STUDY SHEET FOR HISTORY 325,
A. Exam 1 will be given on Monday, October 11, 1999.
B. Exam 1 will cover:
- All lectures from September 10 (Nationalism and Isolationism after the War of 1812) through October 6 (Theodore Roosevelt and William Howard Taft).
- Jones, Quest for Security, 1:88-287. Use the text to answer questions which occur to you as you study other materials. Use the text to cover topics we have not had time to discuss in class. Use the text to reinforce in your memory the material we cover in class.
- The exam will NOT
cover the following topics and materials:
- Jones, Quest for Security, 1:1-87, and other class materials on the period before 1814.
- The discussions of the Cuban Missile Crisis on October 1 and 8.
- Generally you should give priority to studying lecture notes,
since we have covered most of the important topics in class.
- One sign of a good exam is that the essays give some evidence
of reading and thinking beyond class discussions. If you are intellectually
engaged with the course materials, including both class discussions
and outside readings, your essays will naturally reflect issues
and subjects which we have not had time to talk about in class.
Don't hesitate to work into your essays material from the readings
if appropriate and topical. (Don't put in material from the readings
just to put it in. The material must be a natural rather than
a "forced" fit.)
C. Structure Of Exam 1
- You will answer three essay questions: two worth 33 points,
one worth 34 points.
- For each essay you are to write, you will be able to choose
between two or more possible topics.
- The exams will be written in blue books provided by Dr. Tallant.
You do not need extra paper.
D. Question Formats:
The following questions illustrate the formats of
questions commonly asked in History 325. (These sample questions,
of course, will NOT
appear on the exam.) While these are the question formats I most
commonly use, other formats not listed below may be occasionally
used. Notice that the questions are large in scope. Many of you
will know enough about the questions that you could easily take
two hours or more to complete the exam. However,
you have only 50 minutes. You
will need to be selective in what you say while making sure that
you cover the key points. You may want to spend a few moments
before each question jotting down a brief outline to make certain
that you say everything you need to.
- Discuss questions.
The point of this question is to assess your knowledge of a particular
subject. Typically the announcement of the subject (Discuss this
subject . . . ) will be followed by a series of subordinate
questions designed to prompt you toward addressing issues which
a good essay on the subject needs to cover. Please do not feel
limited by these questions. You do not have to deal with them
in rote order and you do not have to confine your essays to these
sub-questions alone. Filter these questions through your own intelligence
and make them the product of your understanding and creativity.
Discuss British mercantilism and its impact on the development
of colonial America. What were the major assumptions of mercantilism?
What impact did British mercantilism have on the economic development
of the American colonies? How did British mercantilism create
the preconditions for the American Revolution before 1763?
- Defend-or-refute questions.
The point of this question is to assess your ability to draw conclusions
about issues and present an argument on behalf of your position.
Typically these questions present you with a controversial statement
and ask you to defend it or refute it. You must marshal compelling
evidence and convincing arguments on behalf of your position.
Notice that making an argument in an essay involves not only showing
the strengths of your position but also the weaknesses of the
opposing position. Your grade will be based not on whether your
position matches Dr. Tallant's but on the quality of your argument.
Defend or refute the following statement: The political theory
of republicanism caused Americans to misinterpret and misperceive
the actions of the British government after 1763. Although Americans
claimed they wanted to resolve their grievances and remain part
of the empire, the Americans' republican misperceptions caused
them to believe that American liberties could be preserved only
outside the empire. The Revolution occurred for the wrong reasons.
If the Americans had been more objective in their outlook, there
would have been no Revolution.
- Hypothetical questions.
The point of this question is to assess the quality of your thinking
about and knowledge of a subject. Typically these questions will
pose a "what-if" scenario and ask you to respond. These
are questions for which there ultimately may be no verifiably
correct answer. Nevertheless, it is possible to tell a great deal
about a person's mind and acquisition of knowledge by observing
them grapple with hypothetical questions.
Put yourself in the position of an adviser to the British prime
minister in 1763. What new conditions and problems do you see
facing the British Empire which call for the reorganization of
Britain's colonial system? Recommend and describe a hypothetical
program for reorganization which would both address the problems
of the British Empire and avoid major protests from members of
Parliament or the American colonies.
- Compare-and-contrast questions.
The point of this question is to assess your conceptual grasp
and knowledge of issues. The questions asks you to assess the
similarities and differences between two things. The example below
includes the request for your opinion on an issue. Note that while
I am seeking your thoughts, your opinions must be based upon rational
analysis and empirical evidence, not upon a strong feeling or
hunch unsupported with evidence.
Compare and contrast James Madison's Virginia Plan and the U.S.
Constitution. How are they alike? How are they different? What
considerations prompted the Constitutional Convention to alter
Madison's plan? Did these alterations so thoroughly change the
Constitution that it should not be considered Madison's handiwork?
In your opinion, would the unaltered Virginia Plan have been a
better framework of government for the U.S.? Why?
| This page was last updated on 11/8/99 | Return to History 325 Supplements | Site Map |
Dr. Harold D. Tallant, Department of History, Georgetown College
400 East College Street, Georgetown, KY 40324, (502) 863-8075