symbolic elements are included in the Great Seal? What is the significance behind them? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons AttributionNonCommercial 4.0 International License and may not be reproduced for commercial purposes. How is the significance of the Great Seal reflected throughout its creation process? History of the Great Seal Potential questions: How did the collaborative process of the Great Seals creation reflect the American value of democracy? Why did the public heavily criticize the errors in the 1841 and 1877 versions of the seal? What does this reaction reveal about American sentiments regarding governmental symbolism? How is the sanctity of the Great Seal reflected in its symbolism and the laws surrounding its usage? Portrait of Washington Potential questions: How does this portrait of Washington establish his position as a democratic leader? How is Washingtons portrait different from other world leaders of the time? Why do you think the artist painted it this way? What symbolic elements are included in the portrait? What is their significance? What does this portrait say about the vision Washington had for the new nation? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons AttributionNonCommercial 4.0 International License and may not be reproduced for commercial purposes. Chapter 7: Early Republic Thematic Questions What different sentiments did Americans have regarding life in the United States in the early 19th century? What were the political, social, and economic consequences of going to war with Britain in 1812? How did the war change American life? What things did Thomas Jefferson accomplish during his presidency? What aspects of his presidency were contradictory? American Yawp Provided questions: Did the United States draw more from the vision of Alexander Hamilton or Thomas Jefferson? What was Republican Motherhood and how did it change understandings of gender? How did slave rebellions, in the U.S. and beyond, change the life and laws of the nation? How did Native American nations interact with the U.S. in the early period? How did the War of 1812 change American life? Hawthorne Potential questions: How does Hawthorne use allegory to critique American society? What aspects of society is he critiquing in his stories? How does he suggest that the Puritan experience shaped American society? Key Potential questions: How does Key contribute to establishing the flag as a symbol of the nation? Why is it significant that he uses a tangible object to represent the intangible idea of the nation? How does this association affect patriotism and nationalism? How does Key use the Revolutionary War to evoke feelings of nationalism and patriotism? Why are the last three stanzas typically omitted when Defence of Fort MHenry is used? Madison to Monroe According to the letter, what argument does Madison have that he considers to be a "safeguard on the high seas?" How does he believe the British are violating this? What argument does Madison make when considering whether American sailors could be taken (and impressed) by the British? Impressed Soldier Potential questions: These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons AttributionNonCommercial 4.0 International License and may not be reproduced for commercial purposes. Why did the British have a need for impressed soldiers? What tactics did the British use to keep impressed soldiers complaisant? How did these tactics affect those who were impressed? Congress Debates going to War Potential questions: Why was there a debate surrounding war with Great Britain? Were the reasons for going to war political, economic, territorial, or some combination of the three? Were the reasons against going to war political, economic, territorial, or some combination of the three? Capture of the city of Washington Potential questions: Why did British soldiers set fire to the city of Washington? What buildings can be seen burning? What were the political and symbolic implications of burning the city? Jefferson cartoons Potential questions: What elements of Jeffersons presidency were critiqued in the political cartoons? What about these elements were controversial? Do any cartoons portray Jefferson favorably? If so, what specific aspects of the illustration are used to achieve this portrayal? Philosophic Cock Potential questions: Why is Jefferson portrayed as a rooster? How is Hemings portrayed relative to Jefferson? What does this suggest about their relationship? What is meant by Tis not a set of features or complexion or tincture of a skin that I admire? How does this quote play into the critique of Jeffersons philosophic nature? Why is Jeffersons philosophy being critiqued? Virginian Luxuries Potential questions: What are the Virginian Luxuries? Is this image a critique of slave ownership, or a promotion? Explain. How does this image relate to Thomas Jefferson? Is it a favorable connection, or a critique? Jeffersons presidency Potential questions: These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons AttributionNonCommercial 4.0 International License and may not be reproduced for commercial purposes. Was Jefferson a president who focused more on domestic or foreign affairs? Explain. Was Jeffersons desire for widespread democracy an upside or a downside to his presidency? Explain. Did Jeffersons appreciation for the right of revolution affect his foreign policy? How did Americans react to Jeffersons dealings with foreign nations? Jeffersons Notes on Virginia Potential questions: Does Jefferson seem to present life in Virginia as a fair representation of what living in the United States looked like? Explain. Are the views Jefferson presents on race contradictory to his philosophy in the Declaration of Independence and the Constitution? Why or why not? Do Jeffersons views on slavery contradict with his views on race? Why or why not? Encyclopedia Virginia Potential questions: How did Notes on the State of Virginia impact Jeffersons political career? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons AttributionNonCommercial 4.0 International License and may not be reproduced for commercial purposes. Chapter 8: Market Revolution Thematic Questions How did technological advancements and industry change aspects of American life such as gender roles, infrastructure, and settlement patterns? What role did the family play in the early 19th century? Why was domesticity promoted in the early 19th century? Why did Americans have a newfound reverence for isolationism? To what aspects of society did this isolationism affect? American Yawp Provided questions: What was the most significant technological advancement in the early nineteenth century, and why is it more important than the others? How and why did slavery disappear in the North? What major migrations reshaped American life? How did economic change influence gender roles? How did workers organize to improve their position? Mary Paul letters Anonymous letters 1845 letters Refuting attacks against the mill girls A Second Peep at Factory Life A Week in the Mill Potential questions: Compare and contrast the experiences of mill girls during the market revolution. To what extent did their employers control these experiences? What do employers actions say about the value they placed in their employees? Why are the women often apologetic when telling their families they would like to quit their job? What does this sentiment suggest about womens place in the workforce? Margaret Dwight Potential questions: How did Dwights position as a woman affect her travels? How might her trip have been different if she were a man? Opinion based question: Were the struggles Dwight faced worth it at the end of her trip? Why or why not? What reasons were behind civilian travel? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons AttributionNonCommercial 4.0 International License and may not be reproduced for commercial purposes. How did the conditions of domestic travel in the nineteenth century compare to the trans-Atlantic voyages some would make in the seventeenth century? Madison to Congress Potential questions: Is Madison advocating for developed infrastructure on behalf of the government, the American people, or both? How would strong infrastructure benefit or harm these groups? Harriet Noble Potential questions: What is the mania that Noble describes? Why were so many Americans affected by it? Does Noble believe that the hardships of travel were worth the outcome? Why or why not? How did early migration to the western territories contribute to what would eventually become the American Dream? Life along the Erie Canal Potential questions: How does industry relate to migration? Is it a push factor, or a pull factor? Why? Why was the Erie Canal ideal for the industries present in that area? How do the settlements in the Erie Canal compare to the settlements in the Midwest? Travellers Map of New England and Canada Potential questions: What mode of transportation (canal, railroad, or steamboat) has the most routes according to the map? Why might this be the case? Is it likely that this map was created for civilians, transportation workers, or the government? Why would the said group need such a map? What does this map show regarding American commerce and trade? Fruits of Temperance Potential questions: What statement is the artist trying to make regarding temperance? Why did the artist decide to portray a family as the ultimate benefit of temperance? Conversation Piece Potential questions: How does the setting of this painting contribute to its intimacy? Why did Spencer choose to depict such a peaceful and private moment? What message is Spencer trying to send by painting such domestic scenes? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons AttributionNonCommercial 4.0 International License and may not be reproduced for commercial purposes. Duty of American Females Potential questions: What views does Beecher hold regarding womens role in society? How do these views shape her opinion on womens role in the abolitionist movement? Why does Beecher advocate for the education of women? What effect does Beecher believe education will have on women? How does this change alter or maintain womens role in society? Websters Autobiography Potential questions: Why was Websters father so concerned with getting his son an education? Why did families begin to value education? How would education change gender and family roles? Women in 19th century America Potential questions: How did standards of beauty vary across different races and ethnicities in 19th century America? How important was beauty in the 19th century? Were these standards obtainable for most women? Why or why not? What was true womanhood? Why is true womanhood described as an ideal? Where did these standards of womanhood come from? Who created them? Domestic Happiness Potential questions: What is the domestic happiness that Spencer alludes to in her painting? How is the woman in the painting portrayed relative to her husband? To her sons? What does her position suggest about gender roles at the time? Why was peacefulness in the home so heavily emphasized during this era? Bartleby the Scrivener Potential questions: How is isolationism presented in Bartleby the Scrivener? How does this theme relate to attitudes in the early nineteenth century regarding politics and the home? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons AttributionNonCommercial 4.0 International License and may not be reproduced for commercial purposes. Chapter 9: Democracy in America Thematic Questions Why is Jacksons presidency known as the era of the common man? How did the admittance of new states into the Union contribute to rising tensions between the North and South? What measures were taken to diffuse these tensions? How did the black identity change as the 19th century progressed? Why did it change? American Yawp Provided questions: How did American democracy change in the 1820s? How did the rise and fall of the national bank influence American life? What role did tariffs play in American politics? What issues motivated new political parties? Is Andrew Jacksons presidency best understood as tragedy, triumph, or irony? Jackson: First Inaugural Potential questions: How did Jacksons philosophy and approach to government differ from his predecessors? Why is this difference significant? How did Jackson assert himself as a champion for the common man in his inaugural address? Why was it important that executive power be used to serve the people specifically in the Jacksonian era? Jackson: State of the Union 1830 Potential questions: Are the ideas present in Jacksons 1830 State of the Union contradictory to the ideals of the Jacksonian Democracy and the era of the common man? Why or why not? How are the ideas presented in the 1830 State of the Union related to the idea of Manifest Destiny? Why must Native Americans be removed to achieve this destiny? Jackson on Nullification Crisis Potential questions: How did the Nullification Proclamation bring light to tensions that would eventually contribute to the Civil War? Was Jacksons response to nullification contradictory to his opinions on the rights of states? Why or why not? Did Jackson respond appropriately to the Nullification Crisis? How else could he have resolved this conflict? Jackson: Bank Veto These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons AttributionNonCommercial 4.0 International License and may not be reproduced for commercial purposes. Potential questions: What personal stake did Jackson have in vetoing the National Bank? What public stake did he have? Was his decision to veto truly because he believed the Bank to be unconstitutional, or was it to protect his own interests? Was it a combination of both? Explain. Why was the National Bank concerning for those who valued the principles of democracy and Manifest Destiny? Jackson: Farewell Address Potential questions: Did Jackson achieve the goals laid out in his inaugural and State of the Union addresses? Why or why not? What did Jackson mean by eternal vigilance by the people is the price of liberty? Why did he feel compelled to remind the American people of this upon his exit from the presidency? What was the tone of Jacksons final address as president? How did it reflect the political climate of the 1820s and 1830s? Taken as a whole, what do Jacksons speeches reveal about his approach to governing? His philosophies of administration? His core values and beliefs? Tallmadge Amendment According to the amendment, does it suggest Missouri to be admitted as a free state or a slave state? What is the exception to this suggestion? How does the amendment suggest gradual emancipation? Response to Tallmadge Provided questions: What is the wolf to which Jefferson refers? What does he mean by his comment? Summarize the main point of Representative Kinseys comments. According to Senator Smith, how do the investments of northerners differ from those of southerners? How does this difference influence the debate over slavery in new states? Why were southerners and westerners so passionate about the issue of Missouri statehood? What did Representative Cobb mean by seas of blood? Missouri Compromise map Potential questions: In what sense was the Missouri Compromise truly a compromise? How does the Compromise favor the North or South when looking at land area, population, and racial composition? Missouri Compromise transcript These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons AttributionNonCommercial 4.0 International License and may not be reproduced for commercial purposes. Potential questions: How did the Missouri Compromise relate to the idea of Manifest Destiny? To popular sovereignty? What flaws were present within the Missouri Compromise? How did these flaws contribute to rising tensions between the North and the South? Eaton to Jackson Potential questions: As a Southerner, was Eatons opinion on the Missouri Compromise controversial? Why or why not? Jefferson to Holmes Potential questions: What did Jefferson mean by we have the wolf by the ears, and we can neither hold him, nor safely let him go? Why did Jefferson advocate for both the emancipation and expatriation of slaves? What did Jefferson think would happen if there was emancipation without expatriation? How did these opinions inform Jeffersons view on the Missouri Compromise? Life in Philadelphia series Potential questions: Was Clays Philadelphia simply anti-slavery, pro-black, or somewhere in between? Use specific elements from Clays art to support your answer. How do Clays images of black Philadelphians serve as commentary on race in the city? T.D. Rice as Jim Crow Potential questions: What distinct elements are present in Rices caricature? Why is the dissemination of caricatures like this a social danger? How does this portrayal of black Americans shape public opinion regarding African Americans social, political, and economic position in society? History of Minstrelsy Potential questions: Why did minstrelsy attract audiences? What role did culture both African American and European play in drawing audiences? How did minstrel shows inform the way white Americans viewed black Americans? How might have minstrel shows affected the black identity? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons AttributionNonCommercial 4.0 International License and may not be reproduced for commercial purposes. Jim Crow Museum Potential questions: How did Jim Crow and other minstrel characters capitalize on black stereotypes? How did minstrelsy popularize a specific view of black individuals in the white social imaginary? How did white individuals profit off of minstrelsy in ways other than performing? Why was the racial caste system named after the character of Jim Crow? Why might have black individuals participate in minstrelsy, despite the fact that it was meant to satirize the race? Black Entrepreneurs Provided questions: How do these entrepreneurs define themselves as businesspeople, in their terms in their time? To what extent does their business activity define their sense of themselves? Compare and contrast these businesspeople by status (slave, freed slave, free born), geographic region, gender, type of business, personal attributes, their business relationships with white people and other black people, and the spur that led to their business endeavors. What patterns do you find? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons AttributionNonCommercial 4.0 International License and may not be reproduced for commercial purposes. Chapter 10: Religion & Reform Thematic Questions How did the Second Great Awakening inform the way Americans viewed morality? How did this renewed sense of morality affect social issues? How did slavery affect the black identity? How was the anti-slavery movement connected to the movement for womens rights? American Yawp Provided questions: What was the Second Great Awakening? How did new religious movements respond to changing economic and gender relations? In what ways did religion inspire Americans to try to solve social problems? Why did antislavery Americans begin to demand the immediate abolition of slavery? How did the movement for womens rights form? Narrative of the Life of Frederick Douglass Potential questions: In what ways did white slaveowners strip black individuals of their identity? How did this affect Douglass on an individual level? How did it affect the African American community as a whole? In what ways did Douglass and other African Americans fight back or resist? What role does destiny play in Douglass narrative? How does it compare to white Americans perceptions of destiny? Why does Douglass believe that slavery is harmful to the South as a whole? How does it negatively affect white Americans? Finney Emphasizes Human Choice Potential questions: What are the moral implications of promoting the idea of free will over predestination? How does free will fit in the context of the Second Great Awakening, as well as the antebellum period in general? How does the idea of free will compare to the ideas promoted in Manifest Destiny? The Drunkards Progress Potential questions: What is the significance of the woman and child in this image? How does the progression of the drunkard directly contradict the ideas popularized by the Second Great Awakening? The Fruit of Alcohol and Temperance These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons AttributionNonCommercial 4.0 International License and may not be reproduced for commercial purposes. Potential questions: The seven deadly sins, along with other mortal sins, are depicted as fruit on the tree of intemperance. What does this suggest about the nature of intemperance in its relation to other sins? What biblical elements are included in these lithographs? What is their significance? Eastern State Penitentiary Potential questions: Why is the architecture of Eastern State Penitentiary significant? What are the practical and theoretical goals of its design? Eastern State Penitentiary was an early adopter of using prison to reform criminals rather than punish them. How did the principles of the Second Great Awakening contribute to this change? Seneca Falls Declaration of Sentiments Potential questions: Why did the writers of the Declaration of Sentiments model the document off the Declaration of Independence? Were women trying to argue in terms that American men understood and valued, or were they implying there was a power imbalance that would lead to revolutionary conflict? What elements of this time period inspired and allowed for women to organize and fight for rights? Were the grievances listed in the Declaration of Sentiments radical? Why or why not? Anti-womens rights cartoon Potential questions: What does this cartoon suggest will happen to women if they are given equal rights to men? Why is this concerning, especially in the context of the Second Great Awakening? What symbolic elements are included in this cartoon? What is their significance? Why did the artist relate sexuality to politics? How is the man in the picture portrayed relative to the women? Womens Rights at the Polls Potential questions: Why did the artist of this cartoon make the women look unattractive? What kind of signs are the women holding? What do they mean? What unladylike actions are the women in this illustration doing? Why would suffrage strip women of their ladylike identities? Anti-suffrage images Potential questions: These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons AttributionNonCommercial 4.0 International License and may not be reproduced for commercial purposes. In her article, Lange mentions that political cartoons did not just criticize bloomers, but women who were fashionable as well. How do these criticisms suggest broader wariness about womens changing roles in society? How did womens rights intersect with rights for African Americans? Why was it imperative for white men to keep rights from being extended to these groups? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons AttributionNonCommercial 4.0 International License and may not be reproduced for commercial purposes. Chapter 11: Cotton Revolution Thematic Questions How did slaves challenge the institution of slavery, both internally and externally? How did slaveowners respond to the challenges against slavery? How did white Southerners justify slavery? American Yawp Provided questions: Why was the South at the center of American commerce and diplomacy? How did white Southerners justify slavery? How did enslaved people endure their oppression? What were the effects of Nat Turners Rebellion? How did gender affect southern society and women in the South? Resistance on Southern Plantations Potential questions: Compare and contrast the experiences of slaves across the South. In what kinds of ways did they resist? Why might have slaves resisted knowing there would most likely be severe punishment to follow? How did slaves cope with the hardships resistance often brought? Was coping itself a type of resistance? Why or why not? Fugitive Slave Act Potential questions: What differences are present in the Fugitive Slave Law of 1793 and the Fugitive Slave Law of 1850? Why were these distinctions made? What are the implications of using the word fugitive in these laws? What does this language say about the way slaves were viewed at the time? Freedom on the Move Potential questions: Compare and contrast five different fugitive slave ads. What is the language like in these ads? Why might there be such a variance in reward money? What does the reward money imply about the value masters placed on their slaves? Runaway! Fugitive Slave Ads in Newspapers Potential questions: These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons AttributionNonCommercial 4.0 International License and may not be reproduced for commercial purposes. Opinion-based question: Do you think that runaway slaves intended for their escape to be a challenge to the institution of slavery, or was it more likely to escape the suffering and abuse they endured? Explain. Cotton is King Potential questions: What is meant by the title, Cotton is King? What emotions were being appealed to in the economic argument for slavery? Is exploiting emotions for political reasons a good way to appeal to the public? Why or why not? Opinion-based question: Was slave labor truly vital to the American economy, or was the argument used to create fear in abolitionists? Explain. Beecher on Abolitionists Potential questions: How are Beechers ideals influenced by the Second Great Awakening? How, in Beechers opinion, did womanhood and abolitionism conflict? Was there a way to rectify the conflict between these two identities? Opinion-based question: Were the actions of abolitionists truly radical in their historical context? Was any anti-slavery sentiment inherently radical for the time period? Explain. The Dinner Party Potential questions: What is Clay trying to say about the integration of black individuals into American society? What power dynamics exist between the white and black individuals in this picture? Why do you think Clay decided to delegate power in this way? Practical Amalgamation Potential questions: What is Clay trying to say about the integration of black individuals into American society? How are the black individuals portrayed in comparison to the white individuals? What does this say about black vs. white men and black vs. white women? What other elements of this image are significant? Why are they significant? More on Practical Amalgamation Potential questions: What is Clay trying to say about the integration of black individuals into American society? How are black individuals portrayed in comparison to white individuals? Why are the two groups portrayed in this way? How did Clay capitalize on the emotions of white Americans in his art? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons AttributionNonCommercial 4.0 International License and may not be reproduced for commercial purposes. Chapter 12: Manifest Destiny / Westward Expansion Thematic Questions Why was Manifest Destiny popularized during the mid-nineteenth century? How did it lead to the settlement and romanticization of the American West? How did Manifest Destiny affect Native Americans? What anti-immigrant sentiment existed in the mid-nineteenth century? Why did Americans harbor these feelings? American Yawp Provided questions: What beliefs characterized Manifest Destiny? Why did the United States go to war against Mexico? What were the key principles of American foreign policy prior to the Civil War? Was the early United States an empire? Did American growth help or hinder national unity? Art of the Gold Rush Daniel Jenks LOC collection Potential questions: Compare and contrast images from early in the gold rush and later in the gold rush. How did miners contribute to the settlement and development of the American West? Did these images more often show the hardships of the Gold Rush, or the triumphs? Why might this be the case? How did these images romanticize the rush for gold? How did this romanticization create further growth in the west? What elements of Manifest Destiny are present in these images? Immigrants landing in Ellis Island Potential questions: What appears to be the general emotion of the immigrants arriving in America? Why might they be feeling this way? What kind of people are coming off the boat? What does this say about immigration patterns during this time? Did immigration contribute to rising tensions in America? Why or why not? American Citizens! We Appeal to You Potential questions: These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons AttributionNonCommercial 4.0 International License and may not be reproduced for commercial purposes. What is the chief complaint held by the creators of this advertisement? How is this sentiment connected to the idea of American exceptionalism? What exceptions existed in the anti-immigrant sentiments held by the creators of this advertisement? Why was it acceptable for these immigrants to participate in aspects of American society? Why was Roman Catholicism in particular targeted in this ad? Vigilante committee to Stephens Potential questions: Why did San Franciscos vigilante committee punish individuals so harshly? Why did both the 1851 and 1856 committees dissolve so quickly? Why did the committees have such a deep commitment to organization and procedure? Anti-immigrant cartoon Potential questions: What does Uncle Sam represent in this cartoon? Why were immigrants viewed as threats to Manifest Destiny? How do these fears connect to labor and the economy? What is the significance of the Chinese immigrant swallowing the Irish immigrant in the last frame of this image? Jackson: State of the Union 1830 Potential questions: How are the ideas presented in the 1830 State of the Union related to the idea of Manifest Destiny? Why must Native Americans be removed to achieve this destiny? Cherokee Nation v. Georgia Potential questions: Why was the Cherokee Nation ruled as a dependent nation? How did this ruling affect the outcome of the case? How might this ruling have affected the Cherokees future political actions? What are the arguments in the majority opinion? In the dissenting opinion? Opinion-based question: What opinion is more compelling? Why? Indian Removal Potential questions: What different tactics did white Americans use to handle the issues they had with Native Americans? How were Native Americans affected by the Indian Removal Act and the Trail of Tears? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons AttributionNonCommercial 4.0 International License and may not be reproduced for commercial purposes. What different opinions existed among white Americans regarding the Indian Removal Act and the Trail of Tears? Appeal of the Cherokee Nation Potential questions: What ideological and logistical reasons did the Cherokee give for not wanting to leave Georgia? What are the potential consequences of refusing to leave? What impact did the ruling of Cherokee Nation v. Georgia have on the issues addressed in the Cherokee Nations appeal? What are the national and individual rights to which the Cherokee refer? How do the Cherokee people understand these rights as Native Americans? Bierstadt, Oregon Trail Potential questions: Why did Americans romanticize the West, especially in the antebellum period? What elements of triumph and tribulation are present in this image? How are these elements juxtaposed to one another throughout the painting? Leutze, Westward the Course of Empire Takes its Way Potential questions: How does this mural depict American excellence? Why was this excellence emphasized, especially during the antebellum period? What themes of Manifest Destiny are present in the mural? What is their significance? What kind of story is being told through this painting? What specific elements of the mural are used to tell this story? How does this image compare to Oregon Trail by Bierstadt? Wimar, Attack on Emigrant Train Potential questions: Who are the heroes supposed to be in this image? In the greater context of westward expansion, are these individuals truly the heroes, or are they the villains? Are they neither? Explain. How might contemporary audiences have responded to this image? How might the image contribute to broader popular ideas about Native Americans? