Here are the topics for the first essay test on October 8th.
1. To what extent was
taxation issue behind the American Revolution?
2. Evaluate two historiography
theories of the causation of the American Revolution.
3. Why was the American
effort during the Revolution successful and the British effort less successful?
4. Using your
knowledge of historiography and the American Revolution, to what extent do you
agree with the statement “For any one event, there can be many “correct”
histories.
5. Using your knowledge
of historiography, to what extent do you agree with the statement, “History is
written by the winners.”
6. Explain how Progressive and Neo Conservative historians
would disagree on the issue of the Stamp Act.
16 comments:
ok so on question 3 does it mean that the american and the british effort were both less sucessful or is it like one or the other?
On question 6 I am unsure of the difference in progressive and neo-conservative schools perspective on the stamp act. How do they differ on the stamp act?
I am also unsure how to go about question 4. I understand that there are different perspectives on every event in history with the different schools and historians, but how do we show that in an essay? Could we do one event in the eyes of three different schools, or how would you recommend we structure this essay?
Cassi,
This article, pretty sure this was a packet for my class, will give some ideas as to 6. Neo-Whig is same as Neo-con.
http://www.bl.uk/onlinegallery/features/americanrevolution/The%20American%20Revolution%20historiography.pdf
On 4. From my experience Mr. O. prefers answers that are concise and straightforward that show a depth of thought. If you disagree show how not every school's theory will explain everything that happened equally well. Some theories will be stronger and the emphases different. If you agree, show how the different theories are all believable.
As for structure, option A. is to compare and contrast 2 school's ability to answer a question like why the war started or turned out like it did across three buckets such as economic, social, geopolitical. You would want to use a School A view, School B view, comparison approach in each bucket. Buckets don't have to be a paragraph, I would make this type of bucket 2. (Its great DBQ practice too.) Option B. would be to use three schools' approaches and devote a bucket to each. You would want to either have a separate comparisons paragraph that handles all three or address a couple strengths and weaknesses of each school in its bucket. It might be appropriate to mention the dialectic approach to history. (Last page of the historiography unit packet that we got.)
Eliza,
I imagine that that is a typo. I think he meant to say "Why was the American effort during the Revolution successful and the British effort less successful?" This pretty much means, "Why did the Americans do better?" Did the Brits just do worse, or did we do better. It is strange that it doesn't specify a field like militarily, propaganda, or politically.
Mr. O.
Boo!
-Josh
Eliza-It is fixed
Cassi-On the Stamp Act, a progressive theory is that this was really about rich Americans not wanting to pay taxes. It really wasn't a liberty issue. The whole thing boils down to money. Neo-Conservative are going to buy into Franklin's external tax argument and the no taxation WITHOUT representation.
Cassie Q2-Josh's structure would work. You can choose to focus on a single issue and multiple schools of history or multiple issues within multiple schools of history.
Hi Josh. I hope school is going well. Boo, is right.
What were the handouts or worksheets given for the causes of the revolution?
Ok, so why exactly did the French side with us after the British had been giving them land and everything?
Also, on question number five I over heard you saying that we should give both a winning side of history (neo-conservative and traditional) plus a losing side (new left and new social), then conclude with which history is more valid? And the buckets for that could be Columbus, Boston tea party (maybe), and what could be another good one?
Kyra,
Q1, No clue I was in the last batch of students. Keep your packets and keep them organized. Or take notes on every packet and keep the packets organized. (takes longer but easier to keep organized and clearer.)
Q2.
The British took Canada from the French after the French and Indian War or seven years war as it was known in Europe. It was truly a global war and the french lost everywhere. http://en.wikipedia.org/wiki/7_Years_War This hurt french pride and they were more than ready to get back at Britain.
Q3.
If Mr. O is suggesting possible buckets listen, but if they don't make sense to you do not try to do them. There are multiple valid options and it is a bad idea to mess with yourself by taking one you are uncomfortable with thinking it will make Mr O happier. Tbh he doesn't care as long as it is good.
Those buckets are probably way too narrow unless you thoroughly explore the historiography and at least mention similar events. (King Phillip's War for Columbus; Gaspee Affair, Committees of correspondence, for Tea Party. etc.) Better buckets along your lines would be colonization, governance/political unrest, and revolution. Bucket one is the settlers v original inhabitants; bucket two about american v british views of the politics before the war; bucket three about why America won or why the British gave up.
Mr. O,
School is going very well and i am having tons of fun. I will be sending an email at some point...
Everyone else,
Everyone from 2012 that I talked to can't believe that its been two years already and how little you are stressed. If you felt guilty before reading this paragraph you are probably ok. If not, make sure you have lots of detail and clear buckets. Its not a bad idea to lock yourself in the bathroom and use your outline as a guide for a speech on the topic. If you can stay organized, keep the speech around 10 minutes, and stay focused (not my strong point.), you probably are ok. Also each bucket should have at least 5 and preferably 7 to 10 (15 at most) distinct named relevant historical events. You will do fine, and we are all hoping the best for you.
I sent you an email Mr. O'Donnell because I was starting to confuse myself. I didn't want to make other people more confused by reading my comment. I hope you have time to check it.
Okay, I'm back. I went to Montana Club to watch the first half of the A's game. They are up 2-0 which I am sure all of you were concerned about.
Kyra-blue reading packet, Zinn/Johnson readings, and feel free to check American Pageant
Kyra Pt 2- Josh is right. The one thing I would add is that the French saw it as an opportunity to have their sworn enemy lose their crown jewel of the empire.
Kyra Pt 3-What I think you overheard was the neo-conservative tends to be told from the perspective of the winners. However, since 1900, the progressives, New Left, and New Social have told the stories of the losers and the ignored. Therefore, I might question the statement.
Irina-I'm heading that way after I finish this post.
Josh-Thanks for the help. One of the reasons you aren't seeing many people is that most of them are using a facebook page that I created. Your class started using facebook, but the lack of involvement on my part often led to problems. The blog still exists for a handful of facebook free students. However, I have found this class to be pretty low anxiety about the first test.
Ok thanks. I will be in tomorrow morning as well if that is ok.
By the way, are class may not seem scared, but we are all freaking out big time! Or at least there is a handful of people who I have talked to about it that are.
Kyra- I have a little bit of bad news. I have a Common Core meeting I am leading tomorrow morning. I may not be available after 7:30.
Hmmmm. That's ok, i will live. See you tomorrow in 3rd then! :)
Post a Comment