Thank you!

Thank you for your hard work this semester!

Final grades have been posted to CUNYFirst.

No obligation, but if you'd like to leave a comment (anonymously, if you prefer) and tell me your favorite thing you learned about this semester, it will help me get ready for next semester.

Have a great break and Happy New Year!

--Mariel

Final Exam Review

This is our in-class final exam review document.

Here is the grading rubric for the final exam.

See you on Monday, December 21, 11:30 am-1:30 pm!

Triumph of Conservatism?

Share your work answering these questions from class in the comments below. 

How did "conservatism" change from 1945 to the 1980s?
What did "conservatism" mean in the 1980s?
What are the ideological origins of conservatism?
What are the differences between social and political conservatism?
To what degree did conservatism really "triumph?"

This post will be available for comments until Monday, December 14.

Find out more!

Choose one thing from your list of three things you wanted to find out more about concerning topics raised in this article and find out more about it.

In the comments below, indicate:

• your original question
• the method you used to find out more (google, library databases, a book, asked a friend, etc)
• one thing you learned that you didn't know before
• one more thing that you would like to know more about based on the research you've done so far 
• an idea of how you could find out more (a different research strategy)

 This post will be available for comments until Thursday, December 10.

What Paul Robeson Said

Read this article about Paul Robeson's career and his testimony before HUAC in 1956.

Does HUAC's treatment of Robeson (and other witnesses) seem consistent or inconsistent with US foreign policy during this period, as outlined by the Kenan telegram, the Truman Doctrine, and NSC-68?

This post will be available for comments until Monday, November 23.

The World on the Brink

Robert Kennedy at an Executive Committee meeting during the Cuban Missile Crisis. Photo: The National Security Archive.

Visit the JFK Library's online exhibit of the Cuban Missile Crisis. Listen to meetings with President Kennedy and his advisors, read official documents and private correspondence. Considering the early Cold War documents discussed in class (the Truman Doctrine, the Kennan "Long Telegram" and NSC-68), as well as the Berlin Airlift, the Marshall Plan and the Korean War, to what degree do the events of the thirteen day crisis reflect the ideology of the early Cold War?

This post will be available for comments until Thursday, November 19.

World War II

Why does Eric Foner conclude that World War II ends with "Peace but not Harmony?" What does he mean?

This post will be available for comments until Monday, November 16.

The New Deal and Civil Rights

Woodcut from Voices of Action, February 12, 1935. From The Great Depression in Washington State

Despite the significant limitations of the New Deal, it transformed American society in several ways. Read this article on the impact of the Great Depression and the New Deal on minority populations in Washington State. What is the relationship between civil rights and the New Deal, as described in the article?

This post will be available for comments until Monday, November 9.

The Great Depression and the New Deal

Bank run at American Union Bank in New York City. Photo from wikipedia

How do you think the relationship between American citizens and the government changed as a result of the Great Depression?

Feel free to use the documents discussed in class (and others that you find interesting) to help make your point.

Links from class: Fireside chats
                            Eleanor Roosevelt Papers

This post will be available until Thursday, November 5.

Americanism and the 1920s

Warren G. Harding, recording a speech. Photo: The Miller Center, University of Virginia

Senator Warren G. Harding of Ohio gave a speech in January, 1920 in which he discussed the idea of "Americanism."* How did Harding define “Americanism”? Did the events of the 1920s challenge or confirm Harding’s definition/interpretation of Americanism?

* Go to the StudySpace section of the Give Me Liberty! website for a downloadable version of Harding's speech, as well as a transcript. The Harding speech is under the "Audio and Video Sources" link on the left sidebar.

This post will be available for comments until Monday, November 2. 

World War I (again)

The last post asked you to consider the ways in which World War I was unique. Can you think of any other similar periods/events/situations that we’ve discussed in the course so far? It doesn’t have to be a perfect match, but explain your reasoning and provide evidence to support your answer.

This post will be available until Monday, October 26. 

World War I

British soldiers in a flooded communication trench. Photo from the BBC. 