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons AttributionNonCommercial 4.0 International License and may not be reproduced for commercial purposes. Chapter 13: Sectional Crisis Thematic Questions How did black narratives affect white Americans opinions regarding slavery in the years leading up to the Civil War? How did these narratives contrast typical portrayals of African Americans in popular culture? What legal measures were taken to ensure the systematic oppression of both freed and enslaved African Americans? How were politics affected by the sectional crisis between the North and South? American Yawp Provided questions: How did policy makers compromise over the question of slavery in the West? What did the various political parties stand for in the 1850s? What was more significant, the Dred Scott decision of the Kansas and Nebraska Act? How did conflict over states rights contribute to sectional conflict? Why did the South secede? Harriet Jacobs Potential questions: Incidents in the Life of a Slave Girl was written under the pseudonym Linda Brent Child. Why might the author, Harriet Jacobs, have chosen to publish the book under an alias? How does the intersectionality of race and gender affect Jacobs experience as a slave? Who is the intended audience of this book? What devices are used to appeal to this audience? What does the author hope to achieve by writing this book? Uncle Toms Cabin in American Culture Potential questions: Compare and contrast the reception Uncle Toms Cabin received from white critics and black critics. How were black individuals portrayed in illustrations of the book? How is this portrayal similar or different to the way African Americans were typically depicted at the time? What might account for these similarities or differences? How was Uncle Toms Cabin adapted to other kinds of media? Was it translated accurately? Fugitive Slave Act Potential questions: What differences are present in the Fugitive Slave Law of 1793 and the Fugitive Slave Law of 1850? Why were these distinctions made? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons AttributionNonCommercial 4.0 International License and may not be reproduced for commercial purposes. What are the implications of using the word fugitive in these laws? What does this language say about the way slaves were viewed at the time? Fugitive Slave Law lithograph Potential questions: Analyze the image and try to answer the ambiguities present throughout. Defend your reasoning. Fugitive Slave Law protest poster Potential questions: How did the Fugitive Slave Law affect the North? Why did the creators of this poster encourage individuals to disregard sentiments of partisanship? How does the poster encourage people to do so? The Fugitive Slave Law and its Victims Potential questions: What flaws existed within the Fugitive Slave Act? How did these flaws harm free African Americans? How did the Fugitive Slave Act incentivize white individuals to perpetuate slavery and its institutions? How did abolitionists work to undermine the Fugitive Slave Act? Great Republican Reform Party Potential questions: What kinds of individuals are depicted in this lithograph? Are these individuals portrayed favorably or unfavorably? What does this depiction say about the members of the Republican party? How is Frmont portrayed in this image? Why is he so willing to appease his radical constituents? Opinion-based question: Is this image portraying Frmont as a man of the people, a figurehead for the radicals, neither, or both? What elements of the image make you think this way? Lincoln-Douglas Debates Potential questions: How did these debates act as a form of publicity for the candidates? How did the candidates use the media as a campaign tool? How would these debates help Lincoln and Douglas in the future? What arguments were most prevalent throughout the debates? Why was it important that these issues were touched on specifically in the race for Illinois Senate seat? Why do you think Douglas referred to Lincoln as a Black Republican? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons AttributionNonCommercial 4.0 International License and may not be reproduced for commercial purposes. How did the issue of racial intermixing come out in these debates? What do we learn about each candidates standing on the slavery issue from these discussions? Dred Scott collection Potential questions: What was Scotts goal in suing his master, John Emerson? Who was expected to win the suit? Why? What arguments were brought against both sides of the case? Assess the validity of these arguments. Why was Scott granted so many appeals? How might the rhetoric surrounding slavery at the time impacted the uncertainty of his case within the legal system? Compare and contrast the majority/concurring opinions of the Supreme Court to the dissenting opinions. What was the reasoning behind the individual ruling of each justice? What do you think were the consequences of this case? How did it help or hurt the abolitionist cause? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons AttributionNonCommercial 4.0 International License and may not be reproduced for commercial purposes. Chapter 14: Civil War Thematic Questions What were some of the most defining moments of Lincolns presidency? How was Abraham Lincoln remembered in art and literature following his assassination? What effect did the Civil War have on those who were not fighting on the front lines? How were the domestic lives of women affected by the Civil War? How did black Americans participate in the Civil War? In what different ways did opposition to the war manifest itself? American Yawp Provided questions: What did the Confederacy stand for? What were the internal ramifications of the Civil War? How and why did slavery end in the United States? How did the Civil War transform American government? Why did the Union win the war? Gettysburg Address Potential questions What is the unfinished work Lincoln refers to? How did Lincoln evoke the Declaration of Independence, and connect it to the Union cause? How might this speech have indicated a turning point in the war, in terms of the nations resolve? How might the phrase of the people, by the people, and for the people be considered a rallying cry? Who are the people to which Lincoln refers? Lincoln: Second Inaugural Address Potential questions: Why does Lincoln avoid placing the blame of the Civil War on the North or the South? How does Lincoln use God to try to reason and justify the war? Does Lincoln commend either group for their feats in the Civil War? Why or why not? What is meant by the last paragraph of Lincolns address? Whitman: Memoranda During the War Potential questions: What is the overall tone of Whitmans narrative account? How does Whitmans exposure to the battlefield hospitals affect his view of the Civil War? Is his opinion similar to or different than most other civilians opinions? How did the violence on the battlefield contrast to the fragility of human life seen in the hospitals? Was there any balancing force to this dichotomy? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons AttributionNonCommercial 4.0 International License and may not be reproduced for commercial purposes. When Lilacs Last in the Dooryard Bloomd Potential questions: Who is the subject of Whitmans poem? What emotions does the speaker cycle through throughout the poem? Why might the speaker feel this way? What kind of toll did the Civil War take on the nation? How does the speaker emphasize the severity of this toll? How does Whitmans personal experience in the Civil War make the poem more sincere and meaningful? Our Women and the War Potential questions: How did the Civil War force women back into traditional gender roles? How might the war have set back the fight for womens rights? Did the Civil War change gender roles in any way? How? Angel of the Battlefield Potential questions: What is the meaning behind Bartons nickname, Angel of the Battlefield? How essential were women like Barton to the success of the Union? In what ways other than medical did they provide assistance to the army? Bartons notes on Antietam Potential questions: How did the Civil War extend beyond the confines of the battlefields? To what extent did it affect the forming and building of personal relationships? What effect did women like Barton have on the morale of the troops? How did the Civil War change traditional gender roles? Dolly Lunt Burge Potential questions: How is slavery expressed in Burges journal? Prior to Shermans men marching through, how does Burge describe life in Georgia in 1864 (three years into the war)? What was life like when Shermans men crossed through Georgia? How did Burges experiences with Shermans men color her opinion of Union soldiers? Based on Burges narrative, were the actions taken during Shermans march justifiable? Why or why not? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons AttributionNonCommercial 4.0 International License and may not be reproduced for commercial purposes. Mary Brooke Briggs Brooke Potential questions: How did the experiences of aging women during the Civil War compare to those of younger women? How did the experience of women living in the North compare to those living in the South? Butler on Self-Emancipated Slaves Potential questions: What southern policies regarding slaves made it so that the Union could consider runaway slaves contraband? How does Butler justify his reasoning from a military, political, and humanitarian standpoint? How did runaway slaves contribute to the Union army? Contrabands Escaping Potential Questions What kinds of people do you see represented in this image? How would you describe their clothing, and the objects they carry with them? What kind of story does this image tell about slaves who escaped to freedom during the war? What might be missing from this image? Why do you think the artist omitted such things? How does this image compare to other images of slaves youve seen in this class? Contrabands in Foreground Group of Contrabands Contrabands exhibit Potential questions: How did former slaves of all demographics contribute to the war effort? How essential were contrabands to the success of the Union army? How were contrabands depicted in visual culture? How did their depiction differ depending on the source of the image? Apart from an effort to document escaped slaves, why do you think these newly escaped peoples would have posed for a photograph? Why would the photographer have wanted to capture these images? What do you learn about the escaped slaves by looking at their clothes and other possessions / accessories in the photographs? How do these photographs compare to other images of slaves youve seen in this class? 1st Confiscation Act Provided questions: These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons AttributionNonCommercial 4.0 International License and may not be reproduced for commercial purposes. Why do you think this act was passed at this specific time during the war? What can you infer about the challenges of the war, simply from the acts passage and the language / goals of the act as a whole? Select one passage from Section 1 that best captures your interpretation of it. Provide reasoning for your selection. According to Section 4, what requirements must be met for a slave to become property eligible for confiscation by the Union? There was a debate at the time in Congress and the public over whether or not Section 4 emancipated slaves that had been confiscated as contraband. Use the phrase, the person to whom such labor or services is claimed to be due shall forfeit his claim to such labor, any law of the State or of the United Stated to the contrary notwithstanding, to help explain both sides of the argument. Explain how this law would have impacted slaves and their owners in the border states (Missouri, Kentucky, Maryland, and Delaware) that remained loyal to the Union, yet allowed slavery. NYC draft poster Coloured Orphan Asylum Burning the Coloured Orphans Asylum NYC Draft Riots Charge of the Police More on the Draft Riots Voices of the Civil War Potential questions: During New York Citys labor strike, why did many white individuals accuse black individuals of stealing their jobs while they were striking? Were black Americans to blame for this situation? Why or why not? What does this placement of blame suggest regarding the relationship between race and labor issues at the time? Were the riots really about the Civil War? If not, what were they really about? How do the images expose a side of the North that was not typically represented at the time? Why was it important for the Union to keep this kind of dissent quiet? Is there a clear hero or villain in the draft riot illustrations? Explain. Why might New Yorkers have taken such severe actions to avoid the draft? DPLA primary source set Provided questions: In the excerpts from The Volcano Under the City and The Battle of New York, how are the rioters described? In particular, how do these texts address the rioters nationalities or relationship to America? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons AttributionNonCommercial 4.0 International License and may not be reproduced for commercial purposes. Compare the 1863 illustration and the 1887 illustration. How are the riots depicted? How is the militia depicted? What inferences can you make about the illustrators perspectives on the draft riot? Using the excerpt from the Report of the Committee of Merchants and the illustration of the burning of the Colored Orphan Asylum, describe how the riots impacted the African American community in New York City. The Civil War has been described as a rich mans war and a poor mans fight. How does this connect to the tensions in the North over newly arrived immigrants? Using the items in this set as evidence, describe how Northern racism was a factor in the riots. These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons AttributionNonCommercial 4.0 International License and may not be reproduced for commercial purposes. Chapter 15: Reconstruction Thematic Questions Why was Reconstruction so controversial? How did it contribute to residual tensions from the Civil War? How did the South continue to oppress now freed African Americans? How did Americans use the Centennial as a way to diffuse the tensions of Reconstruction? How did Reconstruction come to an end? American Yawp Provided questions: What important pieces of legislation were passed during Reconstruction, and how did they change American life? How did African Americans respond to emancipation? What role did terrorism play in Reconstruction? Why did Reconstruction end? Was Reconstruction a success or failure? The Goophered Grapevine How is the South presented in the story? How does the Northern narrator think about the South? Who is Julius? What story does he tell? What was the plantation like pre-war? Master Dugal McAdoo? Aunt Peggy? Henry? The Yankee salesman? Is Julius better off at storys end? Why or why not? Black Codes video Provided questions: Why would states pass these Black Codes? What do the Black Codes have in common? How do the laws mentioned in the clip compare to aspects of slavery? What changes were Colored Conventions hoping to enact? Were any of these changes implemented in the future? MS Black Code on Vagrancy Potential questions: What systemic issues made it easy for Mississippi to criminalize African American vagrancy? How did the criminalization of African American vagrancy contribute to institutional racism in the South? How did the civil rights provided to Mississippis African Americans contribute to economic oppression? How did this economic oppression contribute to vagrancy? Why did the Mississippi government try to keep black civilians from owning weapons? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons AttributionNonCommercial 4.0 International License and may not be reproduced for commercial purposes. SC Black Codes on Labor Provided questions: Why was it important to legislators to insist upon the terms master and servant? How much control does this statute give white masters over the social lives of their black servants? Who was likely to have the upper hand in legal disputes between employers and their employees? Why did the section on vagrancy and idleness make no reference to the race of the offender? LOC newspaper articles Potential questions: How extensive was the planning process for the Centennial Exhibition? What does the level of commitment toward the exhibition suggest about Americans desire to showcase their countrys growth? Why was this sentiment / celebration particularly important following the Civil War? What does President Grant mean when he says, Let us make a complete success of our Centennial Exposition, or suppress it in its infancy, acknowledging our inability to give it the international character to which our self-esteem aspires? Overall, was the Centennial Exhibition a success? Why or why not? Can you envision any consequences of the Centennial Exhibition in terms of American politics and racial relations, occurring so quickly after the end of the Civil War? NGA photo collection Potential questions: Why did the souvenir booklet showcase the Centennial Grounds rather than inventions and products that were showcased at the exposition? What architectural styles are the buildings reminiscent of? Why were they built in these specific styles? Ephemera and Guidebooks collection Potential questions: What types of wares were showcased at the exhibition? Why were these specific items chosen? What aspects of the Centennial Exhibition made it ideal for advertising goods and services? What kinds of items were advertised through the exhibition? Philadelphia Encyclopedia exhibit Potential questions: How did Philadelphias Centennial Exhibition showcase American excellence to both domestic and foreign audiences? Why was such a celebration necessary? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons AttributionNonCommercial 4.0 International License and may not be reproduced for commercial purposes. Why were the seven specific images chosen for showcasing at the beginning of the article? What do these images suggest about the United States growth in the first one hundred years of its existence? What kind of growthboth tangible and intangibleis shown in these images? Compromise of 1877 documents Potential Questions: Why was the 1876 election so contentious? What political issues framed this election? What did the Compromise of 1877 entail? How did it benefit Democrats? Republicans? Did the Compromise of 1877 help to prevent increased sectional conflict? Why or why not? How did the compromise help to end Reconstruction?  ...

... These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. HIS 104 Discussion Questions (to be paired with HIS 104 Master Syllabus, by Black/Austin/Kimelewski) Chapter 16: Capital and Labor Thematic Questions How did Americans justify wealth disparity and flaws in the economy following the Civil War? How did industrialization change labor in the United States? How were workers treated during the rapid industrialization of the late 1800s? How did workers respond to this treatment? American Yawp Provided questions: How did industrialization remake the American economy? How did industrialization affect American workers? How did Social Darwinism shape many Americans attitudes toward inequality? How did American workers attempt to improve their condition? How did workers and farmers movements shape American politics? 1877 Strike documents Potential questions: Select four newspaper accounts two Democrat and two Republican and compare their coverage on the Great Railroad Strike of 1877. What tones do these papers take? How do they portray the railroad workers? How do they portray the railway executives? Ira Steward Provided questions: Why does Ira Steward appeal to other countries for assistance and understanding? Potential questions: What was the significance of Steward presenting a revised version of the Declaration of Independence on the 4th of July? How does Steward believe the eight-hour workday will lead to universal wealth? What does Steward mean when he says that the working class has no decent use for liberty? Sumner on Social Darwinism Potential questions: Is Sumner a Social Darwinist? Use evidence from the text to support your answer. How is socialism related to Social Darwinism? Can the two coexist? Why or why not? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. According to Sumner, what is the purpose of civil liberty? What effects do these liberties have on industry? Spencer on Survival of the Fittest Potential questions: According to Spencer, why do social welfare programs do more harm than good? Why does Spencer believe it is necessary for people to make mistakes when it comes to their own social welfare? How does survival of the fittest as presented by Spencer favor white, American-born individuals? Breakers Vanderbilt Mansion Potential questions: What does The Breakers architectural style remind you of? What is the significance of designing the house in such a way? What are mansions such as this one symbolic of? The Breakers is isolated on fourteen acres of property. How does the physical separation of the mansion parallel the gap between the wealthy and the poor in the post-war era? Do you think this physical isolation was intentional? Why or why not? Riis images Potential questions: What were living conditions like for poor Americans, and more specifically, immigrants? What systemic issues made it difficult to escape these living conditions? How did the generational cycle of poverty contribute to growing support for the theory of Social Darwinism? What feelings are Riis images meant to evoke in viewers? How does Riis use photography to promote change? Declaration of the Principles of the Knights of Labor front/rear Potential questions: What elements of the post-war industry and economy allowed for the boom in capitalism? Why did the Knights of Labor believe that the aggressiveness of capitalists would lead to the pauperization and hopeless degradation of the toiling masses? Why did the Knights of Labor emphasize moral worth over wealth? How might this argument appeal to capitalists? To workers? How revolutionary were the ideas presented by the Knights of Labor? Is it likely that their demands would be met by the government? By the capitalists? Why or why not? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Why did the Knights of Labor stress that, should they ever become a political party, they would be the party of the people? How would their political party be different from existing parties? Chicago proclamation Potential questions: How do you think laborers reacted to the mayors proclamation? Those who were anti-labor movement? Why do you think they would react in this way? Haymarket Riot in the press Potential questions: How are the rioters portrayed across sources? What kind of publications generally supported the rioters? What publications supported the police? What details in the images help you to understand whether the publication supported the police or the rioters? Do you think the images helped either the pro-labor or pro-business cause? Why or why not? What symbolism is present in the different engravings? What is their significance? How might contemporaries on both sides of the issue have responded to these images? How did objective sources compare to subjective sources? Which was more popular? Why was one more popular than the other? Haymarket pin Potential questions: Who might have worn this pin, and where do you think they would have worn it? What is the significance of using silent political statements such as this lapel pin? Haymarket Affair Potential questions: Choose one resource from each heading (trial documents, published materials, manuscripts, etc.). Analyze the way in which the Haymarket Affair was perceived by the press, the public, and in the legal sphere. DPLA primary sources Provided questions: Which source in the set is most representative of positive eugenics? Explain your answer. Which source in the set is most representative of negative eugenics? Explain your answer. After reading the excerpt from a pamphlet about eugenics and race, what are some of the primary reasons that the author gives supporting the science of eugenics? Compare those justifications to These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. the arguments that the author made in the excerpt from Eugenics, Marriage and Birth Control supporting the use of birth control by couples. After reading the excerpt from The Progress of Eugenics, explain some of the reasons why the author believed that eugenics was less of a biological sciences question. Do you think eugenics is driven more by biology or by economic concerns? Why? Which questions and answers in the informational pamphlet about sterilization in North Carolina are most alarming? Why do you think North Carolina was considered progressive on the issue of eugenics? Considering the letter to W. E. B. Du Bois and the letter on behalf of the Birth Control Federation of America, in what ways did Margaret Sanger support birth control in the African American community? After viewing the charts in the pamphlet including information about sterilization laws, what trends do you notice in the number of sterilizations and the states where they took place? Why were the numbers higher in some states than others? What is Dr. Kelly Millers approach to eugenics in his article Eugenics of the Negro Race? Is it more closely associated with positive eugenics or negative eugenics? How might he respond to Margaret Sangers Birth Control movement? Considering that in 2015 a Nashville, Tennessee assistant district attorney was fired for including sterilization requirements in plea deals, how would you interpret the poster for an event about modern eugenics? What are some other potential manifestations of eugenics in contemporary society? Consider the poster for a Better Baby Contest. How does it represent the eugenics movement? Is there another image that would better represent the movement? If so, describe it. How do the authors justifications for the sterilization of the mentally and physically-handicapped in the pamphlet supporting the sterilization of individuals in asylums compare to the authors justifications for eugenics in the pamphlet about eugenics and race? What are the differences and similarities? Considering the recording of a 1971 eugenics speech, what arguments does the student participant/leader give against allowing the controversial speaker to speak at the college? Should eugenics ideas and speech be protected speech in the twenty-first century? According to the excerpt from a book about eugenics laws in the United States, what was the legal rationale for eugenics laws? After reading the excerpt from the final report on compensating sterilization victims, do you believe the North Carolina government has done enough to compensate victims of forced sterilizations? Explain. These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Chapter 17: The West Thematic Questions How was the American West romanticized in popular culture? Why was the west romanticized? How did westward expansion affect Native populations? How did Natives respond to expansion? American Yawp Provided questions: How would you describe the changes in the American West after Reconstruction? What obstacles confronted independent Native Americans after Reconstruction? What caused the so-called Indian Wars? How did technology shape the West? What can the Turner thesis teach us about the late nineteenth century United States? Buffalo Bills show Potential questions: Browse the photos, videos, and stories present in the collection. How was the American West romanticized by Buffalo Bills shows? Why was there a need to romanticize the frontier? What realities did the show attempt to avoid? How did cowboys help in the settlement of the west? Why was the cowboy chosen as a prominent symbol of the west? The Rescue Potential questions: How does this statue play on existing stereotypes regarding Native Americans? What elements of this statue represent white superiority? The Dakota War of 1862 Potential questions: Compare the uprising of the Dakota against America to the uprising of America against the British during the Revolutionary War. How did Americas conquest of the West foreshadow American imperialism? What does the map indicate about the dispersion of the Dakota people following the war? Why were there so many movements? How widely dispersed were the Dakota people by the 1880s? What impact could this separation have on Dakota culture, identity, and population? Excerpts on the Dakota conflict Potential questions: These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. What were tensions like between Americans and the Dakota following the war? Why did some men want to continue fighting? What was at stake for both parties? What different perspectives existed among the Dakota men, especially those being executed? How did the perspectives of white military members differ from the perspectives of white reverends? What might have accounted for this difference in opinion? Chivington to Curtis Potential questions: What was the ratio of American losses to Native American losses? Why did Chivington and his army burn down the Natives settlement after killing so many of their people? What is the significance of taking war trophies from the Natives? Smith affidavit Potential questions: What circumstances led to John Smiths affidavit? Who does he seem to side with? Why does he choose this side? First Account of the Custer Massacre Potential questions: Is this an objective or subjective account of the Custer Massacre? Explain. What is the significance of listing out the dead and wounded? What emotion is this article supposed to evoke in audiences? Turning Hawk and American Horse on the Wounded Knee Massacre Potential questions: Why were American troops so quick to fire after a Dakotas gun went off? Was this an appropriate reaction? Why or why not? Why did American Horse say that he would feel almost grateful if it were only Dakota men who were killed? What importance did women and children hold within the Dakota tribe? How did the Wounded Knee Massacre break already fragile trust between Natives and the US government? Leutze, Westward the Course of Empire takes its Way Potential questions: Why did Americans turn their focus westward after the Civil War? What themes of Manifest Destiny are present in the mural? What is their significance? