History 109 Dr. Contreras

History 109 Dr. Contreras

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Midterm Review -History 109 Online–Spring 2019- due by Sunday April 7th by 11:59pm Read this carefully and let me know if you have any questions.

Your Final Exam has two parts (the final is worth 25% of your course grade) Part I: Four short essay questions to be answered in one substantial paragraph each (10 points each; whole section 40 points out of 100) Part II: One longer essay to be answered in five substantial paragraphs. (60 points out of 100) DUE: By Sunday by Sunday April 7th by 11:59pm in Canvas Module “Midterm and Final Exams” Module (as one file). Part I. Short Answer. Choose four (4) of the following questions to answer in one substantial paragraph each (address all parts of each question). Answer these from our course materials (our text, our readings, our films, our articles and our documentaries). (10 points each; this section is worth 40 points out of 100) 1) Discuss the process by which the U.S. came to colonize the Philippines (1890s through the mid- twentieth century). What were some consequences of this process on the Filipinos? (Use our films, including “To Conquer or Redeem” Acts I and III, our text, and our articles). Give specific examples. 2) Discuss the Monroe Doctrine and the Roosevelt Corollary and their historical significance. How did the Roosevelt Corollary transform, indeed change, the meaning of the Monroe Doctrine? What did this transformation mean for Latin Americans? Give examples. (Use our text and articles “The Monroe Doctrine” and “The U.S. and Latin America”, as well as “To Conquer or Redeem: Manifest Destiny”). Give specific examples. 3) Discuss the complex process by which the U.S. came to possess Hawaii (from the 1820s to 1898). Discuss its economic and strategic importance to US policymakers at the end of the 19th century. What were some consequences of this process on native Hawaiians? (use your “To Conquer or Redeem: Manifest Destiny” Acts 1 and 3 film notes here as well). Give specific examples. 4) Describe the Triangle Fire and its historical significance. What impact did it have on labor, legislation, and safety regulations in the early 20th century? (use your “Triangle Fire” film notes here as well). Give specific examples. 5) Discuss this primary source (all parts) and its importance to our understanding of U.S. foreign and domestic policy at the end of the 19th century and early 20th centuries: 19.3 Richmond Planet and Wisconsin Weekly Advocate, Excerpts from Letters from African American Soldiers in the Philippines” (1899; 1900). Be sure to provide historical context -what is going on inside the U.S. as well as abroad- and to use your “To Conquer or Redeem: Manifest Destiny” Act 3 film notes here as well). Give specific examples. If you’ve already written about these in your Discussion Essay #2, choose a different question than this one. 6) Discuss this primary source (all parts) and its importance to our understanding of U.S. history at the end of the 19th century: 17.4 Two Views of the Homestead Lockout: Excerpts from The Manufacturer and Builder (1892) and New England Magazine (1892). Be sure to provide historical context and to address the power of corporations, the role of government, and the role of labor. Give specific examples.

History 109 Dr. Contreras

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MIDTERM PART II. Choose ONE from this list to answer in about five well-argued and well- supported paragraphs with specific examples drawn from Schaller’s American Horizons, our primary sources in Schaller’s Reading American Horizons, our short films, and our other articles you’ve been assigned to read. Tell me which one you’re answering. Answer all parts of each question and be sure to provide specific examples drawn from our textbook, our primary sources, our articles, and our films. 1) Describe the economic transformations of the U.S. economy from the 1870s to 1917. Be sure to identify and analyze the major changes in the U.S. economy underwent from Reconstruction through World War I. Describe the process of U.S. industrialization (give examples of different U.S. industries such as steel, railroads, oil…) and agricultural development (again, give some examples). Discuss also the role of different regions of the U.S., as well as U.S. growth in a global and international context (the expansion of U.S. exports and investments abroad, particularly in Latin America). Be sure to provide specific examples from your readings, your documents, and your films (our textbook chapters, our article “The U.S. and Latin America”, our films on the economy and “To Conquer or Redeem” on U.S. industry’s push internationally). 2) Immigration late 19th and early 20th century. Explain in detail why immigrants were attracted to the United States in the late nineteenth and early twentieth centuries. Discuss the flows of migrants -where did they come from? What were conditions in Europe and China like and why did they feel compelled to leave? Were there religious motives? Where did they go/settle? What regions were they attracted to? Discuss what these newcomers found when they arrived. Discuss what sectors of the economy they found work in. Discuss what reactions they were met with upon arrival and whether or not they assimilated successfully (or whether they encountered difficulties in assimilating). Be sure to discuss restrictions on certain ethnic groups during this time period. Be sure to provide specific examples from your readings, your documents, and your films. 3) Native Americans, Mexican Americans and Chinese Americans compared. Compare the experiences of American Indians, Mexican Americans, and Chinese Americans between the end of the Civil War (1865) and about 1900. Discuss how they fared economically as well as socially. For native peoples be sure to discuss the reservation system and federal efforts to “assimilate” them. For Mexican Americans, be sure to discuss the Treaty of Guadalupe Hidalgo and how Mexican Americans fared as the English speaking population expanded after the Gold Rush. Discuss mining in what is today’s Southwest and how these groups fared there. Be sure to provide specific examples from your readings, your documents, and your films. 4) U.S. Expansion Abroad, its “Imperial Surge”, 1890s to 1920s. Discuss the expansion of the United States abroad, particularly the U.S. “Imperial Surge” from the late 1890s to the early 20th Century. Discuss the economic expansion, political expansion and strategic factors (geo-political and geo-economic) behind this “imperial surge”. Be sure to discuss Hawaii, Cuba, the Philippines, Puerto Rico and Panama. What impact/effects would this “imperial surge” have domestically? What impact/effects would this “imperial surge” have in each of those countries you just discussed? Be expansive and provide specific examples from your readings, your documents, and your films. Submit all parts in one file. Name your file: “Lastname.firstname Hist 109 Midt” and tell me which questions you’re answering -number your questions, skip a line, and tell me the number of the next question you’re answering.

History 109 Dr. Contreras

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You have plenty of material to draw from (our text, our reader, our films and articles)- use our course materials. If you do use other academic, peer-reviewed and published sources to supplement any part of your essay (you don’t have to- we have plenty of material, but if you do, then be sure to properly cite the material you’re bringing in to your essay). *READ THIS: ACADEMIC INTEGRITY. It is absolutely important that you submit your own writing and analysis (and that it is Not clipped from online sources). Please read the section in our syllabus entitled “Academic Integrity.” In short, copying and/or clipping and pasting from online sources will result in a 0 for the exam and possible disciplinary action. Files Canvas accepts: Word files: .doc or .docx Pdf files: .pdf Text files: .txt Rich Text format files: .rtf (Do not send .wps files nor Google Doc files! If you use these, convert them to pdf’s before you submit. Canvas cannot read these!) Submitting your Midterm Exam as ONE FILE to Safe Assign in Canvas in the Module “Assignments: Midterm Exam and Submission” Grading rubric, clipped from your syllabus: GRADING Rubric for Essays, Discussion Posts and Exams 90-100 A range. Provides a solid argument with deep historical background and strong connections to readings. References readings – quotes or paraphrasing- with citations. Shows thorough understanding of concepts in question. Shows deep analysis of topic. Shows complexity and critical thinking. 80-89 B range. Provides a coherent argument with historical background and connections. References some readings and shows a good understanding of the concepts in question. 70-79 C range. Student’s basic effort. Restates topic with little background and analysis. Need to go beyond summary and recitation and make connections to the rest of your readings. Need to reference readings. Need to show more complexity. 60-69 D range. Need for improvement. See the points above. 59 and below: F. Needs to re-read the material in question