Why was World War I unique? What was different about World War I than other military conflicts the US had been involved in?

This post will be available for comments until Monday, October 19.

What is the Progressive Era?

Women's Peace Party delegates aboard the ship Noordam, en route to the first International Congress of Women, 1915
Photo from the National Women's History Museum, online exhibit

Historians have come to the conclusion that there were so many competing and conflicting interests that it’s virtually impossible to define a single Progressive ideology. Do you agree or disagree with this?

This post will be available for comments until Thursday, October 15.

Progressive Era

What similarities or differences can you identify between the Progressive Era reformers and the Populists? Look back at document 107 in Voices of Freedom (The Populist Platform) to refresh your memory.

This post will be available for comments unto Thursday, October 8.

Imperialism, part 2

Use your experience writing an argument and using evidence from the in-class debate to write a thesis that answers the following question: 

To what degree did American imperialism and expansion support or contradict the ideals of the Gilded Age? 

You DO NOT need to write an entire essay, but the strongest thesis statements will include a clear presentation of the argument and the supporting points (outline) for the rest of the essay.

This post will be available for comments until Monday, October 5.

Imperialism, part 1

What are some examples of the influence of the imperialism questions in modern American life?

This post will be available for comments until Thursday, October 1.

Gilded Age

In what ways do Andrew Carnegie’s “The Gospel of Wealth” and the Populist Platform represent the values of the Gilded Age? Where do the two documents agree and disagree? You may use additional examples or sources to support your point.

***Note: this could be an essay question, but please DO NOT write an essay in the comments. One idea/example per comment, please! Feel free to comment multiple times and respond to your classmates’ comments, but limit your answers to a few sentences.

This post will be available for comments until Monday, September 28.

Silent Seminar Follow-up

Please answer the following questions in the comments. Please post anonymously!

1. What was one thing you liked about the "silent seminar" activity?

2. What was one thing you would change about the activity?

3. Would you like to do this again?

Participation in this post is OPTIONAL, and will neither hurt nor help your participation grade. I'd like to know your reactions and responses to the activity so that I can make an informed decision about whether or not to do it again.

Thank you!

End of Reconstruction

Why is the period of Reconstruction  important? What changed because of it?

This post will be available for comments until Thursday, September 17.

Reconstruction Primary Sources

What did the four primary source documents you read for today have in common? What was different about them?

One idea/point per comment please!

This post will be available for comments until Thursday, September 10.

Semester Goals

Understanding that most of you are here to fulfill a general education requirement :-) what is one thing that you hope to gain from your time in this course? More confidence speaking in class? More refined writing skills? More information about American history? A better understanding of the current political climate/debates? A new study group? A place to sit with free wifi that is out of the rain? Besides the end goal of a degree, what do you want out of your experience in this course?

In the comments below, write your goal. We'll encourage each other throughout the semester and we'll check in at the end of the course to see how much progress we made towards our goals.

This post will be available for comments until Thursday, September 3.

Welcome, Fall 2015!

Greetings!

Welcome to the course blog for History 152, Section 005, meeting Monday/Thursday, 11:10 AM to 12:25 PM with Dr. Mariel Isaacson.

The course textbooks are Eric Foner's Voices of Freedom: A Documentary History, Volume 2, Fourth Edition and Give Me Liberty! An American History, Volume 2, Fourth Seagull edition. New and used copies are available at Shakespeare and Company, located at 939 Lexington Avenue. You may purchase ebooks if you prefer.

I'm looking forward to meeting you on Thursday, August 27 for our first class meeting!

Have a great summer!

Have a Great Summer!

Hi Everyone,

Your final grades have been posted to CUNYFirst, and your final exam grades and comments are available to view on turnitin.com.

Thanks for a great semester, and have a great summer!

-Mariel

Final Exam

Choose one of the following questions to answer in a 5-part (introduction, at least three supporting sections, conclusion) essay:

In what ways did the development of different labor systems (indentured servitude, slavery, apprenticeships, wage labor) affect life in North America from the early 1600s through the 1860s? 