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. What kind of story is being told through this painting? What specific elements of the mural are used to tell this story? Why is this mural featured in the Capitol building? Melrose, Westward the Star of Empire takes its Way Potential questions: What is the Star of Empire referenced in the title of this painting? What signs of progress are present in this painting? In what ways does Melrose draw from Leutzes Westward the Course of Empire takes its Way? Gast, American Progress Potential questions: How is the past juxtaposed to the present in this painting? How is Manifest Destiny depicted? Who is the woman in the painting? What does she represent? How are the Native Americans positioned in this painting? How does their depiction fit into the historical context? What are the elements of progress in the painting? How does the artist use these to portray the westward migration of white settlers in the US? The Right Way to Dispose of Sitting Bull Potential questions: What kind of animals make up Sitting Bulls body in this caricature? Why were these animals chosen specifically? How does the depiction of Sitting Bull differ from the depiction of the white man in the image? Why do you think the artist decided to represent the figures this way? How does this depiction of Sitting Bull draw on longstanding stereotypes of Native Americans? According to the image, what is the right way to dispose of Sitting Bull? Why does Sitting Bull need to be disposed of in the first place? What other elements of this image are significant? Why are they significant? Johnston, The Dawn of Civilization Potential questions: What is the photos landscape like? How is the man in the picture positioned among this landscape? Why is he positioned in such a way? What is meant by the photos title, The Dawn of Civilization? What does the Native mans race have to do with this title? What kind of response is this photo supposed to evoke? Why is the photographer trying to send this message? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Carlisle Indian School Potential questions: How did the Carlisle Indian School homogenize different Native tribes into simply Indians? Why did Americans believe it was necessary to assimilate Native Americans? Why were Native Americans willing to send students to these assimilation schools? Compare and contrast the before and after images of the students enrolled at the Carlisle school. What visual cues and symbolism are used to represent Native Americans in their native way of life? What symbols are used to represent the figures in the after photos? How do you think these images would have been used by promoters of the school? By others in the press, or other public media? What story do these images tell about the goal of assimilation? Nebraska prairie settlement Potential questions: What common topics were discussed in the letters from the Nebraska prairie settlement? Why were these topics important? How did the lives of prairie men and women compare? What different experiences did they have in the social and economic spheres? What hardships did people face on the settlement? How did they solve these problems? How do these letters and diaries compare with stereotypical understandings of life on the prairie? Indian Reorganization primary sources Provided questions: Explore the long hair letter and the response to the long hair letter. In what ways were white people biased against Indian people in the early twentieth century? Do you notice any difference in the way the Superintendent and the Commissioner think about Indian people? Analyze the excerpt from The Problem of Indian Administration, the poster about trachoma, and the map of reservations. What were the consequences of the reservation system and white racial bias for Indian communities? How did Indian people manage the pressure to assimilate alongside a commitment to their traditional ways of life? Pay particular attention to the excerpt from Rebuilding Indian Country, the photograph of Superintendent Hutton and Navajo men, and the photograph of a Navajo boy, looking closely at body language. Analyze the excerpt from a daily schedule at Fort Bidwell Boarding School, the photograph of girls at St. Francis Mission School, and the photograph of boys and girls at St. Bernards Mission. What would it have been like to go to schools like these? How would you change the programming at the schools if you were in charge? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. The photograph of a Crow Indian family in their kitchen and the photograph of a Crow Indian camp show two different Crow families at home. What are the similarities and differences between how they lived? How might you interpret their lifestyle choices given the other sources in this set? Rebuilding Indian Country was produced by the federal Department of the Interior. How does that shape the images you see? Can you find evidence in the film of American Indian resistance to white ideas about how they should live? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Chapter 18: Life in Industrial America Thematic Questions How did industrialization affect race relations in America? Why were relations affected in this way? How did the transcontinental railroad revolutionize American industry and commerce? How did industrialization affect American leisure time? American Yawp Provided questions: How did Chicago represent industrial America? How did the era of industrialization transform American culture? How did immigrant communities form and support themselves? What was the New South? How did the era of industrialization affect ideas about gender and sexuality? The Goophered Grapevine How is the South presented in the story? How does the Northern narrator think about the South? Who is Julius? What story does he tell? What was the plantation like pre-war? Master Dugal McAdoo? Aunt Peggy? Henry? The Yankee salesman? Is Julius better off at storys end? Why or why not? The Heathen Chinee Provided questions: How are the Irish man and the Chinese man in this poem portrayed? What stereotypical characteristics does each character have? Which character does the narrator find most objectionable? What does the narrator think about the actions taken by the other two participants in the card game? Does he hold them both to the same standard? In the last verse the poem says certain traits are peculiar, or unique, to the Chinese. Does the rest of the poem support this? Do you think the author, Bret Harte, wanted his readers to think about how the Chinese were being judged by Americans? What do you think people remembered most about this poem a few months after they had read it? Chinese immigrants confront prejudice Potential questions: These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Who do the Chinese immigrants feel is responsible for the continued prejudice they face in America? What led them to place responsibility in this way? What is ironic about the California governments decision to create a segregated school in terms of American attitudes toward assimilation at the time? How did relationships between Chinese immigrants and Americans compare to the relationships between Chinese immigrants and other migrant groups? What might have accounted for the differences between the two? A Practical Plan for Building the Pacific Railroad Potential questions: Why dont Americans have faith that the Pacific Railroad will be completed? What arguments does Judah use to dispel Americans distrust regarding the Pacific Railroad? Why must it be private capitalists who fund the railroad? Why havent capitalists funded the railroad prior to Judahs plan? Is Judahs plan to build the Pacific Railroad feasible, both geographically and economically? Why or why not? The Transcontinental Railroad Potential questions: Why was a transcontinental railroad necessary? What was the symbolic significance of the transcontinental railroad? How did the construction of the transcontinental railroad affect immigrants, pioneers, and Native Americans? Wedding of the Rails Potential questions: Why was the meeting of the Union Pacific and Central Pacific railroads such a significant event? How did it revolutionize travel and industry in the United States? How did the transcontinental railroad foster growth after its completion? What impact did it have on subsequent infrastructure? Union Pacific Railway How did the map of the Union Pacific railway also serve as an advertisement for the company? What points do the railroad and its connections pass through? Why does it hit these points specifically? Railroad travel ads Potential questions: These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. What kind of language do these advertisements use? Who are they supposed to appeal to? Why did railroad lines use sightseeing as an advertisement tool? How did sightseeing turn rail travel from a trip to a leisure experience? Camel riding, Coney Island The Bowery On the beach at Coney Island Dreamland Filipino baby, Coney Island Potential questions: Have students analyze the images from Coney Island and answer questions: What kinds of amusements could people engage in at Coney Island? How was amusement at Coney Island different from entertainment that came prior? What conditions allowed Americans to enjoy leisure activities? What kinds of people visited Coney Island? What about Coney Island was appealing to these demographics? How did the organizers encourage visitors to observe and engage with exotic peoples, places, and animals? How did Coney Island represent both a place to see and be seen? Early motion pictures Have students select motion pictures and answer the following questions: What kind of activities did Americans participate in during their free time? Why did they choose these activities specifically? How did the visual documentation of leisure exploit differences in the leisure activities of people of different races, ethnicities, classes, and genders? How was the visual documentation of these activities leisure in and of itself? How did the dissemination of motion pictures make leisure more accessible? How did people experiment with early film to document the world around them? How do you think early audiences would have responded to these films? Vaudeville & Popular Entertainment Collection Potential questions: What elements of vaudeville made it entertaining for Americans of all backgrounds? How did vaudeville serve as a tool for cultural consciousness? How did vaudeville caricaturize different cultures? Overall, do you believe vaudeville was more helpful or harmful to bridging cultural gaps? Explain. These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Jewett, The Gray Mills of Farley Potential questions: What purpose did local fiction like The Gray Mills of Farley serve in the early nineteenth century? What role does ethnicity play in The Gray Mills of Farley? How is ethnicity portrayed relative to the labor performed in the story? Cohens account of her neighborhood Potential questions: How did Cohen change after her exposure to the world outside her neighborhood? How did this new world drive her? What role does the American dream play in Cohens account? What does Cohen mean when she says, And then I was able to stand between the two [worlds], with a hand in each? Might this have been a common sentiment for people immigrating to America in the early twentieth century? Why or why not? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Chapter 19: American Empire Thematic Questions Why did Americans begin to take on imperialist conquests at the end of the nineteenth century? What events caused Americans to get involved with the issues of foreign governments? How did this begin to assert the United States as an international power? What varying attitudes did Americans hold regarding imperialism? What were the benefits and drawbacks of imperialism? American Yawp Provided questions: How did American foreign policy change in the late-nineteenth century? What arguments did Americans make to support interventions abroad? How was the question of immigration tied up with American imperialism? How did nativism shape American immigration? What role did American women play in imperialism? Howells, Editha Potential questions: How is Editha an anti-war story? How does Howells use irony to express this point? Why did Editha romanticize war? What were the consequences of doing so? What is meant by Editha when she says, What a thing it is to have a country that cant be wrong, but if it is, is right anyway! What does this quote say about American patriotism and nationalism? How can this sentiment be dangerous? School Begins Potential questions: What is being taught in this school? Who is receiving the most attention from Uncle Sam? Why? What do these students represent? How are the children in the back of the classroom portrayed? Why are they portrayed this way? Why is the Native American student isolated from the rest of the classroom? Who is the child at the door supposed to represent? The child at the window? Aguinaldo on American Imperialism in the Philippines Potential questions: What ironies does Aguinaldo identify regarding American imperialism in the Philippines? What does Aguinaldo mean when he says, the Filipinos fighting for liberty, the American people fighting to give them liberty? Why is there such a tension between the two if they supposedly want the same thing? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Does Aguinaldo believe that the Americans truly went to war with Spain for moral reasons? Why or why not? Declined with Thanks Potential questions: Why is Uncle Sam so heavy in this picture? The caption of this cartoon says, The Antis Here, take a dose of this anti-fat and get thin again! / Uncle Sam No, Sonny! I never did take any of that stuff, and Im too old to begin! What is the meaning of this caption? Why does Uncle Sam decline the antis remedy? What is the significance of President McKinley being the tailor in this cartoon? Is he impartial to Uncle Sams weight gain, or is he complicit in it? Why are previous American conquests woven into the enlightened fabric? The Paralyzing Influence of Imperialism Potential questions: Why, according to Bryant, do pro-imperialist Republicans remember a selected history of the United States? How does this selected history justify their imperialist attitudes? Why does Bryant believe that a war of conquest is as unwise as it is unrighteous? McKinley on expansion Potential questions: Why is McKinley reluctant to take any blame for imperialism in the Philippines? Is he right in thinking he does not deserve the criticism? Why or why not? Crews Mess With Admiral Dewey Sailors Dancing Potential questions: What does American imperialism look like through the female gaze? How might Johnston's photography have changed the opinions Americans held regarding imperialism? How might Johnstons presence on the boat, as a middle-class woman, have served to counteract press reports about the sailors brutal violence in the battle for Manilla? What were emotions like following the USS Olympias departure from Manilla? How did these feelings set the tone for future conquests in the Philippines? Images from the Pan-American Exposition Potential questions: These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. What was ironic about the Pan-American Exposition celebrating the accomplishments nations had made since achieving their independence? How stark were the differences between exposition participants of different races and ethnicities? What groups have made more advancements than others? What might account for the varying degrees of achievement seen at the exposition? How might Johnstons photographs have publicized these different peoples to the rest of the US? How do Johnstons photographs depict the various non-white groups as a spectacle to be looked at? The Spanish-American War in Motion Pictures Potential questions: Why was the ability to film war such a significant development? How was the American military presented in these films? How might the films have affected American attitudes towards war and imperialism? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Chapter 20: The Progressive Era Thematic Questions How did labor change in the early twentieth century? What events led to changes in the legality of labor? How did workers organize to create change? What actions did the government take to prevent big business from controlling American labor and markets? How was the labor movement connected with the movement for womens rights? American Yawp Provided questions: What ideas animated American progressives? What major reforms did American progressives pursue? How did American women shape the progressive movement? How did Jim Crow influence life for both white and black Americans? How do the similarities and differences between Booker T. Washington and W.E.B. Dubois capture major currents in African American thought? Photography and Reform Potential questions: What were living conditions like for poor Americans? What systemic issues made it difficult to escape these living conditions? Why were immigrants often found in these poor conditions? How did the generational cycle of poverty contribute to growing support for the theory of Social Darwinism? What feelings are Riis images meant to evoke in viewers? How does Riis use photography to rally Americans to action and to promote change? National Child Labor Committee collection Potential questions: Why were these photos taken? How were they used as propaganda? Examine some of the photos. About how old were the children in these pictures? What kind of labor are they doing? What are the conditions they are working in? Is it fair to have children these ages doing the jobs they did? Why or why not? Who would be the audience for these photos? How might different groups react to the images? Sherman Anti-Trust Act Potential questions: What economic conditions created the need for an anti-trust act? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Why was the Sherman Anti-Trust Act beneficial for consumers? How specific was the language used in the Sherman Anti-Trust Act? What effect might the language have had on the success of the act? T. Roosevelts First Annual Message Potential questions: Why was it important for Roosevelt to establish his goals and philosophies in his first annual message? What circumstances contributed to this need? Why, according to Roosevelt, was President McKinley assassinated? What was to be gained by his death? What kind of domestic issues were prevalent at the dawn of Roosevelts presidency? What kind of foreign issues? What are Roosevelts plans to solve these issues? From this speech, what kind of president is Roosevelt setting himself up as? Explain. Chronicling America Potential questions: Choose (#) resources and answer the following questions: Why was Teddy Roosevelt referred to as the Trust Buster? Was this a positive nickname or a negative one? When reporting on Roosevelt and trusts, were newspapers generally objective or subjective? If you answered subjective, do they favor Roosevelt, or the trusts? Explain. How did businesses generally respond to Roosevelts actions against trusts and monopolies? How did consumers react? T. Roosevelt copies Potential questions: Roosevelt to John Carter Rose Why did Roosevelt want executive officers to oversee cases that potentially violated the Sherman Antitrust Act? What were the pros and cons of leaving these cases to the court system? The up-to-date charge of San Juan Hill Why is Roosevelt portrayed as a Rough Rider in this image? How does this portrayal relate to his trust busting? Next! What is meant by the images title, Next! Why is the octopus positioned on a globe? What does such positioning suggest? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Who might the people in this image be? Why does the Standard Oil octopus want to take hold of them? What does the octopus holding and reaching for government buildings suggest? Why is this concerning? Labor Condemns Horror Potential questions: Why did it take a catastrophic event like the Triangle Shirtwaist fire for changes to be made regarding work safety protocols? How did the Triangle Factory fire spur on women to organize and fight for better labor conditions, particularly in factories and sweatshops? Triangle Factory Fire photos Potential questions: Why were so many workers forced to jump from the Asch building? Did these workers have a better chance of surviving by jumping, or by attempting to follow existing safety protocols? Why did photographers take pictures of the carnage and destruction left from the fire? How might these photos have inspired change? Program of the Womens Suffrage Parade Potential questions: Who, or what, is the woman on the cover of the program supposed to represent? Why did the artist choose to depict her in this way? How did changes in womens role in society contribute to the shared desire for suffrage? What do the suffragettes depicted in the program look like? How do they compare to caricatures of suffragettes in political cartoons? What kinds of companies advertised in this program? Why was advertising in a program for a suffrage event beneficial for these specific companies? LOC Womens suffrage collection Provided questions: Select items that reflect different strategies used in the fight for equal suffrage. Study the items opposing suffrage and compare strategies. Use the anti-suffrage items to identify and study the arguments made by those opposed to suffrage. Study the maps to form a picture of which states and territories enfranchised women and which did not. Speculate about why there were differences in rights in different states and areas, and then look for evidence to support the hypothesis. These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Study the political cartoons and select one for further analysis. What do you think was the cartoonists opinion of womens suffrage? Who do you think was the audience for the cartoon? What methods does the cartoonist use to persuade the audience? Examine several items reflecting the consequences for the suffragists actions. What can you discover about the treatment of suffragists from these items? Triangle Factory Fire collection Potential questions: Why did many former Triangle Factory workers testify regarding the conditions of the factory? How did the testimonies of workers contribute to the effort for increased safety in the workplace? How were factory executives able to bypass safety measures without being caught? Why did they choose to take shortcuts when it came to safety? About how old were most of the victims who died in the fire? How might the identities of the deceased have helped rally local and regional workers for change? What was the significance of relief networks in the aftermath of the fire? What services did they provide to survivors and their families? Why were these services essential? Anti-suffrage valentine Potential questions: Why were suffragettes portrayed as undesirable partners? How did industries like the postcard industry capitalize on the portrayal of suffragettes in popular culture? Why did they choose to capitalize on political issues like suffrage? Who might have sent a valentine like this? Why? DPLA set on suffrage Provided questions: Examine the postcard of nurses and the photo of a suffragette appealing to striking workers. Why do you think the suffrage movement aligned itself with professionals in fields like teaching, nursing, and other striking labor groups? What common causes did these different groups of people share? Compare and contrast the anti-suffrage lithograph illustration, the 1914 poster for the International Woman Suffrage Alliance, and the flyer listing reasons for a constitutional amendment. How does each address womens roles in the family? Why / how were family roles related to the cause of suffrage? Using the items in this collection, explain the specific arguments made by those who advocated for womens suffrage and those who opposed it. Many of the items in this set are postcards. Why was the postcard such a popular method of communication for both suffragists and anti-suffragists? What are its advantages? With the 1915 These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. postcard of Kewpie dolls, which strategies was the National Womans Party using to appeal to readers? Chronicling America, Triangle Fire Potential questions: Were the newspaper articles regarding the Shirtwaist fire intended to be objective, or were they meant to act as an expos of the factorys owners? Use text from the articles to support your claim. How did the media react when Harris and Blanck were acquitted of their manslaughter charges? Was the reporting on this element of the fire objective or subjective? Explain. National Womens Party Potential questions: What tactics did the National Womens Party use to publicize their cause? What were the advantages of lobbying in this way? How were the NWPs tactics similar or different from those of other groups that came before them? Why was picketing the most favored way for the NWP to express their viewpoints? What kind of language and slogans did they use on their signs? Were their signs controversial? If so, how did controversial messages help or hinder the NWPs cause? Was the government fair in its treatment of women who were arrested for picketing? Why or why not? How did these protests (and the aftermath) put pressure on the president? Great Suffrage Parade Potential questions: Why did organizers schedule the Great Suffrage Parade for the day before Wilsons inauguration? What were they hoping to accomplish by making such a political statement? Why did the men who witnessed the parade not take the women seriously? Was this an indication of how successful the parade would be in the short-term? In the long-term? Explain. What was the movement for womens rights like prior to the Great Suffrage Parade? Did the parade provide the movement with the vigor it needed to continue to stay afloat? Explain. The Lost Beautifulness / Soap and Water Provided questions (http://nationalhumanitiescenter.org/pds/gilded/people/text6/text6read.htm): How does Yezierska portray the city in these stories? Compare the aspirations of Yezierska's protagonists to those of Alger's Dick Hunter. In "The Lost Beautifulness" how are Hannah's relationships with her son, husband, and neighbors influenced by the vision she has for her kitchen? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. What does Mrs. Preston represent to Hannah? How is Hannah an artist? What do both the creation and dismantling of the kitchen mean for Hannah's dreams? What role does Miss Whiteside play in the story? Why does the narrator in "Soap and Water" dream of going to college even though she doesn't like the work required of her? What is the teacher's relationship to Miss Van Ness? What does the conclusion to "Soap and Water" suggest about the narrator's future? What do the protagonists of these stories gain and lose through assimilation? Wells Crusade Provided questions: Examine the title pages of Southern Horrors and A Red Record. Compare the use of imagery, color, and text. What do you think Wells was trying to convey to her audience? How do you think she wanted her readers to feel when they saw her publications? What do you interpret the title A Red Record to mean? In what ways does Wells employ irony in the pamphlets subtitle, Respectfully submitted to the Nineteenth Century civilization in the Land of the Free and the Home of the Brave? Using the court record from Wells lawsuit against the railroad company and her portrait from 1893, imagine Wells in the scene that she recounts on the train and, later, in a courtroom providing the recorded testimony. What does Wells testimony reveal about her character? In the illustration from The College of Life, the caption below Wells portrait reads Lecturer, Defender of the Race. In what ways did she fulfill this role? What does the Harpers Weekly cartoon reveal about the motivation(s) of the Ku Klux Klan? In what way is lynching part of the Klans strategy? Using the lynching announcements that were reprinted in The Crisis, the photograph of a lynching, and the letter from A. M. Middlebrook, explain what each reveals about the relationship between the state government, the local police, and local white citizens when it came to the practice of lynching. Lynchings were sometimes planned, public events that people came to watch. Using the lynching announcements that were reprinted in The Crisis and the photograph of a lynching, explain why the committee of Ellisville citizens and other white groups or individuals wanted these events to be public. Why do you think the men, women, and children who attended wanted to watch? What would it have felt like to be an African American citizen of Ellisville, Mississippi or Columbus, Georgia at this time? What does her address say about what Ida B. Wells hoped to achieve with her speaking tour in England and Ireland? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. What does the letter by Ida B. Wells to Albion Tourgee reveal about their relationship? Analyze what this letter and the address reveal about public perception of Ida B. Wells. How do you think she felt about pushback she received from the media or other reform leaders? Read the introduction to Wells A Red Record online. Compare the introduction to The Tragedy of Lynching. Do you think Milton and Raper had read Wells work as part of their research? How are their approaches and tones different from hers? Settlement Houses Potential questions: Based on the fundraising brochure, the Unity Settlement House report, and the photo of citizenship class, describe ways in which settlement houses tried to Americanize their visitors. What were the pros and cons of these Americanization programs? What impact might these programs have had on the different cultural groups that made up many immigrant communities? Based on the photo of the early leaders of the settlement house movement, what can you infer about their class background? Using the Hull House map, the photo of the kindergarten class in Chicago, and The City Wilderness excerpt, describe the racial and ethnic makeup of the neighborhoods served by these settlement houses. Considering the photo of the Phyllis Wheatley Settlement House football team and the photographs of the play facilities and children served by the Social Settlement in Washington, DC, why might these organizations appear to serve predominantly or entirely African American communities? In what ways might the services offered at these settlement houses be similar or different to those offered in European immigrant communities? Do a close reading of the photograph of singing class at Hull House. What can you learn about the participants? Using the Hull House map as a guide, choose a person in the photo and imagine his or her backstory. Where is s/he from? What brought him/her to Hull House? What is his/her relationship to the other people in the picture? Using the source set, list the range of specific activities, services, or facilities that settlement houses offered to children and families. In what ways did these services combat or prevent some of the dangers that these children may have faced at the timeon the streets or as workers? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Chapter 21: WWI and its Aftermath Thematic Questions How was World War I fought on both the homefront and the battlefield? What was life like for soldiers fighting on the front lines of the war? What issues existed on the homefront that challenged the war effort, both domestically and abroad? American Yawp Provided questions: Why did the United States enter World War I? How did World War I transform American culture? How did World War I change American race relations? How did Americans ideas about postwar international relations differ from one another? How did the influenza pandemic affect American life? WWI Propaganda Potential questions: Browse the propaganda and answer the following questions: Why was propaganda necessary for garnering American support for the war? How do these propaganda pieces urge Americans to participate in the war effort from all fronts? What themes repeat in these materials? Why would such themes have been chosen? What kind of language is used throughout the propaganda posters? What kind of symbolism? How are these tools used to exploit Americans sentiments toward national values? Why are these tools used to do so? Aerial view of the trenches Potential questions: Why were the trenches dug in a jagged pattern? What is the purpose of the smaller, connecting trenches? Why was trench warfare so conducive to stalemates? Letters about living in the trenches Potential questions: How did Albert describe life in the trenches? What possible consequences might have resulted from these living conditions? What was Alberts philosophy regarding trench warfare? What aspects of trench warfare led him to this opinion? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Imperial War Museum Potential questions: What psychological effects might the dull nature of trench life have caused for soldiers? Abandoned German Trench Potential questions: What does the abandoned trench look like? What kind of physical and psychological effects might soldiers have faced after living in these conditions for extended periods of time? BYU Assembly Potential questions: What elements of campus life made colleges and universities specifically susceptible to the 1918 flu? What measures did colleges and universities take to mitigate the spread of the flu? How did these actions set a precedent for handling future disease outbreaks? Halt the Epidemic! Keep your Bedroom Windows Open! Potential questions: How did the uncertainty surrounding the flu and its spread dictate the way governments and health organizations responded? What kind of advice did these organizations give people? Were the responses of governments and health organizations precautionary, or reactionary? Explain. How did governments and organizations use the media to educate Americans about the flu? What tactic do you think was more effective - propaganda or public service announcements? Why? DPLA Exhibit on the 1918 Flu Potential questions: What demographic was hit the hardest by the flu? How did high susceptibility among this group affect the American economy and industry? Which wave of the flu was the most dangerous? Why? Why did some Americans resort to homeopathic methods for treating the flu? How desperate were health organizations for workers? Was everyone who helped in combating the flu qualified to do so? Explain. How did Americans distract themselves from the looming threat of the flu? National Archives Exhibit on the 1918 Flu These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Potential questions: Why did the response to the flu require a national effort? Was that effort effective? How / why? What were some of the mitigation measures taken/advocated to prevent the spread of the flu? How did public health officials attempt to warn people about the ways in which the flu spread? Why do you think public health officials grouped together diseases like influenza and tuberculosis in some campaigns? How did the flu epidemic impact American life? How and why did the flu unite Americans from different backgrounds, even if it was just for a short period of time? Select 2-3 letters and personal communications to explore in depth. How did Americans in different industries respond to the epidemic? How did it impact their work, health, and family life? Why was the military so affected by the influenza epidemic? How did the epidemic affect the way in which soldiers fought the war? What was the legacy of the 1918 flu epidemic? Influenza Archive Potential questions: Select resources from the cities, organizations, people, places, and publications tabs. Answer the following questions: How did localities respond to the pressures of the epidemic? How did Americans in different industries respond to the epidemic? How did it impact their work, health, and family life? How did the epidemic impact communities differently? Which communities were hit the hardest in the epidemic? Why do you think that was the case? Locate your community in the archive. What can you learn about how the epidemic affected your local community, city, or region? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Chapter 22: The New Era Thematic Questions What ideas were popularized by the Harlem Renaissance? What did the Harlem Renaissance do for race relations in the 1920s? What was American social life like in the 1920s? What elements of social life were controversial? Why were they controversial? What economic changes were brought about in the aftermath of World War I? How did these changes affect consumer culture and advertising? American Yawp Provided questions: Were the 1920s a return to normalcy, as Warren G. Harding had advocated? Is it reasonable to describe the 1920s as a time of culture war? How did changes in consumption shape American culture? Why was the Second Ku Klux Klan prove so popular in the United States? What is the significance of the Harlem Renaissance? Passing Potential questions: How do the experiences of mixed-race individuals compare to those of African Americans? To those of white Americans? How does being white passing affect the way mixed-race individuals perceive their own identity? What benefits does being white passing provide Clare and Irene? What costs are associated with being white passing? Despite both being white passing, Clare and Irene both have very different lives and experiences. What might be the cause of these differences? What is Nella Larsen trying to convey through her novel? How does Larsen draw from personal experience to solidify her points? If We Must Die Potential questions: How does McKay use animalistic imagery to describe the dynamics of oppression? Why, do you think, might he have done so? According to the speaker, what must the oppressed do to die like men rather than die like animals? I, Too, Sing America Potential questions: These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. What does Hughes mean in saying I, too, sing America? Why does Hughes change this to I, too, am America at the end of the poem? How does Hughes use irony in his poem? Where specifically is he being ironic? What is meant by his use of irony? Compare and contrast McKay and Hughes. In what ways are they similar? Different? 18th Amendment Potential questions: What role did alcohol play in American society prior to the Prohibition? How might have alcohols role in society lead to its outlaw with the 18th Amendment? Why did Congress give it a year before the 18th Amendment would come into effect? How might this stipulation have contributed to the illegal storing and selling of alcohol? LOC Historical Newspapers Collection Potential questions: What groups were generally pro-Prohibition? What groups were generally anti-Prohibition? Why did wets believe the Prohibition was unfair? Why did the drys want to keep Prohibition laws in place? In what ways did wets and drys disseminate their ideas regarding the Prohibition? How did these tactics appeal to Americans with all different kinds of interests? Anti-Saloon League Potential questions: What were the political aspirations of the Anti-Saloon League? How was the league organized? How did this organization allow the group to expand to higher levels of government? What kinds of propaganda did the league release? Why did many of these pieces feature children? What is the significance of these children? Liquor dump Raid by Prohibition Officers Potential questions: Why were raids and liquor dumplings public affairs? What point did these public displays make regarding the enforcement of the Prohibition? How did disposing of alcohol publicly protect the reputations of Prohibition officers? Wets vs. Drys Provided questions: These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. What arguments for and against Prohibition are presented in the cartoons? what benefits, harm, and unforeseen consequences? How is the public depicted? Uncle Sam? ardent wets and drys? How do cartoonists employ these generic caricatures? What perspectives are expressed in the cartoons published in Kansas and Nebraska? in Chicago? in New York City? Why? Should Prohibition Be Repealed? Provided questions: What factors were central in the debate five years into Prohibition? What later factors entered the debate, especially in the 1928 presidential campaign? Potential questions: What groups generally stuck to a pro-Prohibition stance? What groups generally stuck to an antiProhibition stance? Based on the politics of these groups, is their stance expected? Why or why not? Westinghouse ad Palmolive ad Chevrolet ad Packard ad Potential questions: How did advertisements directed toward women differ from those directed toward men in terms of language and imagery? What elements of the 1920s industry and economy made it easier for goods to be produced, and for consumers to purchase goods at affordable prices? How did advertisements stress affordability without making consumers question the products quality? How did advertisements use cultural ideas about class, status, and luxury in this period? How did advertisements position products to help consumers achieve goals, enact their gender roles, or otherwise demonstrate identity? What do these advertisements suggest about the position of consumption in American society at the time? How might these changes have influenced American society in the following decades? Do you see the legacy of these advertisements in current advertising campaigns today? How? Influence of the 10-payment plan on prestige of the store Potential questions: Why were stores concerned about letting their customers buy on credit? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Were more consumers in favor of installment plans or against them? What did consumers like about stores that offered credit payments? What concerns did consumers have regarding stores where installment plans were available? How did the development of the installment plan promise to reshape consumer behaviors? What consequences can you envision from these developments? Prosperity & Thrift Potential questions: How did the radio revolutionize advertisements? How did advertisers use the radio to create demand rather than just respond to it? How did the radio contribute to a widespread consumer culture? How did the invention and sale of domestic wares create increased leisure time for women? How did this increased leisure time allow women to participate more in consumer culture? What markets expanded because of these new customers? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Chapter 23: The Great Depression Thematic Questions How did the Great Depression contribute to civil unrest in American society? What was the New Deal? How did politicians garner support for these programs? Was the New Deal an overall success? What were some defining moments in the presidency of Franklin Delano Roosevelt? Why was Roosevelt known as the Great Communicator? How did he connect with the American people in ways other presidents had not? American Yawp Provided questions: What economic factors contributed to the Great Depression? How did the Hoover administration respond to the Depression? How did the Depression shape migration and immigration? How did the New Deal reorient Americans relationship to government? Why did some Americans criticize the New Deal? New Deal collection Potential questions: Why was support for the New Deal essential for the rebuilding of the American economy? How did the government work to rally public support for New Deal programs? What themes repeat? How do race and gender factor into such images? What industries are represented in these images? What role did these industries play in the New Deal? Is it appropriate for the government to produce propaganda like this? Why or why not? Bonus Army Riots Potential questions: Why did Hoover claim that the disagreeable marchers were either communists or criminals with few veterans among them? How might this dispel public sympathy for the marchers? How might it make it easier for soldiers to take action to remove marchers from Washington? Why did calvaries and tanks march their way toward the Capitol? What purpose did this display serve? Was it necessary for the makeshift settlements to be burned to the ground? Why or why not? Bonus Army March images Potential questions: These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. What were living conditions like in the Bonus Armys shanty towns? Why were people willing to live like this even for a short period of time? What did the protests look like? Were they generally peaceful? How did the Bonus March unite different demographics of veterans for a unified cause? The Bonus Army podcast Potential questions: Why is the test of any real democracy how the government responds to protest? What does Hoovers response to the Bonus March suggest about the state of American democracy in the time leading up to the Great Depression? How desperate were members of the Bonus Army when it came to fighting for their checks? What kinds of actions did marchers take that make you think this way? What actions did Hoover take to try and put a stop to the march? What does Hoovers actions suggest about the respect he held for American troops? How did the Bonus Armys march on Washington come to an end? How did the Bonus Armys demonstration help or hinder Presidents Hoovers chances at getting reelected in the 1932 election? Veterans March to Washington Potential questions: What economic issues did World War I veterans face upon their return from the war? Why did they want to take an advance on their war bonuses? Why did the outcome of the Bonus March leave veterans feeling betrayed? Was it feasible for the government to pay out bonuses at the dawn of the Great Depression? Why or why not? How did veterans continue the fight for their bonuses in the aftermath of the Bonus March? What other concerns did they organize for? Hoover on the Bonus Army March Potential questions: Why did Hoover insist that there was an extraordinary number of criminals at the march? How did characterizing the veterans in this way benefit Hoover? How does Hoover characterize the men he deemed to be legitimate, law-abiding veterans? How did this benefit Hoover? How is the Bonus March remembered in Americans collective memory? Is Hoover usually in the right or wrong? Explain. FDR: First Inaugural Potential questions: These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. What does Roosevelt mean when he says the only thing we have to fear is fear itself? How does Roosevelt balance the positive elements of his address with the negative? Is he an effective speaker in this way? Why or why not? What is FDRs most pressing goal for his presidency? Why is it essential that he achieves this goal given the condition of the American economy? Why was it so important for FDR to express his plans to expand federal power in his first inaugural address? How would this expansion of power differ from the ways FDRs more recent predecessors approached their government? The Meaning of Progress Potential questions: What kind of tone does Roosevelt take when discussing the prosperity of 1924? What does hindsight reveal about that so-called prosperity? Why does Roosevelt refer to himself and the crowd as a collective in the last half of his speech? What does this imply about the way in which Americans worked to pull the nation out of its depression? What does a third-class diet mean in the context of this speech? Why, despite the progress that has been made, must Americans continue to survive on this third-class diet for the foreseeable future? A Fair Days Pay for a Fair Days Work Potential questions: Why did Roosevelt stress the fact that Americans cannot take a pause in striving for progress despite the relative prosperity the nation was experiencing at the time? What is the enlightened business that Roosevelt refers to? Is federal control of the work week and minimum wages necessary to create and maintain enlighlightened business? Why or why not? Why was Roosevelt a proponent of interstate trade? What powers did the national government have over interstate commerce? How could this trade help insure the quality of American goods, and the standards of their production? FDR on concentration of economic power Potential questions: What is significant about the two lessons Roosevelt lists at the beginning of his speech? What does the concentration of economic power lead to? Why is it important for the federal government to regulate the distribution of such power? What solutions does Roosevelt provide to distribute economic power more evenly among American citizens? Which of these solutions seems the most effective? Why? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. FDR on the Four Freedoms Potential questions (sourced and adapted from https://voicesofdemocracy.umd.edu/franklin-d-rooseveltfour-freedoms-6-january-1941/): Although Roosevelts immediate audience for this speech was a joint session of Congress, there were a number of other possible audiences for his speech, including people who would read the speech days or even weeks later. Consider other possible audiences: isolationists within the U.S., those who thought the U.S. should enter the war on the side of the Allies, those who were undecided about the right course of action, and foreign audiences on both sides of the war. How might each group have responded to the speech differently? How, according to FDR, did this moment in history differ from every other State of the Union address? Although FDR used the word threat many times in the opening paragraphs, he defined the enemy as the new order of tyranny that seeks to spread over every continent today. Why do you think he defined the enemy in this way? This new enemy was clearly the Axis powers that had already invaded and occupied several countries throughout Europe and Asia. So why do you think FDR chose not to mention Hitler, the Nazis, or the Axis Powers by name? FDR describes the U.S. as the agent responsible for upholding the justice of morality. Why do you suppose he used that language? How does the language of morality justify FDRs call for resisting foreign peril the nations top priority? FDR speeches Potential questions: Choose five of Roosevelts speeches and answer the following questions: Why was FDR hailed as the Great Communicator? Choose specific elements from some of his speeches that demonstrate his ability to connect with different Americans. How did Roosevelts speeches define popular thought regarding specific issues throughout his presidency? What elements of Roosevelts speeches have imprinted themselves into the collective memory of the nation? Why are these specific elements remembered over others? Why did Roosevelt often choose to include civilians in his addresses to the government? How did this form a rapport between the president and civilians? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Chapter 24: WWII Thematic Questions Why did Americans fear the rise of a Japanese fifth-column? What Japanese American political, geographic, and economic factors contributed to white Americans concerns? How were other races and ethnicities affected by World War II? How were women affected by the war? How was domestic labor managed during the war? Why was labor so significant to the war effort? American Yawp Provided questions: World War II is often called The Good War. Was it? How did World War II affect the American economy? What did internment reveal about American life? How did World War II transform Americas standing in the world? How did World War II shape American race relations? Japanese Relocation Potential questions: Why was it necessary to transfer several thousand Japanese residents from the Pacific Coast to points in the American Interior? What was allegedly dangerous about Japanese Americans being close to the Pacific Coast specifically? Why were Japanese individuals considered such a formidable threat when about 66% of the countrys Japanese population were American citizens? Does the fact that the majority of Japanese individuals were citizens ease the concerns of a fifth-column, or heighten them? Why were Americans more threatened by the idea of Japanese Americans becoming traitors than German or Italian Americans? Did Japanese Americans have a choice in cooperating with the American government? What might have happened if they resisted? Japoteurs Potential questions: What is meant by the title, Japoteurs? Is its meaning supposed to be subtle? Why or why not? How would you describe the portrayal of Japanese Americans in Japoteurs? What quotes or actions support your description? How did Japoteurs assert Japanese Americans as the other? Why did Americans want to alienate Japanese Americans? What consequences might this have had? How might have Japanese American audiences reacted to this cartoon? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Who is the likely audience for Superman cartoons? How does Japoteurs ensure that all demographics become aware of the danger of a fifth-column in America? EO 9017 Potential questions: What was the purpose of the National War Board? How would the War Board protect the interests of both laborers and the government? Did the executive order carry any legal power to prevent workers from striking? Why or why not? Is it likely that the National War Board was effective in handling labor disputes? Why or why not? National War Board meeting Potential questions: Was the War Board equipped to handle work disputes that involved mass amounts of people? Why or why not? Was it possible for large groups like the anthracite strikers to have a fair hearing? Why or why not? CIO Annual Meeting Potential questions: What are the pros of putting a hold on labor strikes during the time? The cons? Why did CIO members question the validity and effectiveness of the Square Deal? What conditions led them to criticize the deal? According to CIO members, to what extent was the pause in strikes a courtesy extended by laborers? What were the conditions of this courtesy? What would happen should laborers stop adhering to the no-strike pledge? FDR Fireside Chats Potential questions: What was the purpose of Roosevelts Fireside Chats? How did Roosevelt connect with the American people in an unprecedented way? How did this connection set the tone for future presidents? FC 20: Why was it essential for Roosevelt to address the inform American people about the war, especially in the early days? Why does FDR emphasize labor and production in this speech? Why was the manufacturing of munitions so essential at the time of this chat? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Based on Roosevelts speech, how important were the actions taken by those on the home front at this time? Why were these actions necessary? Why did FDR close with the quote, "The summer soldier and the sunshine patriot will, in this crisis, shrink from the service of their country; but he that stands it now, deserves the love and thanks of man and woman. Tyranny, like hell, is not easily conquered, yet we have this consolation with us, that the harder the sacrifice, the more glorious the triumph? Why did he call so much on the Revolutionary War in this chat? FC 24: Why was action taken to transfer control of the mines to the US government? What did the government hope to achieve in doing this? Why was coal so essential to the war effort? What might happen to the American military if mining slowed or stopped? Why does Roosevelt emphasize that workers in war industries are just as heroic as soldiers? Is this true, or is it Roosevelt trying to charm workers? Explain. Labor propaganda posters Potential questions: What kinds of labor were specifically depicted in propaganda posters? Why were these industries in particular depicted? Why was it essential to show camaraderie in the propaganda posters? What might work environments be like? How did the war effort distract Americans from domestic tensions, even if it was only for the duration of the war? How did pro-American posters differ from anti-Axis propaganda? Women drivers ad Potential questions: What language did the advertiser use in describing their female drivers? Is the way they address women genuine, condescending, or both? Explain. How great was the need for women to fill the roles men left behind as they went to war? Was any industry left untouched? What might society have looked liked had women not stepped up to fill these roles? What might the war have looked like? Women in War Industry Potential questions: How does this poster comment on the typically masculine work women are doing while still maintaining the womens femininity? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. What does this balance suggest about the changing roles of women during the war era? How might these roles have changed or stayed the same once the war was over and men returned home? Pearl Hill Interview Potential questions: What was Hills experience like working in male dominated industries? Is her experience typical for the time? Why or why not? How did womens work during the World War open the door for future female employment? How did womens employment affect gender roles at the time? How did men and women respond to this change? Why did some women choose to return their expected roles following the end of the war? Why did some women continue working? How did women who worked balance their home life and occupation? Norman Rockwell Potential questions: What kind of attitude does Rosie exude in this image? How does both her positioning in the composition and physical position contribute to this energy? How might her attitude be appealing to American women looking to get involved in the war effort? Why did Rockwell choose to match Rosies pose to that of Isiahs on the Sistine Chapel? What is the significance of this connection? Is Rosie an ideal, a reality, or some combination of both? Explain why Rockwell would choose to portray Rosie in this way. What message does it send to average American women? What other significant elements exist in this piece? How are they juxtaposed to Rosie? Why are these things significant? How does Rockwell picture Rosies femininity? What message does this send to female viewers? To male viewers? Womens Army Corps Yearbook Potential questions: Why did the creators of the yearbook decide to go for a more informative and positive tone when describing the Womens Army Corps? Why were hardships not addressed? Although the yearbook was produced after the end of World War II, did it still serve as propaganda? Why or why not? How might the yearbook have encouraged women to seek out military roles in future conflicts? Was the WAC an organization that provided women a degree of equality to men, or a degree of equity? Explain. These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. WWII on the Homefront / Rosie collections Potential questions: How were knick-knacks, souvenirs, and other domestic wares used to remind women of their role on the homefront? What were typically messages used on these items? WAVES of WWII Potential questions: Why did the Navy choose to open up service to women? Why was service integrated rather than supplemental? How might have men reacted to this decision? Women? Why was it important for the Navy to emphasize the fact that womens service was voluntary and not compulsory? How did womens eligibility for service compare to mens eligibility? What might account for these similarities or differences? Why did WAVES propaganda posters emphasize gender equity over gender equality? What is the difference, and why is it significant? What tensions existed between WAVES and male sailors? Why did such tensions exist? How did the experiences of the WAVES compare to women in other branches of service at the time? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Chapter 25: The Cold War Thematic Questions How did the government address civilians in regard to the Cold War? What suggestions did they make for the safety of the individual and the safety of the public as a whole? What Cold War anxieties plagued the public? How did they react to these concerns? How did the threat of communism spread outside of politics? Why did it spread to other areas of American life? Who was affected by the spread of the Red Scare? American Yawp Provided questions: What were the origins of the Cold War? What foreign policy developments shaped American approaches to the Cold War? How did the Cold War shape American politics? How did the red scare influence American life? How did decolonization movements shape the Cold War? Long Telegram Potential questions: Why, according to Kennan, were the Soviets cynical of other nations, specifically those who were not communist? What did he think drove Soviet behavior? Why was containment the best response to the Soviet threat? How might have Kennans suggestions regarding the handling of the USSR contributed to the Truman Doctrine? To the Korean and Vietnam wars? In hindsight, was containment a good suggestion for handling the potential spread of communism? Sinews of Peace Potential questions: What is the tone of Churchills speech? How might it have influenced the widespread response to the Cold War? How might have Churchills concerns about a fifth-column contributed to the Red Scare? What is the iron curtain that Churchill refers to? Why did he choose to call it a curtain rather than a wall? Stalin Speech Potential questions: Why, according to Stalin, did capitalistic societies lead to war? What was his solution to this issue? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. How is imperialism related to capitalism and war? Is Stalins opinion ironic in any way? Explain. How did the Allied victory in World War II reinforce Stalins opinions on capitalism and communism? Duck and Cover Potential questions: Who is the intended audience of this video? What is the significance of using animation alongside live action for this video? Why was Bert the Turtle chosen as the spokesperson for Duck and Cover? Does the guidance provided in Duck and Cover seem like it would protect people from a nuclear blast to some degree? Knowing the historical context, is it likely that the creators of this video truly believed the information they were disseminating was accurate? Opinion-based question: Can this video be considered propaganda? Why or why not? Facts about Fallout Potential questions: What tone does the pamphlet take regarding the severity of nuclear fallout? How does this relate to American Cold War fears? What purpose do the illustrations serve? Does the guidance provided in this pamphlet seem like it would protect people from nuclear fallout to some degree? Knowing the historical context, is it likely that the creators of this pamphlet truly believed the information they were disseminating was accurate? Family Fallout Shelter Potential questions: What significance did the American family hold during the Cold War? How important was it that the family sheltered together? Consider the personal and political significance the family would hold in the aftermath of a nuclear attack. Were these shelters made for long term survival? Why or why not? What does this say about American expectations regarding a nuclear attack? Bunker at Greenbrier Potential questions: What does the construction of the Greenbrier bunker suggest about atomic anxieties at the highest levels of government? How does the bunker at Greenbrier compare to the fallout shelters advertised for families? Seeing the precautions and provisions provided at Greenbrier, is it likely that safety officials knew the average American familys fallout shelters were inadequate? Explain. These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Diefenbunker Potential questions: What kind of amenities and safety measures was the Diefenbunker outfitted with? Is it likely that people would be able to operate here until the consequences of an atomic blast subsided? Why or why not? Reagan & Disney Potential questions: How did the government try to police the cultural sphere, specifically the film industry? Why did government officials feel it was essential to keep communism out of the film industry specifically? What kind of influence did Hollywood have over the public that other industries lacked? What economic stake did executives like Disney have in testifying against communists? Paul Robeson Potential questions: How might Robeson's blackness and anti-imperialist attitudes have made him a greater target for the House Committee on Un-American Activities? How did it affect the way the HUAC conducted their trial? Why does Robeson refer to the HUAC members as the un-Americans? What role does the First Amendment play in the HUAC testimonies? The Fifth Amendment? Pete Seeger Potential questions: Was it fair for Seeger to be charged with contempt for his testimony to the HUAC? Why or why not? How might have Seegers testimony gone differently had he invoked the Fifth Amendment like many of his peers? Did Seeger receive a fair trial for his contempt charge? How might it be difficult to get an impartial judge and jury when considering Seegers fame and the paranoia that surrounded the Red Scare? Why was the judge reluctant to let Seeger free on his own recognizance during his appeal? What does this decision suggest about Americans fear of communism at the time? Homosexuals in Government Potential questions: These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Why were LGBTQ+ Americans considered Communist sympathizers? In the minds of these congressmen, how did supposed sexual immorality translate to political immorality? What attitudes forced LGBTQ+ individuals to flock together, as Miller put it? How might this discrimination have fostered a greater sense of community among LGBTQ+ individuals? Hollywood Blacklist Potential questions: Why were entertainers with potential communist affiliations blacklisted? As entertainers, what power did they hold over average American citizens? How quickly did the Hollywood Blacklist end the careers of those whose names showed up on it? What does this suggest about American fears of affiliating with potential communists? Were all of these entertainers members of the Communist Party themselves? If not, why did these individuals find themselves blacklisted? Why were members of the Hollywood Ten convicted of contempt for their conduct in their HUAC testimonies? Was their charge and subsequent conviction constitutional? Why or why not? What does this blacklist say about the relationship between artistic expression, political beliefs, and the First Amendment? Inquiry into hiring undesirables Potential questions: Why, according to Hill, were homosexuals bad security risks [who] should not be in sensitive positions or in any position in the government where they might in any way aid or abet subversive activity? What made gay individuals easy targets for this kind of rhetoric? Were LGBTQ+ individuals able to escape these stereotypes? Why or why not? Why was blackmail a concern with LGBTQ employees in the government? How did the Lavender Scare affect LGBTQ+ activism? LGBTQ+ sources LOC Potential questions: Compare the way homosexuality is addressed in government sources and in the media. What kind of language is used in these sources? What is the tone? What emotions are these sources supposed to evoke in readers? HUAC primary sources Provided questions: General questions: Who is the intended audience of each source? Why was each source created? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Which sources support national security? Which sources support individual freedom? Use evidence from each source to support your reasoning. Source 1: Why did Truman refer to this cartoon instead of just answering the question? National Archives on the Lavender scare Potential questions: Why was the community aspect of gay culture frightening to straight individuals, especially during the era of the Red Scare? How the actions of straight individuals force gay Americans to find community among themselves? How did the culture of conformity in this period conflate family values with political centrism? Why were Americans sexualities uncovered more often than their political affiliations? What dangers did this pose to the safety of gay Americans? Why were some government agencies more concerned about their workers sexualities than others? Why did governments criminalize some aspects of homosexuality? What did they hope to achieve by doing so? Why did people try to understand homosexuality from a medical standpoint? What did they hope to gain by doing so? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Chapter 26: The Affluent Society Thematic Questions How were the affluent in particular affected by Cold War anxieties? Why were they affected in these ways? What social issues came to light in the postwar era? What actions were taken to ease civil unrest? How did the American people respond to the governments reaction to these issues? What effect did the war have on gender and the family? How did consumer culture change to accommodate these changing domestic values? American Yawp What factors contributed to Americas postwar economic boom? How did the baby boom shape postwar American understandings of gender? How did postwar economic boom shape American politics? How did American race relations shape housing, education, and employment? What factors contributed to the rise of the civil rights movement? The Enormous Radio Potential questions: How does Cheever stress that Jim and Irene are an average couple? To what lengths do Jim and Irene privately go through to achieve this appearance of avergeness? What is Cheever trying to say about the importance of appearances during this time? How does Cheever describe the new radio? What does the radio begin to reveal about other families that Jim and Irene know? How does it shape Jim and Irenes relationship? How does the Enormous Radio prey on the idea that Americans had regarding the safety and privacy of their own home? How does this idea reflect Cold War sentiments of paranoia and espionage? Fears about technology? Duck and Cover Potential questions: Who is the intended audience of this video? What is the significance of using animation alongside live action for this video? Why was Bert the Turtle chosen as the spokesperson for Duck and Cover? Does the guidance provided in Duck and Cover seem like it would protect people from a nuclear blast to some degree? Knowing the historical context, is it likely that the creators of this video truly believed the information they were disseminating was accurate? Opinion-based question: Can this video be considered propaganda? Why or why not? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Doll Test Potential questions: What was the doll test? What conclusions did Dr. Clark draw from his experiment? When asked what skin color black children identified with, many chose lighter skin tones. What does this suggest about black childrens perception of their own race? What effects did Clark believe racism and prejudice had on black childrens self image and perception of race? Brown v. Board arguments Potential questions: How did the language used in Brown v. Board of Education make it easier for people to argue against separate but equal laws across the country? What, according to the court, were the cons of having segregated schools? For what reasons did many white Americans most likely support segregation? Is it likely that African Americans saw any pros to segregation? Explain. Marshall on Brown v. Board Potential questions: What kind of reception did Marshall expect Brown v. Board to receive in the South? Why was Brown met with more resistance than Marshall anticipated? Is it likely that Marshalls expectations for future desegregation efforts in the wake of Brown would be as successful as he initially anticipated? Why or why not? Judgement of Brown v. Board Potential questions: Why did the Brown decision have to be revisited so many times? Why was Brown II issued? Is it likely that schools listened to the court and desegregated schools as quickly as possible? What measures were taken by governments to ensure that the desegregation of schools was a gradual process? Brown v. Board opinion Potential questions: Why did the Court determine that the doctrine of separate but equal could not be implemented practically in American public schools? What conditions prevented segregated schools from being able to obtain a degree of equality? According to the Court, what rights are violated by the presence of the separate but equal doctrine in schools? Why are these rights mentioned specifically? 25th anniversary of Brown v. Board These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Potential questions: What do the protests on the 25th anniversary of Brown v. Board suggest regarding how well its ruling was enforced? Why was the federal government lax in its enforcement of the ruling? To Tell or Not to Tell Potential questions: What does Buddy mean when he tells Rob that he lost a wife and gained a roommate? What does this quote suggest about womens ability to balance work and family? Why are working women considered undesirable by many men? How do the men behave in Lauras absence? Do they function well without her? Why / why not? What does this show tell us about the cultural roles for men and women at the time? How does this show fit with other sources weve discussed in this class? How did the shows writers resolve the conflict at the end of the episode? What do you think about the end of the show? How might viewers of different groups have responded to this episode? What overall message does the episode send? Barbasol ad Potential questions: Why are pin-up girls being used to sell mens shaving cream? Why do these women like a man who uses Barbasol? How might the sexualization of women encourage men to buy Barbasols product? How did advertisements create unrealistic standards for both women and men? Why was there an emphasis on hedonism in advertising, specifically in the postwar era? Why did consumers deserve to indulge themselves with material goods? American Airlines ad Potential questions: Why might American Airlines have felt the need to create a family plan? Why were American families looking to travel following the second World War? How does the advertisement reflect the affluent society? How does American Airlines family plan accommodate worn out American mothers? Why does the advertisement only mention domestic duties when talking about the matriarch of the family? Why does the advertisement only mention money when addressing the father of the family? What does this suggest about family management and structure in the postwar era? Motorola ad Potential questions: These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Why does this advertisement make an effort to appeal to all members of the family? How does this ad play on the Cold War values of family and togetherness? Why is the wife of the house standing when the rest of her family is sitting watching television? What does this suggest about American womens duties as well as leisure time in the postwar era? Why does Motorola push the TVs aesthetic value more than its functionality when addressing women? How does this television advertisement assert the man as the households breadwinner? What other gendered stereotypes are present throughout the ad? African American women in the Civil Rights movement Potential questions: How did the intersectionality of race and gender put African American women in a unique position during the Civil Rights movement? What about African American women made them ideal for leading grassroots movements? What skills did they possess that other groups lacked? What issues were unique to black women? Why were these issues unique to this group? What issues were shared with women of other races? What kind of backlash did African American women receive from their activism? Do you think this backlash would have been different if it were solely African American men leading the movement? Why or why not? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Chapter 27: The Sixties Thematic Questions How did Americans view policies of containment? In what ways did Americans protest the Vietnam war? How did the government respond to these protests? How did American failures in Cuba and Vietnam create a cynicism toward American politics? How did the government attempt to regain citizens trust? How did the Civil Rights activists attempt to tackle systemic racism? In what ways were they successful? How did white Americans respond to these successes? American Yawp Provided questions: How did Cold War tensions lead to the Cuban missile crisis and the Vietnam War? How did the African American civil rights movement evolve in the early 1960s? What were the legislative achievements of the civil rights movement? How did youth culture change in the 1960s? How did political activism expand in the late 1960s? Hendrix at Woodstock Potential questions: What events coincided with Woodstock? How did these events influence Hendrixs performance? Was Hendrixs performance of the national anthem patriotic or an act of protest? Explain. Hendrix interview Potential questions: Why was Hendrixs rendition of the national anthem so controversial? Did he intend for his rendition to be a form of protest? Why or why not? How did the American people receive Hendrixs version of the national anthem? Why did they react this way? Ohio Masters of War Imagine Saigon Bride Potential questions: Why was music an effective medium to criticize the Vietnam war? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. What common themes are present throughout the lyrics of these songs? How do they suggest that Americans understood the policy of containment? The draft? The loss of both American and Vietnamese life? Propaganda Action Plan Potential questions: Why was it decided that Cuba was vulnerable to persuasion and needed to be controlled to some extent by the American government? Why were radio broadcasts and leaflets decidedly the best way to disseminate propaganda to Cuba? What topics were most heavily pushed in this propaganda? What is meant by the statement Should military action be extended over a long period of time, the radio and leaflet operations previously described will be augmented by all the regular propaganda apparatus? Why were radio broadcasts and leaflets only expected to be effective for short term interventions? CIA agent interview Potential questions: How critical was propaganda in the effort to combat Cuban communism? Why might have people thought the propaganda effort was less extensive than it actually was? Why was it more difficult to convince lower class Cubans to join the effort against communism? Bay of Pigs images Potential questions: What is the general mood of this photo? Why was it so exciting for revolutionaries to hold off US mercenaries? How might this have further strengthened the Cuban militia? JFK on Soviet arms in Cuba Potential questions: Why might have Kennedy decided to publicize the fact that the Soviets had installed new missile sites in Cuba? What steps does Kenendy suggest to diffuse the tension caused by the installment of Soviet missiles? Why did he choose these specific responses and order them in such a way? Why does Kennedy mention the Monroe Doctrine in his address? What role does it play in the Cuban Missile Crisis? Memorandum for Kennedy These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Potential questions: In the memorandum, Schlesigner talks about American success in Cuba. Did the Bay of Pigs invasion result in a successful outcome for the United States? Why or why not? Why did Schlesinger need to advise Kennedy on how to frame his speech? Would Kennedy have needed such advice had the United States achieved a decisive victory? Why or why not? How does Schlesinger think Kennedy should frame his speech? Why is it imperative for Kennedy to stress that Cuban intervention was necessary regardless of the outcome? Address to the American people Potential questions: Why did Kennedy want the international surveillance of cargo being shipped to Cuba? Why would the Red Cross be an appropriate agent to carry out such surveillance? How might this surveillance impact US-Cuban relations? Platform of the States Rights Democratic Party Potential questions: Based on their platform, why was this States Rights Democratic Party created? Why might party organizers have chosen to keep the word democratic in the partys title? Is the States Rights Democratic Party a completely new party, or simply an offshoot of the Democratic Party? Explain. What actions had the federal government taken that made the States Rights Democratic Party feel like the US was shifting toward a totalitarian state? Consider the ideas in this platform moving backwards and forwards. What historical precursors might have prompted this platform? How might the States Rights Party have influenced current or recent trends in conservative politics? How does race fit in with the partys ideas? Why do you think it was important for the States Rights Party to make these arguments at this particular point in time? Anti-integration rally Potential questions: What is meant by the picket signs that say Race mixing is communism? How might protesters justify this claim? What do you learn about conservative politics in this period, by looking at this photograph? George Wallace inaugural address Potential questions: During his address, Wallace says, Let us rise to the call of freedom-loving blood that is in us and send our answer to the tyranny that clanks its chains upon the South. What is ironic about These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Wallaces call to freedom, especially considering what this line is followed up with? What other parts of Wallaces speech are ironic? Why? How does Wallace draw upon the legacy of the Confederacy? Why do you think he did this? How does Wallace use the principles of us vs. them to create a stronger bond between him and his constituents? Why did politicians like Wallace use race as a platform, especially considering how divisive the issue was in the early 1960s? Wallace at the University of Alabama Potential questions: What is the physical and symbolic meaning of Wallace standing in the door of the University of Alabamas Foster Auditorium? Who is he in a standoff with? Why is such a standoff occurring? Southern School News Potential questions: Was Southern School News (Nashville, TN) pro- or anti-integration? How can you tell? Reviewing the various articles in the newspaper, what can you surmise about the pace of integration in 1963, and the responses of both sides to the issue? How did African Americans push to integrate schools? How did they respond to setbacks in this push? How did white Southerners respond to desegregation? How did that response vary in different places covered by the newspaper? Map of Monuments to the Confederacy Potential questions: During what period were the most Confederate monuments erected? Why do you think there was such a desire to memorialize the Confederacy during this time? Why are Confederate monuments present in states that were part of the Union? In current states that did not hold the status of statehood during the Civil War? Why have Confederate monuments continued to be erected in the last 50 years? Which states have the most monuments? Why do you think that is? What are these monuments celebrating or memorializing? How do you think these monuments speak to different members of the local communities? What is the difference between remembering the past and celebrating it? Do Confederate monuments serve to remind us of the past, or memorialize what the Confederacy stood for? Explain. Have students consider various arguments to keep / maintain Confederate monuments, vs. arguments to take them down. What is accomplished by keeping the monuments intact? What These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. would be accomplished by taking them down? Do you see a middle-ground between these two views? What might that look like, and what could it accomplish? How has politics continued to shape the ways in which we remember and tell stories about our past? Why is that important? Citizens Council collection Potential questions: What was the purpose of the Citizens Council? Why was it created? What sociopolitical changes were the Citizens Council protesting? Why did they see changes to these institutions as threatening? Why did the council often comment on pro-integration publications? How did their use of primary sources help their argument? What types of media and publicity measures did the Citizens Council use to recruit members? How did their tactics differ when attempting to recruit individuals from different parts of the United States? What can we learn from these strategies? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Chapter 28: The Unraveling Thematic Questions How was Vietnam presented in the American media? How did this presentation shape American opinions of the war? How did people protest the Vietnam War? Why was the war so divisive? What led to the second wave of feminism in America? What were the goals of this movement? American Yawp Provided questions: Why did the United States lose the Vietnam War? How did deindustrialization shape American life? How did Richard Nixon appeal to American voters? Is unraveling a proper way to describe this time period? How did sexual politics evolve during the 1970s? A Look Back at 1968 Potential questions: Choose four photos and compare their tone. How is American society presented in these images? What photo best represents the late sixties and why? Taken together, what do the photos suggest about American society in 1968? CBS on the burning of Cam Ne Potential questions: How are American military men portrayed in this news report? How might this portrayal have been received by Americans back in the United States? How did CBSs report spread doubt about the morality of the war in Vietnam? Why was the American military targeting South Vietnamese civilians, who were supposed to be politically and militarily aligned with the Americans? What did Safer mean when he said todays operation [the burning of Cam Ne] is the frustration of Vietnam in miniature? March on the Pentagon Potential questions: Using the images from the March on the Pentagon, what are the main arguments the protestors argue (i.e. moral; economic; political; etc.)? Why might have the marchers protested at the Pentagon specifically? What were the long term consequences of anti-war activism during the Vietnam War? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Video: Protests during 1968 Democratic Convention Potential questions: How did the Vietnam War affect domestic politics and the 1968 presidential election? After viewing the video footage prior to the 1968 Democratic Convention, describe what you saw taking place? What points do the protestors make? CIA analysis of the Tet Offensive Potential questions: After reviewing the summary of the CIA report, what were the objectives of the Vietcong (VC) during the Tet Offensive? Were they successful in achieving their objective? How do you think the Tet Offensive affected public perception of the Vietnam War in the U.S.? Ridenhour to Congress Potential questions: Why did Ridenhour feel obligated to inform the American government of the incident in My Lai? How might have Ridenhours fellow soldiers felt about him revealing the atrocities in My Lai to the government? How did war crimes and other atrocities create internal divisions within the military? Why did Americans slaughter South Vietnamese civilians, despite being on the same side of the war? How did this affect American perceptions of the events in Vietnam? Mickey Mouse in Vietnam Potential questions: Why was Mickey Mouse chosen to be the subject of this short? What characteristics are generally associated with his character? How does Mickeys character contribute the shock value of the short? How did the short glamorize the war in Vietnam? Why was there a need to glamorize the war in real life? Burning draft cards Potential questions: Why did people need to be drafted for the Vietnam war? Why were people opposed to the draft, especially in the context of the politically charged Vietnam war? Why did the men eligible for the draft feel it was better to protest from the outside the system than fight from within? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. What was the symbolic significance of burning draft cards? What constitutional issues arose from the burning of draft cards? Kent State Potential questions: Choose five primary sources and answer the following questions: What caused the National Guard to be called to Kent State? Why did the National Guard open fire? Based on the narrative accounts, was the crowd so unruly that they needed to be subdued with gunfire? What lasting effects did the shooting have on students? Faculty? Guardsmen? Where do most witnesses place the blame for the shooting? The Feminine Mystique Potential questions: What is the problem that has no name? What caused women to be pigeonholed into domestic roles? How did this lead to women feeling uncomfortable about questioning their role and identity in society? How were women exploited both socially and economically by their role as the housewife? According to Friedan, why were women unable to shake their feelings of discontentment? How could things be different if women realized their issues were not individual, but rather collective? NOW Statement of Purpose Potential questions: According to NOW, how would granting equal rights to women be beneficial to men as well? Why was it important for womens movements to appeal to both sexes? How does NOW draw on popularized political ideas such as separate but equal to stress the injustices carried out against women? What is meant by the silken curtain of prejudice? Why is prejudice described in this way? Presidents Commission on the Status of Women Potential questions: What events made it necessary for the president to form a commission with the sole purpose of examining womens status within American society? How did Kennedys recognition of womens issues force Americans to confront their treatment of women in different aspects of society? Why might have Americans been more willing to listen to JFK than feminists or other womens rights activists? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. What specific issues did the commission examine? What did they find about womens position in these roles? In what areas was the most improvement needed? Why were these areas in particular unaccommodating for women? What recommendations were made to help improve the status of women in different sociopolitical spheres? Is it likely that actions were taken to implement these strategies? Why or why not? Is it likely that these strategies would have been successful? Why or why not? Was the Commission on the Status of Women created to foster equality among the sexes, or simply protect women from discrimination in different sociopolitical spheres? Explain. Steinem: Living the Revolution Provided questions (adapted from http://voicesofdemocracy.umd.edu/steinem-living-the-revolutionlesson-plan/): Steinem says that the first problem for all us, men and women, is not to learn but to unlearn. What does she mean by that? Steinem complains that students do not learn enough about womens history. Why is it important for students to learn about and understand the womens history? How does an inclusive curriculum benefit society? Potential questions: Why did Steinem choose to discuss this topic specifically in her commencement speech? Is her speech a typical commencement speech? Why or why not? Redstockings Manifesto Potential questions: What was the purpose in calling this declaration a manifesto? What does this terminology imply? What does the language used both in the documents title and body echo? Is this parallel purposeful? Why or why not? Point VII says, We call on all men to give up their male privilege and support womens liberation in the interest of our humanity and their own. What would male support entail? Would it have been beneficial for women to take advantage of mens elevated status to help invoke change? Why or why not? What kind of feminism do the Redstockings subscribe to? How can you tell? How is the Redstockings ideology different from other feminist groups? ERA primary source set Provided questions: Using the sources in this set, describe the justifications used to oppose the Equal Rights Amendment. These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Examine the button. What does the word uppity mean? What does it suggest in the context of the ERA? How were supporters of the ERA changing the connotation of the word uppity? Consider the cartoon by Tom Engelhardt, the cartoon by Kate Salley Palmer satirizing shifting gender roles, and the cartoon by Kate Salley Palmer satirizing opponents of the Equal Rights Amendment. Who were the audiences for these cartoons? How does each cartoon comment on the ERA? What makes the political cartoon an effective medium for this commentary? Use Martha Griffiths petition, the Michigan Womens Commission pamphlet, and the statement by Representative Barbara Jordan to describe the ratification process and its obstacles for ERA supporters. Consider the photograph of supporters and opponents, the footage of an Equal Rights Amendment rally, the photograph of Tom Bradley, and the clip of Phyllis Schlafly. What do these sources suggest about who actively supported the ERA and who actively opposed it? Closely read the statement by the US Commission on Civil Rights. For what historical reasons does this report support the passage of the ERA? American Indian movement source set Provided questions: According to the excerpt from a newsletter, what actions was the federal government taking to address Native American concerns in 1970 through the National Council on Indian Opportunity? What major conditions of Native American life did the American Indian Movement protest in the 1970s? Cite evidence from the sources to support your answer. Consider the interview with Earl Livermore, the interview with Ramona Bennett, and the photograph of Native American protesters in Terre Haute. What strategies for protest and advocacy did American Indian Movement activists use? Who were their audiences? What connections do you see among the actions described in this set? Using the photograph taken at Wounded Knee, the photograph of Russell Means, and the footage from the trial of Dennis Banks and Russell Means, compare and contrast the tactics used by the American Indian Movement with those of other activist groups during the civil rights era. Do a close reading of the print. What is its central message? How does it relate to the concerns of the American Indian Movement? Describe the perception of the American Indian Movement explained in the Senate Judiciary Committee report. How did this perception influence federal government response to the American Indian Movement? The button, the story about the twenty-fifth anniversary of the Wounded Knee protest, the interview with Clyde Bellecourt, and the news story about the Leonard Peltier case explore the legacy of the American Indian Movement and its protests. What is this legacy? How did perceptions of AIM change over time? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Chapter 29: The Triumph of the Right Thematic Questions How was the era of the New Right addressed in popular culture? How was the AIDS crisis understood through the lens of the New Right? How did activists fight for government assistance? How did the government respond? How did minority groups progress under the traditionalist attitudes of the New Right? American Yawp Provided questions: What factors contributed to the rise of the New Right? How did Ronald Reagan and the New Right shift political discourse in the United States? How did American race relations evolve in the 1980s? What cultural developments shaped the 1980s? Did the New Right accomplish its policy goals? Modern Day Cowboy Blackened Peace Sells Land of Confusion Lets Dance Two Tribes 1999 Its a Mistake Russians The Futures So Bright, I Gotta Wear Shades Wind of Change Potential questions: What themes carry across these 1980s videos? How do they suggest that Americans understood the Cold War? Nuclear weapons? The Soviet Union? Reagan and Americans more generally? AIDS Deaths by Year Potential questions: What does the data provided in the chart suggest about the average individual with AIDS in the eighties and early nineties? What made these individuals particularly susceptible to AIDS? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. How did the total number of individuals with AIDS change between the 1981-1987 period and the 1988-1992 period? Why might the number have changed in this way? Reagans first major speech on AIDS Potential questions: The first reports of AIDS in the United States occurred in 1981. Why did it take Reagan seven years to deliver a major speech on the epidemic? What New Right values are present throughout Reagans response to the epidemic? Why was AIDS an emergency room operation? How might have government responses contributed to the urgency needed for AIDS relief? ACT UP poster Potential questions: To what extent was the AIDS crisis addressed when this poster came out? In what areas was improvement still needed? What accusations did ACT UP bring against the government? Why would the deaths of gay men, drug users, and people of color been considered acceptable? How did these groups fit into the societal schema of the New Right? ACT UP ad Potential questions: While printed in black and white, the triangle often depicted with the ACT UP logo is pink. What is the significance behind this symbol? What is the significance in activists reclaiming a former symbol of persecution? What is the significance of the slogan Silence = Death? Is this slogan truthful, or does it seem like an exaggeration? Why? What did activists mean when they advocated for human care not warfare? Why did they consider widespread responses to the AIDS epidemic to be acts of warfare? your HIV negative Potential questions: How is irony used throughout the poster? Why is the Statue of Liberty portrayed in an offensive pose? What emotion is this supposed to evoke among viewers? Why might have immigrants become a topic in the political rhetoric surrounding HIV and AIDS? Cartoon against proposition 96 and 102 Potential questions: These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Research California Propositions 96 and 102. Why might have AIDS activists been against these statutes? In the image, the three politicians are mixing together fear and hatred to get bad medicine. What elements of each proposition could be considered fear mongering? Hatred towards individuals with AIDS? To what extent did politics play a role in the length of the AIDS epidemic? In the eventual management of it? Lessons from the AIDS fight Potential questions: In what ways did anger help fuel ACT UPs mission? In what ways did anger harm ACT UP as a group? How did ACT UP use shock value to promote change? How were these demonstrations perceived by the public? Opinion-based questions: Did activists have anything to lose by rallying so fiercely? Schlafly against the ERA Potential questions: Schlafly emphasizes the fact that family and domesticity should provide women with fulfillment. Why then, does she advocate for women to have increased roles in government and the workforce? Based on Schlaflys logic, can these women find fulfillment in their careers alone? Is Schlaflys opinion regarding womens increased role in society contradictory to her belief that women should not try to push for equal rights? Why or why not? How can women have roles level with their male peers if they do not share equal rights? How does Schlafly justify her propensity for activism while discussing the need for domesticity to come first in a womans life? The Phyllis Schlafly Report Potential questions: Is Schlafly disputing the fact that women were afforded less rights than men at the time? Explain. What elements of the New Rights ideology are present in Schlaflys argument? How, according to Schlafly, is domestic life easier than what life would be like should women have the same rights as men? What elements of American society ease the burden of domestic work? How does Schlafly capitalize on long-lasting American fears of things like communism in her argument? Schlafly at a Stop ERA rally These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Potential questions: How are Schlafly and the other women present dressed? How does their dress compare to the popular styles of the 1970s? What might this suggest about their politics? What age group are the women pictured in? What does this suggest about the demographics of the Stop ERA movement? How might their age inform the way they view the role of women in society? Ebert on Fatal Attraction NYT on Fatal Attraction Potential questions: How does Eberts review compare to Maslins review? How might gender affect the way these critics viewed the movie? Why were critics disappointed with the third act of Fatal Attraction? Why would a film where marriage is tested be more exciting for audiences in the era of the New Right? Fatal Attraction clips Potential questions: What dangers did sexually liberated women like Alex Forrest pose to the sanctity of the family? How are traditional female stereotypes regarding emotion exploited in this film? What does this film say about a womans ability to act outside of her prescribed gender roles? How does Fatal Attraction fit into the era of the New Right? Is it supposed to be mainstream or countercultural? Explain. Baby Boom Clips Potential questions: Is this film meant to be satirical or genuine? Explain. Is the ending of the movie a clich, or proof that women really can have it all? Could JC have had it all if she had accepted Fritzs offer? Why or why not? How does Baby Boom compare to Fatal Attraction? How do these films show the extremes of female independence? Does a happy medium exist between the two films? Why or why not? What would a happy medium look like? Ebert on Baby Boom LA Times on Baby Boom Potential questions: In one review, Roger Ebert writes that Baby Boom makes no effort to show us real life. It is a fantasy about mothers and babies and sweetness and love, with just enough wicked comedy to give it an edge. In another review, Kevin Thomas writes that What the Shyers are finally saying These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. is that a woman can in fact have it all but that you had better be prepared to make some crucial adjustments as the price exacted. Which critics interpretation of the movie better fits the narratives surrounding female independence in the 1970s? Whose review would pro-ERA individuals side with? Whose review would anti-ERA individuals side with? Why? What do these two films together show about the post-1970s era, in terms of Civil Rights, politics, the family, and feminism? Faludi, Backlash Potential questions: According to Faludi, why do women find themselves unfulfilled when they supposedly have it all? How, according to Faludi, did womens liberation actually worsen the predicament American women faced regarding their domestic roles? How did equality strip women of their identity, thus negatively affecting prescribed gender roles? How do Faludis arguments compare to those of Phyllis Schlafly? Of the two women, who would you say is more of a feminist? Why? Desegregation in Boston Public Schools Provided questions: In his opening arguments, what specific arguments did Charles Sumner make on behalf of Sarah Roberts request to attend a white school nearer to her home? Redlining and restricting mortgage insurance was a practice used in cities all over the United States to prevent black access to predominantly white neighborhoods. Look at the map of redlining in Miami and the census map of Boston. How do you think the practice of redlining affected a city with distinct neighborhoods like Boston? Review the oral histories conducted with Lew Finfer and Moe Gillen. How did their age, family circumstances, and neighborhoods affect their perspectives on busing and desegregation? Consider the broken window, the photo of black teens, and the photo of the anti-busing rally. Read the FBI correspondence and search for the famous Soiling of Old Glory photograph that depicts the assault on Ted Landsmark. What emotions do these sources convey? The 1974 booklet outlines the plan for busing in Boston. The 1974 letter contains criticism of this plan by an outspoken anti-busing advocate. After reading the conclusions on the 1985 report, discuss the challenges that still impeded equality in Boston schools ten years after the implementation of court-ordered busing. These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Chapter 30: The Recent Past Thematic Questions How was Barack Obamas presidency depicted in the media and popular culture? What parallels can be drawn between the war in Afghanistan and the Vietnam war? How has the COVID-19 pandemic revitalized conversations of personal freedoms and liberties? How has the COVID-19 pandemic exposed deep-rooted, systemic racial inequality in America? In what ways has the history of the recent past paralleled historical events from years ago? American Yawp Potential questions: How did the Bush Doctrine change American foreign policy? How has American immigration changed in recent decades? What are some major shifts in recent American political history? How have social media and personal technology shaped American life? What has animated major protest movements in recent American history? Obamas New Yorker cover Potential questions: What is meant by the illustrations title, The Politics of Fear? Does the title make it more evident that this portrayal of Obama is supposed to be satirical? Why or why not? Is it surprising that this cover received so much backlash? Why or why not? How might have feelings regarding race relations and terror contributed to the way in which this illustration was received? How might have Blitts cover dictated the ways in which Obama was depicted in cartoons throughout the rest of the election and during his presidency? Obama comic covers Potential questions: Why was Obama so widely portrayed in comic books? Was his portrayal more often positive or negative? What roles does Obama fill in comic books? Is he the hero? The villain? The damsel in distress? Why is he positioned in these roles? How did his portrayal represent his character throughout his elections and presidency? Why does media capitalize on politics? What political influence do comic books have that other media lack? Obama political cartoons Potential questions: These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. How did Obamas portrayal in political cartoons change as his terms progressed? What recurring themes exist throughout Obamas cartoon appearances? Why do these themes come up more than once? What symbolism is present throughout the political cartoons? What are these symbols supposed to represent? Opinion-based question: What cartoon most accurately captures Obamas presidency? Why this cartoon? Biden on Afghanistan Potential questions: Why does Biden oppose the permanent stationing of troops in Afghanistan? Do civilians share this sentiment? Do politicians? Is Biden acting on any military precedence in this situation? Based on the questions asked by reporters after Bidens speech, did the media believe that It has come to light that Bidens intelligence community was aware of the potential collapse of Afghanistan prior to Bidens July 8th announcement. Why did Biden deny this fact when asked about it? Why have connections been made between the end of Vietnam and the end of Afghanistan? Does Biden recognize these parallels? Why or why not? Why does Biden say that no mission has been accomplished in Afghanistan, then immediately follow up with saying that the mission was accomplished in Afghanistan when Osama bin Laden was assassinated? Exiting Afghanistan Potential questions: Why did the cartoonist choose to represent Afghanistan with Jenga blocks? What does this suggest about the nations stability? Is the US soldier balanced on top of the stack part of Afghanistans stability? What is likely to happen if the soldier tries to step off the top of the tower? Consider Bidens withdrawal of American troops from Afghanistan. Was the cartoon accurate in its expectations? Will Afghanistan End Like Vietnam? Potential questions: Was the war in Afghanistan always destined to be a prolonged and seemingly endless war? If you answered yes, what events at the start of the war indicated it might be a long campaign? If you answered no, what was the turning point? These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. To what extent was the war in Afghanistan an imperial war? What kind of success does the United States have with imperialist conflicts? What parallels existed between Vietnam and Afghanistan? In what way were these wars different? In looking at Afghanistan after the August 16th airlift of US troops out of the country, did Afghanistan in fact end like Vietnam? Why or why not? Passing the Torch Potential questions: Why have organizations like the Ku Klux Klan been able to survive despite the fact that they are so separated from their original mission? How has the Klan changed as African Americans role in society has evolved? Are most Klansmen today recruits, or are they born into the ideology? Could the KKK survive if it did not pass the torch to future generations? Why or why not? White Collar Quarantine Potential questions: What does the author mean when they refer to the pandemic as an equalizer? In what ways is the pandemic and equalizer? In what ways is it not? Why is it difficult for lower class Americans to receive the help and services they need? Why do these issues not affect upper class Americans to the same extent? What attitudes do the affluent generally hold toward the wealth disparity that was exposed through the pandemic? Opinion-based question: Can the affluent truly understand the devastation caused by the pandemic? Why or why not? Class and Covid Potential questions: What classes make up the majority of the labor force in essential industries? What effects might this have on the ability to self-isolate? What services and technologies are easily accessible to the affluent that make it easy for them to quarantine? Are the same services as accessible to the lower class? Why or why not? Why do the affluent have less risk factors like diabetes and COPD? How does the affluent stockpiling essential goods make it more difficult for individuals of other classes to isolate? Racial inequality & Covid restrictions Potential questions: These discussion questions were created by Alyssa Chesek, Misericordia University History major, with contributions from Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department), in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. What socioeconomic factors put black Americans at a higher risk for contracting and dying from the coronavirus? What systemic flaws have led to African Americans finding themselves in these circumstances more often than whites or other races? Why does the Deep South have some of the highest equity risk factors in the United States? What does this suggest about the progression of racial equality in the years since the end of the Civil War? What issues need to be addressed and what measures need to be taken to reduce the impact of COVID in black communities? How would solving these issues reduce the stress of COVID on black communities? How would it benefit black Americans in ways other than pandemic relief? Right-Wing Groups Protest Restrictions Protesters Rally Armed Protesters at Michigans State Capital Potential questions: Why might have tensions regarding stay at home orders reached their boiling point in mid-April of 2020? What political tensions fueled these protests? Can you see the history of partisan values behind these tensions? How / why? What longstanding partisan values conflicted with federal, state, and local pandemic guidelines? What was meant by picketing slogans such as live free or die and give me liberty or give me COVID-19? How did these slogans draw on the legacy of the Revolution? Do you agree with that connection? Why or why not? Why did some protesters feel the need to be armed/open carry at these rallies? What was the intention behind these actions? How has the publics response to COVID differed from the publics response to the 1918 influenza epidemic? What might account for these differences? Donald Trump on January 6th Potential questions (sourced from https://www.pbs.org/newshour/extra/daily-videos/classroom-resourceinsurrection-at-the-u-s-capitol/): Why did Trump supporters seek to forcefully disrupt the counting of the electoral votes? Why were the events at the U.S. Capitol referred to as an insurrection rather than a protest? What elements of Trumps speech can be seen as a rallying call? Did Trumps debunked reiteration of a fraudulent election help or hurt efforts to diffuse the unrest?  ...

... This syllabus was created by Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department) in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. HIS 104: United States History Since 1865 Course Credits: 3 Semester: Prerequisites: None Course Description: American society is based upon combined cultures and groups. This course is a study of how that multicultural framework is embedded in the narrative of American history since the Civil War. Emphasis is on the participation, problems, and contributions of women, Native Americans, African Americans, immigrants, labor, and other minority groups. This course includes analytical writing and discussion of readings. Course Objectives: Students enrolled in this course will gain a thorough understanding of American history from the 1870s through the 1980s, including the political, economic, social, and cultural issues that persisted through the nineteenth and twentieth centuries. Students will encounter various topics each week through lectures, readings, and primary sourcesincluding both images and documents. Engaging with these materials, students will develop critical thinking skills to find their own truths in American history: learning to navigate between contemporary voices, visual representations, and historians interpretations of the past. By the end of the semester, students will have developed their analytical writing skills to craft their own argument about the American past. Course Disciplinary Objectives: Identify major events in local, national, and international history Identify different historic perspectives between historians in particular historical contexts Analyze primary and secondary sources Develop an argument that evaluates evidence within a specific historical context This syllabus was created by Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department) in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Required Text Locke, Joseph L., and Ben Wright, eds. The American Yawp, vol. 1: A Massively Collaborative Open US History Textbook. San Francisco, CA: Stanford University Press, 2019. (free online; print versions available too). https://www.americanyawp.com Course Assignments & Evaluation There are two examinations (midterm and final exams), six quizzes, and two primary source papers in this course. Each of these will involve document analysis and will test your understanding of the course material and objectives. The final course grade will be calculated as follows: Participation (10%) Quizzes (20%) Primary source papers (30%) Mid-Term Exam (20%) Final Exam (20%) Weekly Schedule: Note: this sample weekly schedule has been designed to allow the instructor to choose specific pathways within each weeks content to dive deeper into the primary source material available. These are in addition to the primary source materials offered in The American Yawp Reader. Instructors should feel free to selectively assign additional primary sources from single pathways or across pathways as best suits the needs of the course. Wk Chapter Path 1 (AA) Path 2 (MK) Path 3 (JB) Path 4 (if poss.) Project Ideas This syllabus was created by Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department) in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. 1 AY 16, Capital & Labor The 1877 Railroad Strike 1877 Strike: primary document collection Social Darwinism & Labor Unrest the Rise of Inequality Declaration of the Ira Steward "A Principles of the Second Declaration of Knights of Labor, Independence" (1879) c.1885-Front (Chicago HS) William Graham Sumner on Social Declaration of Darwinism "The Principles of the Challenge of Facts" Knights of Labor, (1880) c.1885-rear (Chicago HS) Herbert Spencer on "Survival of the Fittest" Proclamation (1884) prohibiting large gatherings, Chicago Image of the Breakers Mayor, May 5, 1886 Vanderbilt Mansion (Chicago HS) (1904) Haymarket Riot as Jacob Riis Images depicted in the "How the Other Half popular press, 1886 Lives" (1879 - 1900) Lapel Pin in memory of the Haymarket trial, 1887 Haymarket Affair (1886) Digital Eugenics Movement in the US Primary Source set from DPLA This syllabus was created by Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department) in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Collection, Chicago Historical Society 2 AY 17, The West Wild West Shows The Indian Wars Buffalo Bill's Show "The Rescue" Statue at the U.S. Capitol building (1853 - 1958) The Dakota War of 1862; Execution of 38 Sioux Indians (December 26, 1862) "In their Own Words Excerpts from speeches and letters on the Dakota Conflict" Letter from Colonel Chivington to Major General Curtis regarding the Sand Creek Massacre (1865) Westward Expansion in Visual Culture Native American Reservations and Resistance Emanuel Leutze, Indian Reorganization Westward the Course Act, Primary source of Empire Takes its set from DPLA Way (1862), in US Capitol Bldg Andrew Melrose, Westward the Star of Empire takes its way (1867), The Autry Museum John Gast, American Progress (1872) The Right Way to Dispose of Sitting Bull, April 1876, The Daily Graphic (NYPL) Affidavit given by John Frances Benjamin Smith, Native Johnston, The Dawn Interpreter for U.S. of Civilization, This syllabus was created by Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department) in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Military (1865) First Account of the Custer Massacre (1876) Turning Hawk and American Horse on the Wounded Knee Massacre (1890/1891) photograph from the Hampton Institute, 1899 Carlisle Indian School, before & after photographs (Dickinson University) Prairie Settlement: Nebraska Photographs and Family Letters, 18621912 (collection, LOC) 3 AY 18, Life in Industrial America Race, Immigration, and Industrialization Charles Chestnut, The Goophered Grapevine Bret Harte, The Heathen Chinee Impact of the Railroad Industry Entertainment c.1900 Theodore Judah "A Practical Plan for Building the Pacific Railroad" (1857) Camel Riding, Coney Island, NY c.1905 (LOC) Congress and the American West: The Transcontinental Railroad (1869) The Bowery, Coney Island, NY c. 1903 (LOC) On the beach at Labor, Gender, and Immigration Sarah Orna Jewett, The Gray Mills of Farley Rose Cohen's account of her neighborhood, (ca. 1897/1918) This syllabus was created by Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department) in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Chinese Immigrants Confront AntiChinese Prejudice, 1885, 1903 Image of "Wedding of the Rails" (1869) Map of Union Pacific Railway (1883) Railroad travel advertisements (1889 - 1910) Coney Island, c.1902 (LOC) Dreamland, Coney Island, c.1905 (LOC) Filipino Baby, Coney Island, c. 1900 Early Motion Pictures from the LOC (18941915) Vaudeville & Popular Entertainment Collection, LOC 4 Ay 19, American Empire Antiwar Literature William Dean Howells, "Editha" Imperialism vs. AntiImperialism Imperial photography "School Begins" Political Cartoon (1899) Frances Benjamin Johnstons photographs aboard the USS Olympia just after leaving Manilla, 1899 (all in LOC): Crews Mess, 1899 Emilio Aguinaldo on American Imperialism in the Philippines (1899) "Declined with With Admiral Dewey, 1899 This syllabus was created by Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department) in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Thanks" (1900) William Jennings Bryan "The Paralyzing Influence of Imperialism" (1900) William McKinley on American Expansion (1903) Sailors Dancing, 1899 FBJs Images from the Pan-American Exposition held in Buffalo, NY, 1901 (at LOC) The SpanishAmerican War in Motion Pictures, LOC 5 AY 20, The Photography and Progressive Reform Era Jacob Riis, Photography, and Reform Trust Busting Sherman Anti-Trust Act (1890) President Teddy Roosevelt's 1st Annual Message (1901) National Child Labor Committee Collection, Library of Congress "Chronicling America" Historic American Newspapers on Trust Busting (1900 - 1917) Teddy Roosevelt Womens Activism for Labor and Suffrage Labor Condemns Horror, NY Tribune, 1911 Gender, Immigration, and Reform Anzia Yezierska, The Lost Beautifulness & "Soap and Water" Photographs of the Triangle Factory Fire (1911) Official Program of the Womens Suffrage Parade, 1913 (LOC) Primary Source set on Ida B. Wells AntiLynching Crusade from DPLA Primary source set on This syllabus was created by Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department) in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Digital Copies on Sherman Anti-Trust Act (1900 - 1910) Primary source set on Womens Suffrage, LOC "Next!" (1904) Triangle Factory Fire (1911) collection at Cornell University Settlement Houses, from DPLA Anti-suffrage valentine, NYPL Primary source set from DPLA on Suffrage More newspaper articles from Chronicling America on the Triangle Fire More on the National Womens Party, from LOC More on the Great Suffrage Parade, 1913 (LOC) EXAM #1 / POSSIBLE ESSAY QUESTIONS 1. Explain the theory of social Darwinism. In the late 19th century, what did social Darwinists believe was the proper role of This syllabus was created by Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department) in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. government? What did the effects of westward expansion have on Native Americans? Explain the various social, political, and economic effects that the railroad industry had throughout the United States. Was the United States an imperialistic nation in the post-Civil War era? Why or why not? What is imperialism? List reasons why Americans would support (and be against) imperialism in the late 19th century. How did issues of immigration and race shape American society during and after the Civil War? What were the successes of American reform efforts? Failures? What shaped such successes and failures? Identify key reasons why trusts and monopolies are bad. Discuss various acts the U.S. has enacted to curb the power of trusts and monopolies. 9. Why did Mark Twain refer to the period after the Civil War as the Gilded Age? 10. How did the social, economic, and political status of African Americans change following the Civil War? 11. Discuss the changing meanings of freedom from 1865 through 1900, particularly in how different audiences mobilized the concept to suit their goals (such as African Americans, women, laborers, businessmen, working classes, and elites). How did the government respond to each of these groups? 12. In the post Civil War United States, corporations grew significantly in number, size, and influence. Analyze the impact of big business on the economy and politics and the responses of Americans to these changes. Confine your answer to the period of 1870 through the Progressive Era. 2. 3. 4. 5. 6. 7. 8. 6 AY 21, WWI & Its Aftermath World War I Propaganda Library of Congress Collection Trench Warfare The 1918 Flu Aerial View of Trenches (1916) BYU Assembly, photograph 1918 Letters about living in the trenches (1915 1917) Halt the Epidemic! 1918 poster, Free Lib of Phila. Imperial War Museum - Audio Clip of James Keep your Bedroom Windows Open! This syllabus was created by Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department) in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Pratt about life in the trenches poster in trolley car, National Archives Abandoned German Trench (Flanders Field, 1917) DPLA Exhibit on 1918 Flu National Archives Exhibit on the 1918 Influenza epidemic Influenza Archive at University of MI 7 AY 22, The New Era African Americans and the Roaring 1920s Nella Larsen, Passing Claude McKay, If We Must Die" Langston Hughes, I, Too, Sing America" Prohibition 18th Amendment (1919) Historic Newspapers Digital Collection (LOC) Anti-Saloon League Digital Collection Image of liquor being dumped in sewer (1921) Image of Raid by Consumption in the 1920s Westinghouse Ad, 1923 (Duke) Keep that Wedding Day Complexion, Palmolive 1922 (Duke) Why Quality Cars are now easy to own, Chevrolet ad, LHJ 1923 (Hathi Trust) This syllabus was created by Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department) in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Prohibition Officers (1923) Wets Vs. Drys: Political Cartoons during Prohibition Should Prohibition Be Repealed? (1925) Comer, Influence of the 10-payment plan on prestige of the store, Ohio State University, 1927 Ad for Packard automobile, Good Housekeeping, Feb 1926 More from Prosperity & Thrift, exhibit/ collections of LOC 8 AY 23, The Great Depression The FSA, Photography, and New Deal Reform Library of Congress Collection Bonus Army Bonus Army Riots in Washington D.C. (1932) LOC Images from the Bonus Army March (1932) FDR in his own words First Inaugural Address, 1933 The Meaning of Progress, 1935 "The Bonus Army" Radio Diaries Podcast A Fair Days Pay for a Fair Days Work, 1937 "Veteran's March to On Concentration of This syllabus was created by Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department) in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. 