The American Revolution and the Civil War were two significant events that irrevocably transformed the nation. To what degree did freedom expand or contract for Americans as a result of these events?

Your essay must include the following:

• A clear thesis that presents the argument and outlines the essay
• Detailed explanation of examples: who, what, where, when. 
• Analysis for each example: how this example prove the main argument? 
• Organized structure: present evidence in chronological order, organize evidence to follow outline of thesis, include strong topic sentences
• Reference to a MINIMUM of three sources from the StudySpace site. You may (and should) use more than three sources and you may use the "longer documents" as well as the documents, images and maps from each chapter 
• Every reference to a source, whether quoted or paraphrased, must include an MLA or Chicago style citation. If you are unfamiliar with the requirements of these styles, you may follow these guidelines for MLA style and these guidelines for Chicago style.
• You may refer to the Foner textbook, but you MAY NOT quote directly from the textbook and the textbook WILL NOT COUNT as one of your required sources. 
• You MAY NOT use any other sources besides the Foner textbook, and StudySpace materials. The use of other sources, even with citations, will result in a failing grade on the exam.

Submission requirements:

• Submit your essay to www.turnitin.com 
• Course ID: 9525664
• Password: History
• Submit your essay to the assignment for your section, Section 014 (T/Th 11:10-12:25) or Section 008 (T/Th 2:10-3:25)
• The submission deadline for Section 014 is Tuesday, May 19, 11 AM
• The submission deadline for Section 008 is Tuesday, May 19, 1:30 PM
• Late submissions will be reduced by one letter grade. 
• Essays will not be accepted after 11:59 PM. 
• The grading rubric is available on turnitin.com, and you may find it valuable to review before submitting your essay. Click on the blocks icon on the assignment page to view the grading rubric.
• Grades and comments will be posted on turnitin.com. I will update the course blog when essay grades and final grades are available. 

Good luck!

Writing Workshop Reminder

Please bring TWO hard copies of your midterm revision (or a different writing assignment) to class on Tuesday, May 12. If you are bringing a writing assignment from a different class it will be helpful to bring along a copy of the assignment.

Why is the Civil War important?

Here is the link to discussion notes from Section 014.

Here is the link to discussion notes from Section 008:

Freedom

We started this semester with the question, "what does freedom mean to you?" and we'll revisit this question in class on Friday, May 8.

What did freedom mean on April 15, 1865?

This post will be available for comments until Friday, May 15.

Office Hours

If you are planning to meet with me to discuss revising your midterm essay, please post a comment below indicating when you will come. My office hours are Tuesday and Friday, 12:30-1:30 in 1545W. I will make every effort to see everyone who shows up, but signing up in advance will keep wait times short for everyone.

Thanks!

-Mariel 

Bonus: Reform

What were some of the challenges that reformers faced in the 1840s and 1850s? How did they respond to these challenges? (Consider the term "reformers" broadly, and use the full text of Chapter 12: Age of Reform as well as the StudySpace documents to help you answer the question). Try to avoid repeating answers in the comments.

I'll count replies to this post as a bonus- if you missed an earlier post, this is your chance to make up for it. If you haven't missed any posts, you are not required to participate but are welcome to join the conversation.

This post will be available until Sunday, April 26.

Midterm Revisions

Here are the requirements and due date for submitting a revised midterm essay for those of you who wish to do so:

• Due May 15, before the start of class. NO LATE SUBMISSIONS ACCEPTED.
• Submit to the Midterm Revision assignment on www.turnitin.com
• Meet with me at least once prior to submitting your revision. Bring a hard copy of your original essay with my comments from turnitin.com. I will not grade your revision if you do not meet with me. My office hours are Tuesdays and Fridays, 12:30-1:30 in 1545W. If you cannot make it during that time email me for an alternative appointment time.
• Revised essay must follow the original requirements: 
• A clear thesis that presents the argument and outlines the essay
• Reference to a MINIMUM of three sources; every reference must include an MLA or Chicago style citation
• Detailed explanation of examples: who, what, where, when. 
• Analysis for each example: how this example prove the main argument? 
• Organized structure: present evidence in chronological order, organize evidence to follow outline of thesis, include strong topic sentences
• Revised essay must ALSO
• Show substantive improvement
• Address ALL issues raised in comments on original essay
• Be written in clear, understandable language with MINIMAL typos, mistakes or grammatical errors

Check this post for updates to these requirements. I will answer questions about the revision in class on Tuesday, April 14. 