9 AY 24, WWII The Mass Incarceration of Japanese Americans in Moving Images "Japanese Relocation" Japoteurs Washington" Broadside (1932) Economic Power, 1938 Herbert Hoover's statement on the investigation of the Bonus Army March (1932) FDR on the Four Freedoms, 1941 Labor During World War II Women in WWII Executive Order 9017 - Creation of National War Labor Board (1942) Image from National War Labor Board meeting (January 1943) More FDR Speeches from the Miller Center Advertisement for women to drive street cars, Minnesota HS Women in War Industry, poster, National Archives Interview with Pearl Hill, shipyard worker CIO Annual Meeting Debates of No-Strike Pledge (1943) Norman Rockwell, SEP cover for May 29, 1943, Rosie FDR Fireside Chats (specifically 20 and 24 on Labor 1942, 1943) Womens Army Corps Yearbook (1945-46), Atomic Heritage Foundation This syllabus was created by Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department) in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Labor Propaganda Posters during WWII WWII on the Homefront / Rosie the Riveter National Historic Site collections Exhibit on the WAVES of WWII, National Womens HIstory Museum 10 AY 25, The Cold War Declaring the Cold War George Kennan's "Long Telegram," 1946 Winston Churchill, Sinews of Peace," 1946 Civil Defenses during the Cold War Era "Duck and Cover" video (1951) "Facts about Fallout" Pamphlet (1955) Photograph of a Josef Stalin Speech, Family Fallout Shelter 2/9/1946 (1957) Video tour of the Bunker at Greenbrier Red scare & Lavender scare Testimonies of Ronald Reagan & Walt Disney before HUAC, 1947 Testimony of Paul Robeson before HUAC, 1956 Pete Seeger on being blacklisted, 1965 This syllabus was created by Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department) in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. (1958) Diefenbunker virtual tour (1959) Homosexuals in Government, from Congressional Record 1950 Hollywood 10 / Blacklist oral histories, UCLA Inquiry into hiring of undesirables, Evening Star, May 1950 More primary sources on LGBTQ+ from LOC HUAC primary source set, from Truman Library National Archives article on the Lavender scare EXAM #2 / POSSIBLE ESSAY QUESTIONS 1. How did World War I shape the history that followed, both at home and abroad, in the 1920s, 1930s, and 1940s? 2. How did trench warfare play such a vital role during World War I? How were the trenches constructed, and how did the troops fight within them? This syllabus was created by Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department) in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. 3. Do you think Prohibition was a success? Why or why not? 4. There were many weaknesses in the U.S. economy leading up to the Great Depression. List and explain the economic weaknesses in the 1920s leading up to the Stock Market Crash in 1929. 5. Explain the ways in which racism and efforts to contest it shaped the United States between 1917 and 1960. 6. What were the goals of the 1932 Bonus Marchers? Analyze ways the Bonus March impacted veterans of subsequent conflicts. 7. Assess responsibility for the onset of the Cold War. What short-term and long-term trends helped to create the post-war conflict? Who or what was ultimately responsible? 8. What events led up to the creation of civil defenses by governments during the Cold War Era? 9. How did ideas about freedom inform US military action in this period? How effective were arguments that justified military action using ideas about freedom? 10. How did FDRs Four Freedoms speech form a bridge between the policies of Progressive reformers in the past, and the foreign policy goals of the postwar years? 11. How did changing ideas about freedom impact American citizens in this period? How did ideas about labor and economic freedom shift between 1920 and 1945? How did freedom expand or contract for certain groups such as women, immigrants, African Americans, political dissenters, and homosexuals? 12. What efforts did the U.S. government make to manage labor during WWII? Explain the effectiveness of these efforts. 11 AY 26, The Affluent Society Anxieties Stalk the Affluent Society John Cheever, The Enormous Radio, 1947 Duck and Cover, 1951 Brown vs. the Board of Education Postwar Gender & Domesticity Image of Dr. Kenneth Clark Conducting the "Doll Test" (1947) The Dick Van Dyke Show, To Tell or Not to Tell, 1960 Brown vs. Board of Education arguments (1954) Barbasol Ad, 1949 (Duke) Thurgood Marshall How to lower the cost of bringing up This syllabus was created by Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department) in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Reaction to Brown v. Board of Education (1954) your family, American Airlines ad, 1950 (Duke) Judgement of Brown What a Motorola TV vs. Board of Education means to your "all deliberate speed" family! 1951 (Duke) (1955) Exhibit on African Brown vs. Board of American Women in Education Opinion p. the Civil Rights 11 (1955) movement, NWHM Crowd gathers on 25th anniversary of Brown v. Board of Education (1979) 12 AY 27, The 1960s Rock & Roll and Protest Hendrix at Woodstock Jimi Hendrix interview Bay of Pigs Invasion & the Cuban Missile Crisis Propaganda Action Plan in support of military force Transcript of CIA Crosby Stills Nash & agent interview Young, Ohio regarding Castro and Cuba Anti-Integration and the Memory of the Confederacy Platform of the States Rights Democratic Party, as adopted 1948 Anti-integration rally, Little Rock, 1959 This syllabus was created by Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department) in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Bob Dylan, "Masters of War" John Lennon, Imagine Joan Baez, Saigon Bride (LOC) Images from the Bay of Pigs Invasion (1961) Radio/ TV Address to the American People by President John F. Kennedy Regarding Soviet arms buildup in Cuba (October 22, 1962) Memorandum for President Kennedy on Cuba (October 29, 1862) Radio/ TV address to American people regarding dismantling of Soviet missiles in Cuba (November 2, 1962) 13 AY 28, The Unraveling 1968 in Photographs The Strain of Vietnam George Wallace Inaugural Address, 1963 George Wallace stands in the door of the University of AL, June 1963 Southern School News (TN), Oct 1963, from University of GA Map of Monuments to the Confederacy, Equal Justice Initiative Citizens Council Collection, University of Mississippi The Womens Movement This syllabus was created by Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department) in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. "50 Years Ago in Photos: A Look Back at 1968," The Atlantic CBS News Report on Friedan, Chapter 1 the burning of Cam Ne from The Feminine (1965) Mystique (1963) Images from March on NOW Statement of the Pentagon (1967) Purpose, 1966 Video: Protests prior to the 1968 Democratic Convention (1968) Report of the Presidents Commission on the Status of Women, 1965 CIA analysis of the Tet Offensive (1968) Gloria Steinem, Living the Letter from Ron Revolution, 1970 Ridenhour to speech Congress regarding My Lai Massacre Redstockings (1969) Manifesto, 1969 Mickey Mouse in Vietnam (1969) Image burning draft cards (1970) Personal Accounts from the Kent State Primary source set on the ERA, from DPLA Primary source set on the American Indian Movement, DPLA This syllabus was created by Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department) in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Shooting (1970) 14 AY 29, The Triumph of the Right Atomic Anxiety & MTV AIDS Activism in the 1980s Tesla, "Modern Day Cowboy" (1987) AIDS Deaths by Year (1981 - 2000) Metallica, "Blackened" (1988) Video: Reagan delivers first major speech on AIDS (1987) Megadeth, "Peace Sells" (1986) Genesis, "Land of Confusion" (1986) David Bowie, "Let's Dance" (1983) Frankie Goes to Hollywood, "Two Tribes" (1984) Prince, "1999" (1982) Men at Work, "It's a Mistake" (1983) Sting, "Russians" Silence=Death and ACT UP poster to bring awareness to the AIDS crisis (1988) ACT UP Advertisement (1988) Give me your tired, your poor, your HIV negative (1988) Stop ERA & the Backlash against Feminism Audio-clip of Phyllis Schlafley speaking out against the ERA, 1972 Whats Wrong with Equal Rights for Women? The Phyllis Schlafley Report, Feb 1972 Phyllis Schlafley at a Stop ERA rally, 1977 Roger Ebert, review of Fatal Attraction (1987) NY Times review of Political Cartoon Fatal Attraction against CA proposition (1987) 96 and 102 (1988) Clips of Fatal How to demand a Attraction (1987) Other Backlashes Movie comparison: Primary source set on Fatal Desegregation in Attraction vs. Boston Public Schools, Baby Boom 1970s, from DPLA (1987) This syllabus was created by Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department) in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. (1985) Timbuk3, "The Futures So Bright, I Gotta Wear Shades" medical breakthrough: Lessons from the AIDS fight (podcast) Clips of Baby Boom (1987) Roger Ebert, review of Baby Boom (1987) Scorpions, "Wind of Change" (1990) LA Times review of Baby Boom (1987) Susan Faludi, Backlash (1991), excerpt 15 AY 30, The Recent Past Images of Barack Obama Ending the War in Afghanistan Freedom in the Time of COVID-19 New Yorker cover: image and interview Remarks by President Biden on the Drawdown of U.S. Forces in Afghanistan (July 8, 2021) James Edward Bates, Passing the Torch, New Orleans Photo Alliance, 2001 Obama comic book cover images Obama in political cartoons Exiting Afghanistan Political Cartoon (2021) White Collar Quarantine, 3/27/20, NY Times Brookings Institute, This syllabus was created by Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department) in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Will Afghanistan End Like Vietnam? (Podcast) Class and Covid, March 2020 Brookings Institute, Mapping Racial Inequality amid Covid Restrictions, April 2020 Right-Wing Groups Protest Restrictions, 4/17/20, The Guardian Fox News, Protesters Rally, 4/20/20 Armed Protesters at Michigans State Capital, 4/30/20, The Guardian Donald Trump, Remarks to supporters, Jan 6, 2021 (NPR) EXAM #3 / POSSIBLE ESSAY QUESTIONS 1. Identify key anxieties that have stalked Americans since the end of World War II. How have they shaped American history This syllabus was created by Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department) in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. as well as what the US is today? 2. How has cynicism shaped post-World War II American history? How is it reflected in the contemporary US? 3. Identify the events that led up to the Cuban Missile Crisis. What factors contributed to resolving the crisis peacefully? 4. Analyze the ways in which the Vietnam War heightened social, political, and economic tensions in the United States. Focus your answer on the period 1964 to 1975. 5. Where is the legacy of freedom today? How have debates about the size of government, the relationship between the government and people, and whose rights deserve protecting / expanding influenced events and movements since 1945? How have various groups used the terms liberty, freedom, and equality to advance political and economic activism? 6. The Brown decision called for school desegregation to happen with "all deliberate speed." How quickly and how fully do you think schools desegregated? 7. Why is it important to study American history? Choose one event or period discussed in this class and use it to demonstrate the relevance of American history for todays politics, economics, and society. How can studying American history help us better understand the present? 8. What has been the legacy of the Civil War on American history since 1865? How have certain groups mobilized the causes of the Civil War--both from the Union and the Confederacy--to achieve political goals in the 20th century? Where do you find the memory of the Civil War today?  ...

... This syllabus was created by Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department) in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. HIS 103: United States History to 1865 Course credits: 3 Semester: Prerequisites: none Course Description A survey of significant political, economic, social, and intellectual themes in the development of the United States from Colonial times until 1865. Course Goals 1. Locate economic, political, & cultural trends in US history 2. Connect the ideas of American Revolution to persistent trends & developments in US history 3. Use primary sources and images to explain structural relationships along race, class, and gendered lines 4. Engage in critical discussion of images and texts Required Texts Locke, Joseph L., and Ben Wright, eds. The American Yawp, vol. 1: A Massively Collaborative Open US History Textbook. San Francisco, CA: Stanford University Press, 2019. (free online; print versions available too). https://www.americanyawp.com/ Evaluation Methods & Student Assignments There are two examinations in this course. Each of these will involve image and / or document analysis and will test your understanding of the course material and objectives. The final course grade will be calculated as follows: This syllabus was created by Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department) in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Participation 10% Mid-term Exam 1 20% Mid-term Exam 2 30% Final Exam 40% Weekly Schedule Note: this sample weekly schedule has been designed to allow the instructor to choose specific pathways within each weeks content to dive deeper into the primary source material available. These are in addition to the primary source materials offered in The American Yawp Reader. Instructors should feel free to selectively assign additional primary sources from single pathways or across pathways as best suits the needs of the course. Wk Chapter / Topic Path 1 (AA) Path 2 (MK) Path 3 (JB) Path 4 (if applicable) 1 Native American Creation Stories Positive/ Negative Effects of Columbian Exchange The Black Legend European Native American Encounters AY, 1, Indigenous America Salinan & Cherokee Creation Stories Letter from Christopher Nanticoke and Columbus Lenape Creation Describing First Stories Voyage (1493) Iroquois Creation Illustration of Las Casas, additional excerpts Galle, Amerigo (1552) Vespucci awakens a sleeping Full text, Las America (c.1690) Casas, Destruction of the Indies John Whites watercolors of Frontispiece from Secoton (1585) Project ideas This syllabus was created by Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department) in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Story Christopher Columbus & Native American Initial Meeting 1492: An Ongoing Voyage (The Hammock) The History of Smallpox pp. 105106 (1815) 2 AY 2, Colliding Cultures / Jamestown Early Life in VA Colonial Women and New England Experiences John Smith on "The Starving Time" John Smith's account of a conversation with Powhatan John Winthrop, "City Upon A Hill" Benjamin A Severe and Proud Dame She Was: Mary Rowlandson Lives Among the Indians, 1675 Such Was the Tumultation These Women Made: The Women of Marblehead Las Casas, Tears of the Indians (1656 Eng. ed.) Interview w/ Joan Bristol (historian), Inquisition (witchcraft) case of a mulatta girl in New Spain, 1659 Salem / Witchcraft Salem trials documentary archive at U-VA (trial records, docs, confessions, maps, etc.) Theodore de Brys engraving, Attack at Jamestown (1622) Mock witch trial Comparison of primary documents to popular culture memories of colonial Virginia and New England This syllabus was created by Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department) in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Wadsworth, A Well-Ordered Family Anne Bradstreet poems Anne Bradstreet, epitaphs Wreak Revenge Upon Indian Captors, 1677 We Unfortunate English People Suffer Here: An English Servant (Elizabeth Sprigs)Writes Home (1756) Anne Bradstreet, "Before the Birth of Trial of Anne One of Her Hutchinson (full Children" text, 1637) 3 AY 3, British North America Original Seal of MA Bay Colony (wikimedia commons) More on Hutchinsons trial (editorial w/ excerpts) Unfree Labor in the Colonies Journey to the New World General Court Responds to Runaway Servants and Slaves (1640) Francis Daniel Pastorius Describes his Ocean Voyage War & Revolts Metacoms Complaint, 1675 Bacons Declaration of This syllabus was created by Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department) in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. The Interesting Narrative of the Life of Olaudah Equiano (1789, can be excerpted) (1684) Grievances (1676) Illustration of the stowage of a British Slave Ship (1788) More on Bacons Rebellion (encyl. VA) Gottlieb Olaudah Equiano Mittelberger (1750) (1789) Slavery Images / Exhibit on African Diaspora Slave Voyages /Trans-Atlantic Slave Trade Database (Rice University) 4 AY 4, Colonial Society Audio clips of transcripts describing various voyages across Atlantic (1680 1806) Quakers, AntiSlavery, and Colonial Life Seven Years War/ French and Indian War Germantown Friends' protest against slavery (1688) George Washington's Narrative of his Expedition to the Ohio (1754) Consumerism Kuhn, Portrait of Henry Darnall, III (1710) Copley, Portrait of Nicholas Boylston (1767) This syllabus was created by Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department) in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. John Woolman's Journal (1774, can excerpted) John Woolman, Some Considerations on Keeping Negroes (1762) Map of the Western Parts of the colony of Virginia Extracts from Gibson Clough's War Journal (1759) Letter from Ben Franklin to Lord Kames (1760) Alibamo Mingo, Choctaw leader, Reflects on the British and French (1765) 5 AY 5, Revolution African Americans & Revolution Anti-slavery petitions written by African Americans Spying and Espionage during the American Revolution Rachel Revere secret letter to Copley, Portrait of Mrs. John Winthrop (1773) Trade bill for Elizabeth Murrays shop in Boston, c.1750 (MHS) SI exhibit on consumption 18th c. Advertisement for consumer goods, NH Gazette 1771 Women & Gender Taxes & Protests Copley, Portrait of Anne Fairchild Bowler, 1763 Documents from the NonImportation Movement (1767) Statue of Mercy Advertisement for Loyalist / Patriot debates This syllabus was created by Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department) in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Benjamin Banneker to Thomas Jefferson, 1791 Phyllis Wheatley, poems Phillis Wheatley, His Excellency General Washington husband Paul Revere (1775) Otis Warren in Barnstable, MA George Washington Letter to Colonel Dayton (1777) SC Women on the occupation Culper Spy Ring Code (1778) Washington Letter to Major Benjamin Tallmadge (1779) John Andre letter to Benedict Arnold (through Joseph Standbury) (1779) Marquis de Lafayette's Testimonial to James Armistead Lafayette (1784) Remember the Ladies, Abigail Adams to her husband, 1776 locally-produced Queens Ware, 1771, SC Gazette No Stamp Act Teapot, c1766 (SI) Deep Dive on the Stamp Act (Col. Wmsbg) This syllabus was created by Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department) in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Podcast on Washingtons Spies EXAM #1 / POSSIBLE ESSAY QUESTIONS 1. How did the social position of African Americans change in the colonies, from the time of first-contact through the Revolution? 2. How did Europeans early impressions of Native Americans impact later interactions between the two groups? 3. Analyze the cultural and economic responses of the following groups to the Native Americans of North America before 1750: British, French, Spanish, Dutch, and Portuguese. 4. List and compare the positive and negative effects of the Columbian Exchange in North America. 5. What were the distinguishing qualities of life in colonial British North America? How do they help us better understand the American Revolution? 6. In what ways did the aftermath of the French and Indian War (1754 1763) alter the political, economic, and ideological relations between Britain and its American colonies? 7. What were the key sources of conflict in colonial British North America? How did they shape the character of the colonists and their revolution against the British? 8. Leading up to the American Revolution, compare and contrast Loyalist versus Patriot arguments. 6 AY 6, New Nation Gender & Identity Native in the New Nation Americans and the New Nation Charlotte Temple, by Susanna A Confederation Haswell Rowson of Native peoples seek peace with Neoclassicism and symbols Competition for the design of the US Capitol bldg (1792)-LOC exhibit Federalist / Anti-federalist debates This syllabus was created by Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department) in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. (1791) Judith Sargeant Murray, On Equality of the Sexes (1790) the United States (1786) More on the Capitol (Arch. of the Cap. office) Hostile Intentions of Native Americans (as Original Great reported by the Seal design (1783) U.S. Government) (1786) History of the Great Seal of the Treaty with the US (GPO) Six Nations (1789) Stuart, Portrait of G. Washington Letter from (1796), from NPG President George Washington to the Senate (1790) Treaty with the Six Nations (1794) 7 AY 7, Early Republic Literature, American Identity, and the Early Republic Nathaniel The War of 1812 Political Critiques Jefferson on Race & the West Letter from James Political cartoons Madison (Sec. of related to T.J. LOC exhibit on T. State) to James (c.1800-1809) Jeffersons Monroe regarding presidency This syllabus was created by Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department) in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Hawthorne, "Young Goodman Brown" (1835) and other stories Francis Scott Key, The Defense of Fort McHenry, 1814 British Impressment (1804) Letter from an Impressed Soldier; specifically pages 7-9 (1808) Akin, Philosophic Cock (c.1802) Virginian Luxuries (c.1825) Jeffersons Notes on VA full text Encyclopedia VA entry on T. Js Notes on VA (1785) Congress Debates Going to War (1811) Capture of the city of Washington (1814) 8 AY 8, Market Revolution Lowell Mill Girls Mary Paul letters, 1845-1846 Anonymous letters 1845 letters Refuting attacks Early Republic Economic Developments & the Transportation Revolution Rise of the Middle Class Currier, Fruits of Temperance (1848) Margaret Dwight's Spencer, Journal; A Conversation Journey to Ohio Piece (1851-2) Literature and the Individual in a Changing Society Herman Melville, "Bartleby the Scrivener Role-play exercise: conversations between the Lowell mill girls, their parents, social reformers, and their This syllabus was created by Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department) in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. against the mill girls (1840) pp. 13; 37 (1810) James Madison "A Second Peep at asks Congress for Factory Life, Internal Lowell Offering Improvements (1815) "A Week in the Mill (Lowell Harriet Noble's Offering) account of westward travel (1824) Traveler describes Life along the Erie Canal (1829) employers Beecher, Duty of American Females (1837) Daniel Websters Autobiography, 1857 Images of women in 19thc America (exhibit from AAS) Spencer, Domestic Happiness (1849), Detroit Inst. of Art Traveller's Map of New England and Canada (1850) 9 AY 9, Democracy in America Andrew Jackson: In His Own Words First Inaugural (1829) Sectional Tensions and the Missouri Crisis Tallmadge Amendment Racial Conflict Exhibit, EW Clays Life in Philadelphia series (c.1828) Print, T. D. Rice as This syllabus was created by Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department) in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Andrew Jacksons State of the Union Address, 1830 On Nullification Crisis, 1832 Bank Veto, 1832 Farewell Address, 1837 (1819) Jim Crow Response to Tallmadge by GA Rep Thomas W. Cobb (1819) More on History of Minstrelsy The Missouri Compromise Map (1820) Transcript of the Missouri Compromise (1820) Letter from John Henry Eaton to Andrew Jackson; response to Missouri Compromise in last paragraph (1820) Letter from Thomas Jefferson to John Holmes Jim Crow Museum at Ferris State Univ. Black Entrepreneurs, documents Black Abolitionist archive (UDM) This syllabus was created by Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department) in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. (1820) 10 AY 10, Religion & Reform Slavery and AntiSlavery Narrative of the Life of Frederick Douglass (1845) The Benevolent Empire Womens Rights Seneca Falls, Radical Revivalist Declaration of Charles G. Finney Sentiments (1848) Emphasizes Human Choice Anti-womens (1836) rights cartoon, Harpers New Nathaniel Currier, Monthly Magazine, The Drunkard's vol. 3 (1851), p436 Progress (1846) Johnston, Currier's The Fruit Womens Rights of Alcohol and at the Polls, Temperance (1849) (1849) More on antiEastern State suffrage images Penitentiary c.1850 (1855) Trace the levels of African American freedom/lack of freedom across Douglass autobiograph y EXAM #2 / POSSIBLE ESSAY QUESTIONS 1. How did the social position of women evolve from the time of the Revolution to 1850? 2. How did the concept of liberty both expand and contract between 1789 and 1850? 3. How do race, class, and gender help to elucidate the accomplishments and limits of the American pursuit of This syllabus was created by Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department) in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. 4. 5. 6. 7. 8. 11 liberty in the post-Revolutionary era? What conflicts dominated the early years of the new nation? How did they shape the developing nation? Between 1815 - 1861, reform societies dominated a powerful force within American culture known as the benevolent culture. What reform movements focused on creating and maintaining a respectable middle-class culture during this time period? Why did the United States engage in a nearly disastrous war against the British from 1812 1814? What if anything, did the United States gain from that war? Analyze the impact of transportation improvements during the market revolution. What was the impact of those changes on the country economically, politically, and socially? How did western expansion contribute to growing sectional tensions between the North and the South leading up to the Missouri Compromise? AY 11, Cotton Revolution Slaves Resistance in Memory Runaway Slave Advertisements Fugitive Slave Act Slaves' Resistance (1793) on Southern Plantations, Freedom on the Selections from Move the WPA Slave Narratives Runaway! Fugitive Slave Ads in Newspapers Anti-Abolition & Pro-Slavery Arguments Excerpt from Christy, Cotton is King (1855) Catharine Beecher disagrees with Abolitionists (1837) EW Clay, The Dinner Party (1839) Discussion of the limits of primary documents, and the ways in which historians can and cannot use them effectively. (via Resistance in Memory documents) This syllabus was created by Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department) in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. EW Clay, Practical Amalgamation (1839) More on Clays Practical Amalgamation series 12 AY 12, Manifest Destiny / Westward Expansion Images of the Gold Rush Nativism in the 1800s Art of the Gold Rush Video of immigrants landing in Ellis Island Daniel Jenks, drawings Library of Congress collection Indian Removal Andrew Jacksons State of the Union Address, 1830 Cherokee Nation v. Georgia, 1831 "American Citizens! We Appeal to You..." Ad (1852) Additional resources on Indian Removal Letter from vigilante committee to John Stephens Appeal of the Cherokee Nation, 1830 (published in Cherokee Images of Westward Expansion Albert Bierstadt, Oregon Trail (1869), from Butler Inst. of American Art Emanuel Leutze, Westward the Course of Empire Takes its Way, from the Capitol Building (1862) This syllabus was created by Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department) in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. (1856) Phoenix) Charles Wimar, Attack on Emigrant Train (1856), UMich Museum of Art Lincoln & Republican Party Dred Scott Case Anti-Immigrant Cartoon (1860) 13 AY 13, Sectional Crisis Popular Culture and the War Fugitive Slave Act of 1850 Dred Scott Case Fugitive Slave Act Mauer, Great Collection (1850) Republican Reform Party Lithograph of (1856) Uncle Toms Cabin Effects of Fugitive in American Slave Law (1850) Lincoln-Douglas Culture Debates, 1858 Poster protesting Fugitive Slave Resources / Law (1852) Exhibit on Lincoln in IL An excerpt from "The Fugitive Collected Works of Slave Law and its Lincoln Victims" (1861) Harriet Jacobs, Incidents in the Life of a Slave Girl 14 AY 14, Civil War Walt Whitman Women and the and the American Homefront Civil War Contraband Contrabands in NYC Draft Riots, 1863 This syllabus was created by Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department) in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Other stuff: Gettysburg Address, Nov 1863 Abraham Lincoln, Second Inaugural Address (1864) Walt Whitman, Memoranda During the War Walt Whitman, "When Lilacs Last in the Dooryard Bloomd" Image "Our Women and the War" (1862) Letter from Dr. James L. Dunn giving Clara Barton her nickname "Angel of the Battlefield" (1862) Foreground Stereograph, 1861-1865 (LOC) Gen. Butler on Self-Emancipated Slaves, 1861 Forbes, Contrabands Escaping (1864) Clara Barton's Group of notes on Antietam Contrabands, (1862) (1862) A Woman's Wartime Journal in GA; Dolly Lunt Burge (18641865) Mary Brooke Briggs Brooke Diary (Pro-Union) (1864-1865) Exhibit on Contrabands, AAS 1st Confiscation Act, 1861 NYC Draft Poster, 1863 NYC Draft Riots, Coloured Orphan Asylum, NYPL Picture Collection Burning the Coloured Orphans Asylum, from Harpers Pictorial History of the Civil War, 1866 NYC Draft Riots, from Illustrated London News Charge of the Police, 1863, Harpers Pictorial History More on the Draft Riots (Zinn Education Project) This syllabus was created by Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department) in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Voices of the Civil War #18, NYC Draft (video clip) Primary source set at DPLA 15 AY 15, Reconstructi on Literature, Reconstruction, and the Meaning of Racial Justice Charles W. Chesnutt, The Goophered Grapevine (1887) Black Codes Philadelphia Centennial Discussion starter video on Black Newspaper Codes Articles from LOC "Slavery by Another Name" videos (Origins of Black Codes) NGA Photo collection / Centennial Booklet Mississippi Black Code on Vagrancy (1865) Ephemera and Guidebooks Coll. from Free Lib Phila. South Carolina's Black Codes on Labor (1865) Exhibit from Philadelphia Encyclopedia The Compromise of 1877 Documents re: Compromise of 1877 This syllabus was created by Jennifer Black, Allan Austin, and Mary Kay Kimelewski (Misericordia University History Department) in the summer of 2021. Support for the project was generously provided by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. EXAM #3 / POSSIBLE ESSAY QUESTIONS 1. 2. 3. 4. 5. How did the Civil War shift the relationship of the government to the people in the US? In your opinion, what was more important to the nation in 1876: racial equality, or economic prosperity? Why? How does the Compromise of 1877 help us better understand the causes and course of the Civil War? What did the Civil War change? What remained unchanged by the conflict? Analyze the roles of women during the Civil War. Compare the roles of women during the Civil War to ideas about women in wars during the 20th and 21st centuries. 6. Explain how Black Codes compare to the aspects of slavery? What do the Black Codes have in common? 7. What are some challenges and dangers that runaway slaves faced? Are there any similarities in the runaway slave ads? 8. What factors led to anti-immigrant sentiment in the 19th century?  ...

... This classroom exercise was developed by Jennifer Black (Misericordia University History Department) and is shared as part of the deliverables for the summer 2021 project generously supported by the Pennsylvania Grants for Open and Affordable Learning (PA GOAL) program, Grant #1. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and may not be reproduced for commercial purposes. Mock Trial Exercise Divide the class into groups of 4-5 students each. Groups should present an assigned witchcraft case to the class (acting as both prosecution and defense), and arguing for / against conviction. Assign each group to one of the following witchcraft cases at Salem: Transcripts for John Proctor (executed) Transcripts for Tituba (jailed, later freed) Transcripts for Bridget Bishop (executed) Transcripts for Susanna Martin (executed) Transcripts for Deliverance Hobbs (confessed) Additional transcripts available at University of Virginias Salem Project Student Instructions: Step 1. Research / Prepare Each group will present their assigned case to the class, relating it to the law at the time. In your discussion, you will lay out the appropriate context for the case, summarize the accusations and link the wrongdoing to the appropriate laws, and present an appropriate defense. You are responsible for presenting / arguing the case for and against conviction of the accused. What I will be looking for is a clear summary of the evidence against these women, a discussion of how that evidence relates to the corresponding law, and arguments both for and against conviction--i.e. either the evidence meets the standard of witchcraft presented by the law or it doesn't. If you're not sure about this part, that's ok. Use the other course materials (readings, lectures, etc.) to clarify the definition of witchcraft that the law gives--i.e. if the law says "charme or inchantment" then use your judgement (and other material presented in class) to explain what that would have meant to someone in the early modern world. Then argue that the testimony / evidence presented in the documents either meets that definition or not. Present both sides to the class and then let them decide. You may want to read ahead a little bit to help you better prepare for the presentation, since the following week's readings may be helpful for context. Groups are strongly encouraged to make an appointment to meet with me outside of class to discuss their planning / preparation for the trial discussions. Step 2. Present & Submit Each group should spend at least 15 but no more than 30 minutes presenting their assigned case before we break for discussion. You may use notes during the presentation (no need to memorize your lines, but you should adequately practice / rehearse your parts so the presentation runs smoothly). Groups may format the presentation however you'd like-- you might want to put together a summary of the evidence, or argue it like a case in court, or present a skit, etc. Be creative-- that part is up to you. On the day before your presentation, the group will submit a copy of any script, notes, powerpoint, or other materials you use to get you through the presentation, so I can have it for reference when figuring out the grade. In addition to submitting your presentation materials, the group will also need to turn in a one-page summary of each group members contributions to the project, due on the day of the presentation (failure to do so will result in an automatic 5pt deduction from the project grade). Please refer to the attached grading rubric for additional criteria to consider when preparing your presentations. Step 3. Reflect Finally, each group member should prepare a brief evaluation (i.e. no more than one page) of the group activity. What went well? What could have been improved? Did everyone do their fair share? Explain. This brief evaluation is due one week after the trial presentation. If, for any reason, you are having difficulties with your group members, I trust that you will attempt to try to work things out for yourselves before coming to me to intervene. However, I am also sensitive to the fact that some group members may not contribute equally to the final product. I invite any student who has concerns about such matters to reach out to me personally to discuss further. Formatting Requirements for Writing Assignments Your essays should be typed with all the margins set to one-inch. Double space the body of the paper only (not the headings and title). Please use Times New-Roman 12-point font size. Include your name, class, and section number in the heading, justified to the left margin. You will be graded on both the style and content of your papers; thus, please be sure to proofread for correct grammar and spelling. Cite every source in Chicago or MLA Style. Grading Rubric for Trial Activities (25pts total) Presentation of the Case documents (15pts) Clear and thorough summary of the different components of the documents assigned (accusations, testimony of witnesses, examinations of the accused, etc.) Presentation demonstrates an active and critical engagement with the sources Case evidence is related to the corresponding law in a clear and thoughtful manner Arguments For and Against Conviction are clearly presented Presentation demonstrates an adequate understanding of the evidence and issues at hand Relation to Course Material (5pts) Presentation demonstrates adequate understanding of the course themes covered thus far Presentation relates the case evidence to relevant contexts as presented in course readings, lectures, and discussion Relation to course material is completed in a clear and thoughtful manner Organization / Aesthetics (5pts) Presentation displays creativity in communicating the case(s) Presentation is engaging / interesting overall Group members are well-prepared for the presentation, written materials submitted Presentation is organized logically, and flows easily between segments / components Group members display an appropriately academic demeanor  ...

... Introduction to Rhetoric for Writers Syllabus COURSE DETAILS CRN 13466 Course Name ENGL 280 Introduction to Rhetoric for Writers Meeting Days/Time Asynchronous Online - we don't have regular meetings. Classroom Location Asynchronous Online - we don't have regular meetings. We'll connect through Twitter in this digital class. If you need anything, visit office hours and/or make an appointment! INSTRUCTOR INFORMATION Instructor Dr. A Nicole Pfannenstiel (Fan-en-steal - but feel free to call me Dr. P) Office Location McComsey 352 Office Hours Monday 10-11am Wednesday 11am-1pm Friday 9:30-11:30am Email ambernicole.pfannenstiel@millersville.edu Phone 717-871-4282 Other Contact @npfannen (Twitter handle) LIBRARY INSTRUCTOR SUPPORT ENGL 280 includes Library Instructor Support. Professor Santamaria, as the Learning Design Librarian, helped design the Rhetorical Application assignments to support student learning. Additionally, Professor Santamaria is available to help with both synthesis essays. Both Dr. P and Professor Santamaria want students to be successful, and build a strong rhetorical theory foundation for success within the English Major, we are both here to help with all assignments. Reach out to one or both of us!!! Library Instructor Professor Michele Santamaria Email michele.santamaria@millersville.edu Phone 717-871-4202 Other Contact @MUEngLib COURSE INFORMATION Course Description Introduces students to rhetorical theory and concepts useful to their lives as writers broadly defined. We will explore how people argue, persuade and identify with one another by analyzing texts across genres and historical periods. Prereq: ENGL 110, 30 credit hours Required Materials All course reading materials provided through D2L A PDF reading program (free version is fine!) A word processing program (free versions provided through Millersville Office 365) Accessing Required Materials Materials in this course zero textbook cost materials, free materials to registered students through their Millersville University Library log-in. I'm including the permalink here (and in each module). This allows each student to access the material, and download it in the format that meets their learning needs (PDF or HTML, etc.). This also allows students to access from multiple devices, to read where and when it suits your needs. Feel free to work with peers in class as you work through readings! These open access materials also allow us to explore the writing and ideas of a breadth of authors, bringing multiple, important perspectives to our discussions of rhetorical theory - voices and ideas not typically available in the standard rhetorical reader. To help students work through these digital materials, I designed all quizzes to be repeatable for credit. Read the assigned material, use the tweets, then complete the quizzes. Use the quiz questions and ideas to help you work through the reading focusing on comprehension. Ask questions as they arise in Twitter!!! I'm here to help. The Rhetorical Application assignments assume you understand the material and can work through an in-depth multimodal application. Again, ask questions as they arise. I will be actively monitoring Twitter to support your learning. A New History of Classical Rhetoric by George A. Kennedy o Library permalink: https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN =400068&site=eds-live&scope=site&authtype=shib&custid=s3915890 Democracy and Rhetoric: John Dewey on the Arts of Becoming by Nathan Crick o Library permalink: https://search.ebscohost.com/login.aspx?direct=true&db=e700xna& AN=478092&site=eds-live&scope=site&authtype=shib&custid=s3915890 African American Rhetoric(s): Interdisciplinary Perspectives edited by Elaine B. Richardson and Ronald L. Jackson o Library permalink: https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN =643940&site=eds-live&scope=site&authtype=shib&custid=s3915890 Rhet Ops: Rhetoric and Information Warfare edited by Jim Rodolfo and William HartDavidson o Library permalink: https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN =2260200&site=eds-live&scope=site&authtype=shib&custid=s3915890 NOTE: Both Dr. P and Professor Santamaria can help ALL students access these materials. Please let us know ASAP if you encounter any issues with the materials, if you need suggestions for digital reading approaches, or if you need suggestions for modifying the format to meet your reading and learning needs. Other Materials This is an online course, all students will need regular access to the internet and technology to participate with the course. All students need an active Twitter account. Please do not set your account to private so your classmates and I can see your posts. NOTE: I use a Twitter data scraper - you need to include the #engl280mu course hashtag on all tweets and replies to earn credit in this class! Course Objectives 1. Identify and define a selection of rhetorical theories and concepts. 2. Explain how rhetoric functions as an epistemic tool of inquiry that allows students to explore questions of fact, meaning, and value 3. Articulate clearly in writing the connection between historical/rhetorical theory development and the rhetorical analysis used by the contemporary critics studied. 4. Demonstrate ability to find, evaluate, and integrate appropriate sources into formal written work 5. Produce a formal written work through stages of development and revision based on peer and instructor feedback. COURSE POLICIES Mindful Approach Rhetoric is steeped in habits of mind and/or mindfulness - understanding how we (humans) approach situations with expectations, lenses, ways of knowing and learning - how all those understandings influence how we make meaning. Studying rhetoric means reflecting on what we bring to situations. Studying rhetoric means working with others to build and develop working understandings of how theories developed. Come to this online space to work together, to build shared understanding of how we view the world, and how our lenses influence that view. EVALUATION Assessments Assignment Points possible Chapter 1 Quiz 10 Chapter 1 Rhetorical Application 15 Chapter 3 Quiz 10 Chapter 3 Rhetorical Application 15 Chapter 8 Quiz 10 Chapter 8 Rhetorical Application 15 Chapter 9 Quiz 10 Chapter 9 Rhetorical Application 15 Chapter 11 Quiz 10 Chapter 11 Rhetorical Application 15 Chapter 12 Quiz 10 Chapter 12 Rhetorical Application 15 Ancient Theory Writing Synthesis 20 Democracy and Rhetoric Introduction Quiz Democracy and Rhetoric Introduction Rhetorical Application African American Rhetorics Chapter 4 Quiz African American Rhetorics Chapter 4 Rhetorical Application African American Rhetorics Chapter 10 Quiz African American Rhetorics Chapter 10 Rhetorical Application Rhet Ops Intro + Afterward Quiz Rhet Ops Intro + Afterward Rhetorical Application Rhet Ops Chapter X1 Quiz 10 Rhet Ops Chapter X1 Rhetorical Application 15 Rhet Ops Chapter X2 Quiz 10 Rhet Ops Chapter X2 Rhetorical Application 15 Rhet Ops Chapter X3 Quiz 10 Rhet Ops Chapter X3 Rhetorical Application 15 Contemporary Theory Writing Synthesis 30 15 10 15 10 15 10 15 10 Learning Logs (6 total - 10 points each) 60 Grading Scale A= 500-450, B= 449-400, C= 399-350, D= 349-300, F= >299 ADDITIONAL POLICIES Attendance Policy This is an online course. Check in regularly and stay up to date on work. There is no 'Attendance Policy' for how frequently each student should check-in, however, all students are expected to post multiple timer per week, every week, in Twitter. Points are awarded (and deducted) in the Reflection assignments for this regular posting. Appeals: As with any academic issue, students may exercise their right to appeal adverse attendance decisions. Please refer to the current undergraduate catalog for the complete Academic Appeal procedure. Accommodations for Students with Disabilities http://www.millersville.edu/learningservices/available-services.php Academic Honesty Policy https://www.millersville.edu/about/administration/policies/pdf/academics/academic-policyacademic-honesty-and-dishonesty.pdf Title IX https://www.millersville.edu/titleix/index.php Millersville University and its faculty are committed to assuring a safe and productive educational environment for all students. In order to meet this commitment, comply with Title IX of the Education Amendments of 1972, 20 U.S.C. 1681, et seq., and act in accordance with guidance from the Office for Civil Rights, the University requires faculty members to report to the University's Title IX Coordinator incidents of sexual violence shared by students. The only exceptions to the faculty members reporting obligation are when incidents of sexual violence are communicated by a student during a classroom discussion, in a writing assignment for a class, or as part of a University-approved research project. Faculty members are obligated to report to the person designated in the University Protection of Minors policy incidents of sexual violence or any other abuse of a student who was, or is, a child (a person under 18 years of age) when the abuse allegedly occurred. Information regarding the reporting of sexual violence, and the resources that are available to victims of sexual violence, is available at http://www.millersville.edu/socialeq/title-ix-sexualmisconduct/index.php. ENGL 280 Course Schedule The table below articulates all of the course activities that will take place during the course in the specific week or module, with appropriate due dates. These are subject to change and this will be updated to reflect the most current course schedule. Week Topics/Objectives Week 1 August 23 August 29 Activities/Assignments Twitter readings Due Dates Twitter Handle due August 26 1. Identify and define a selection of rhetorical theories and concepts. 2. Explain how rhetoric functions as an epistemic tool of inquiry that allows students to explore questions of fact, meaning, and value A New History Chapter 1 Reading Chapter 1 Quiz due August 28th A New History Chapter 1 Reading Chapter 1 Rhetorical Approach due August 29th Week Topics/Objectives Activities/Assignments Due Dates A New History Chapter 3 Reading Chapter 3 Quiz due September 3th 1. Identify and define a selection of rhetorical theories and concepts. Week 2 August 30 September 5 2. Explain how rhetoric functions as an epistemic tool of inquiry that allows students to explore questions of fact, meaning, and value A New History Chapter 3 Reading Chapter 3 Rhetorical Approach due September 5th Learning Log #1 due September 5th 1. Identify and define a selection of rhetorical theories and concepts. Week 3 September 6 September 12 2. Explain how rhetoric functions as an epistemic tool of inquiry that allows students to explore questions of fact, meaning, and value A New History Chapter 8 Reading Chapter 8 Quiz due September 10th A New History Chapter 8 Reading Chapter 8 Rhetorical Approach due Week Topics/Objectives Activities/Assignments Due Dates September 11th Week 4 September 13 - September 19 A New History Chapter 9 Reading Chapter 9 Quiz due September 12th A New History Chapter 9 Reading Chapter 9 Rhetorical Approach due September 17th A New History Chapter 11 Reading Chapter 11 Quiz due September 18th A New History Chapter 11 Reading Chapter 11 Rhetorical Approach due September 19th 1. Identify and define a selection of rhetorical theories and concepts. 2. Explain how rhetoric functions as an epistemic tool of inquiry that allows students to explore questions of fact, meaning, and value Week Topics/Objectives Activities/Assignments Due Dates A New History Chapter 12 Reading Chapter 12 Quiz due September 25th 1. Identify and define a selection of rhetorical theories and concepts. Week 5 September 20 - September 26 2. Explain how rhetoric functions as an epistemic tool of inquiry that allows students to explore questions of fact, meaning, and value 3. Articulate clearly in writing the connection between historical/rhetorical theory development and the rhetorical analysis used by the contemporary critics studied. A New History Chapter 12 Reading Chapter 12 Rhetorical Approach due September 26th Learning Log #2 due September 26 Week 6 September 27 - October 3 1. Identify and define a selection of rhetorical theories Ancient Theory Writing and concepts. Synthesis 2. Explain how rhetoric functions as Ancient Theory Writing Synthesis Draft Due October 1st Week Topics/Objectives Activities/Assignments an epistemic tool of inquiry that allows students to explore questions of fact, meaning, and value Due Dates Online Peer Review October 1st October 3rd 3. Articulate clearly in writing the connection between historical/rhetorical theory development and the rhetorical analysis used by the contemporary critics studied. 4. Demonstrate ability to find, evaluate, and integrate appropriate sources into formal written work 5. Produce a formal written work through stages of development and revision based on peer and instructor feedback. Week 7 October 4 October 10 FALL BREAK October 9-12th 1. Identify and define a selection of rhetorical theories and concepts. 2. Explain how rhetoric functions as an epistemic tool of inquiry that allows Ancient Theory Writing Synthesis Ancient Theory Writing Synthesis Final Draft due October 8th @noon Week Topics/Objectives Activities/Assignments students to explore questions of fact, meaning, and value Due Dates Learning Log #3 due October 8th @noon 3. Articulate clearly in writing the connection between historical/rhetorical theory development and the rhetorical analysis used by the contemporary critics studied. 4. Demonstrate ability to find, evaluate, and integrate appropriate sources into formal written work 5. Produce a formal written work through stages of development and revision based on peer and instructor feedback. Week 8 October 11 October 17 FALL BREAK October 9-12th 1. Identify and define a selection of rhetorical theories and concepts. 2. Explain how rhetoric functions as an epistemic tool of inquiry that allows students to explore Democracy and Rhetoric Intro Reading Democracy and Rhetoric Intro Quiz due October 15th Week Topics/Objectives Activities/Assignments Due Dates Democracy and Rhetoric Intro Reading Democracy and Rhetoric Intro Rhetorical Application due October 17th African American Rhetorics Intro + Chapter 4 Reading African American Rhetorics Intro + Chapter 4 Rhetorical Application due October 21st questions of fact, meaning, and value 3. Articulate clearly in writing the connection between historical/rhetorical theory development and the rhetorical analysis used by the contemporary critics studied. 1. Identify and define a selection of rhetorical theories and concepts. Week 9 October 18 October 24 2. Explain how rhetoric functions as an epistemic tool of inquiry that allows students to explore questions of fact, meaning, and value 3. Articulate clearly in writing the connection between historical/rhetorical theory development and the rhetorical analysis used by the Week Topics/Objectives Activities/Assignments Due Dates African American Rhetorics Intro + Chapter 4 Reading African American Rhetorics Intro + Chapter 4 Rhetorical Application due October 24th African American Rhetorics Chapter 10 Reading African American Rhetorics Chapter 10 Quiz due October 28th African American Rhetorics Chapter 10 Reading African American Rhetorics Chapter 10 contemporary critics studied. 1. Identify and define a selection of rhetorical theories and concepts. Week 10 October 25 October 31 2. Explain how rhetoric functions as an epistemic tool of inquiry that allows students to explore questions of fact, meaning, and value 3. Articulate clearly in writing the connection between historical/rhetorical theory development and the rhetorical analysis used by the contemporary critics studied. Week Topics/Objectives Activities/Assignments Due Dates Rhetorical Application due October 31st Learning Log #4 due October 31st 1. Identify and define a selection of rhetorical theories and concepts. Week 11 November 1 November 7 2. Explain how rhetoric functions as an epistemic tool of inquiry that allows students to explore questions of fact, meaning, and value Rhet Ops Introduction + Afterward Reading Rhet Ops Introduction + Afterward Quiz due November 2nd Rhet Ops Introduction + Afterward Reading Rhet Ops Introduction + Afterward Rhetorical Application due November 4th 3. Articulate clearly in writing the connection between historical/rhetorical theory development and the rhetorical analysis used by the contemporary critics studied. Week Topics/Objectives Activities/Assignments Due Dates Rhet Ops Chapter X1 Reading Rhet Ops Chapter X1 due November 7th Rhet Ops Chapter X1 Reading Rhet Ops Chapter X1 Rhetorical Application due November 9th Rhet Ops Chapter X2 Reading Rhet Ops Chapter X2 Quiz due November 12th Rhet Ops Chapter X2 Reading Rhet Ops Chapter X2 Quiz due November 14th 1. Identify and define a selection of rhetorical theories and concepts. Week 12 November 8 November 14 2. Explain how rhetoric functions as an epistemic tool of inquiry that allows students to explore questions of fact, meaning, and value 3. Articulate clearly in writing the connection between historical/rhetorical theory development and the rhetorical analysis used by the contemporary critics studied. Week Topics/Objectives Activities/Assignments Due Dates Rhet Ops Chapter X3 Reading Rhet Ops Chapter X3 Quiz due November 16th Rhet Ops Chapter X3 Reading Rhet Ops Chapter X2 Rhetorical Application due November 18th 1. Identify and define a selection of rhetorical theories and concepts. Week 13 November 15 November 21 2. Explain how rhetoric functions as an epistemic tool of inquiry that allows students to explore questions of fact, meaning, and value 3. Articulate clearly in writing the connection between historical/rhetorical theory development and the rhetorical analysis used by the contemporary critics studied. Contemporary Theory Writing Synthesis Contemporary Theory Writing Synthesis Research due November 21st Learning Log #5 due November 21st Week Topics/Objectives Activities/Assignments Due Dates 1. Identify and define a selection of rhetorical theories and concepts. 2. Explain how rhetoric functions as an epistemic tool of inquiry that allows students to explore questions of fact, meaning, and value Week 14 November 22 November 28 THANKSGIVING November 24th - 28th 3. Articulate clearly in writing the connection between historical/rhetorical theory development and the rhetorical analysis used by the contemporary critics studied. 4. Demonstrate ability to find, evaluate, and integrate appropriate sources into formal written work 5. Produce a formal written work through stages of development and revision based on peer and instructor feedback. Contemporary Theory Writing Synthesis Contemporary Theory Writing Synthesis Drafting Meet with Dr. P!!!! Week Topics/Objectives Activities/Assignments Due Dates 1. Identify and define a selection of rhetorical theories and concepts. 2. Explain how rhetoric functions as an epistemic tool of inquiry that allows students to explore questions of fact, meaning, and value Week 15 November 29 December 6 **Note the length of the extended week** 3. Articulate clearly in writing the connection between historical/rhetorical theory development and the rhetorical analysis used by the contemporary critics studied. 4. Demonstrate ability to find, evaluate, and integrate appropriate sources into formal written work 5. Produce a formal written work through stages of development and revision based on peer and instructor feedback. Contemporary Theory Writing Synthesis Draft due December 3rd Contemporary Theory Writing Synthesis Contemporary Theory Writing Synthesis Peer Review December 4th 6th Learning Log #6 due December 6th Week Week 16: Final Exams December 7 December 11 Topics/Objectives Activities/Assignments Due Dates Contemporary Theory Writing Synthesis Contemporary Theory Writing Synthesis Final due December 10th NOTE: Rhet Ops Chapter X1, X2 and X3 indicates chapters that will be decided as a class. Dr. P will circulate surveys in advance of these readings so students can help choose the contemporary readings we work on related to misinformation and rhetorical theory. NOTE2: McNairy Library Permalinks to all zero textbook cost materials are provided in the syllabus AND in the weekly overview to ensure all students have easy access to the course reading materials. As a reminder, these materials can be accessed through the library in a format that meets each student's learning needs. If you have any trouble accessing the materials contact Dr. P and/or Professor Santamaria for assistance. We want you all to be successful, we are here to help!  ...