Class Canceled 3/31/15

Dear History 151 Students,

I am very sorry to do this, but I'm afraid that I have to cancel class today due to illness. I will extend the due date for the slavery discussion post, and we will recap when we return from spring break on 4/14. I wish you all a wonderful break!

Best,
Mariel

Slavery

Slavery was prevalent in both northern and southern British North American colonies, and continued to influence all regions of the country until it was abolished. Read through Gottlieb Mittleberger and Olaudah Equiano's accounts and Samuel Sewall's "The Selling of Joseph."

We'll discuss the legal changes to slavery in the 17th century on Friday, and we'll discuss pro-slavery arguments on Tuesday, looking at the Dew, Hammond, Calhoun and Fitzhugh documents on Studyspace.

How did slavery change from the 17th century to the 19th century?

***Again, avoid writing an essay in the comments. One idea per comment please!

This post will be available for comments until Monday, April 13. Have a great spring break!

Early Republic

A lot of events took place within the US and around the world that effected the US in some way. What were some of the things that had the potential to harm or strengthen the country in the late 1700s and early 1800s?

***Note: DO NOT write an essay in the comments. Pick one event (there are lots!) and explain how you think it answers the question. Limit yourself to one idea per comment, and feel free to return to the conversation after a few hours or a few days. Dialogue is always welcome, but please leave room for everyone to respond!

This post will be available for comments until Thursday, March 26.

Midterm or Mid-semester Opportunity

Choose one of the following options:

Option 1: 
In what ways does John Adams' essay "Thoughts on Government" reflect the problems facing the former British North American colonies after the signing of the Declaration of Independence in 1776? In addition to the Foner textbook, you may use the following documents to answer this question:

• John Adams' "Thoughts on Government"
• Fears of the Federalists/Fears of the Republicans essays
• Alexander Hamilton "The Few and the Many"
• Thomas Jefferson on Shay's Rebellion

You MAY NOT use any other sources to answer this question. References to other sources, cited or not, will result in a failing grade for this assignment.

Option 2:
At the time of the American Revolution, how did the former British North American colonies define freedom? In addition to the Foner textbook, you may use the following documents to answer this question:

• Felix's Petition for Freedom
• Ebeneezer Fox
• Lucy Knox Letter
• Washington Returns Slaves to their Owners
• J. Hector St. John Crevecoeur's "Letters from an American Farmer"  (For some reason, the title of this document on StudySpace is "Noah Webster on Property." This is a mistake, but you may use the document. It is also available with the correct title in the Chapter 7 StudySpace documents).

You MAY NOT use any other sources to answer this question. References to other sources, cited or not, will result in a failing grade for this assignment.

Requirements:

• A clear thesis that presents the argument and outlines the essay
• Reference to a MINIMUM of three sources; every reference must include an MLA or Chicago style citation
• Detailed explanation of examples: who, what, where, when. 
• Analysis for each example: how this example prove the main argument? 
• Organized structure: present evidence in chronological order, organize evidence to follow outline of thesis, include strong topic sentences

Submission Instructions: 

• Submit your essay to www.turnitin.com  by Friday, March 13, 11:59 PM 
• Course ID: 9525664
• Password: History

• Late submissions will be reduced by one letter grade for every day they are late.
• Late submissions will not be accepted after Tuesday, March 17.
• The grading rubric is available on turnitin.com, and you may find it valuable to review before submitting your essay. Click on the blocks icon on the assignment page to view the grading rubric.
• Grades and comments will be posted on turnitin.com

Feel free to email me with any questions. Remember that we will NOT meet on Friday, March 13, and I will not have regular office hours on Friday.  You may also post questions in the comments to this post, or on the course help page.

Constitution

Given the threats looming over the nation if the Constitution was not ratified, it is understandable that both Republicans and Federalists made concessions to put even a flawed government in place. If you could whisper in the ears of the framers in Philadelphia in 1788, what would you say? Knowing what you know today about historical and current events, how would you advise the framers to proceed in 1788?

This post will be available for comments until Sunday, March 8.

American Revolution

Historians frequently debate the periodization, or beginning and ending, of events. Considering the primary sources we'll discuss this week as well as your textbook readings (and feel free to read additional sources/images from Studyspace), how would you periodize the American Revolution? When did it begin and end? You are welcome to be creative, but be prepared to support your choice with specific examples. The more specific you can be, the better!

UPDATED 2/24/15: Consider both the Letter from the Virgina House of Burgesses and the Olive Branch Petition that we discussed in class today. Note the similarities and differences between the two documents as you contemplate the "start" of the American Revolution.

This post will be available for comments until Sunday, March 1.

British North America

This week we'll think about what made colonists in North America identify as British. Timothy Breen's essay discusses the role of "stuff" or "material culture" in supporting the colonists' British identity.

Browse the Luce Center's collection of objects to find items that you think might contribute to colonists thinking of themselves as British. Describe the object and why you think it made colonists feel British in the comments. Please provide a link to your object! Instructions for pasting your link in the comments can be found here. Keep an eye on previous comments and avoid discussing an object someone already posted. There are thousands- plenty for everyone!

This post will be available for comments until Sunday, February 22.

Chesapeake and New England Colonies

This week we'll discuss the development of British colonies in the Chesapeake region (Virginia and Maryland) and New England (Massachusetts, Connecticut and Rhode Island). Read this essay by historian Kathleen Brown about women in the Jamestown colony and consider the following questions:

How were colonists' experiences similar or different in the different regions? 

How were women's experiences similar or different? 

Consider how Brown constructs her argument? What role do primary sources play in helping her prove her point? Would her argument be as effective without primary sources? 

UPDATE: 2/13/15

Read the transcript of the Trial of Anne Hutchinson, and consider our class discussion from today. What does the transcript reveal about the Puritan settlement? How does this document relate to the Brown essay?


***Note: you do not need to answer every question in a single comment. Please DO NOT write multi-paragraph, essay-like comments. Limit yourself to one idea per comment, and check back in a few hours or a few days to follow up. The goal is conversation, not monologue!

This post will be available for comments until Sunday, February 15.

Primary Sources

Throughout the semester we'll spend much of our class time discussing primary sources (sources that come from the historical period). Take a look at the document "Pope Paul III Forbids Indian Slavery in His Sublimus Dei" and the images of "Cortes Forces Marching on Tenochtitlan" and "Map of the Western Hemisphere."

What information to these sources provide that the textbook does not? How does looking at these sources change your understanding of the events you read about in the textbook?

ETA: Thanks everyone, for your comments so far. I'd like you read Bartolome de las Casas' writing about Spanish treatment of natives. Please read it as carefully and thoroughly as possible and consider the possible ways this document could help or hurt the Spanish Empire.

Remember to leave room for your classmates- one idea per post, a few sentences per comment, max!

This post will be available for comments until Sunday, February 8. Commenting is a required part of your participation grade, worth 20% of your course grade.

Welcome Spring 2015!

Welcome!

This is the course blog for Sections 014 and 008 of History 151: Colonial Era to the Civil War, taught by Dr. Mariel Isaacson.

Please review the course policies, assignments and schedule by following the links in the sidebar on the right.

The required textbook for this course is Give Me Liberty! Volume 1 Fourth Seagull Edition, by Eric Foner. ISBN 978-0-393-92030-7. New and used copies are available for purchase or rent at Shakespeare and Company, located at 939 Lexington Avenue, across the street from Hunter North. You may also purchase or rent the ebook through the publisher, W.W. Norton.


See you on January 30!

ETA: Make sure to check the "schedule" page on the right for all reading assignments. Please read Chapter 1, pages 1-22 for Tuesday, February 3.