Unit 3 Exam Kaitlyn Hoffpauir
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Unit #3 Exam---History 2300
Once again in this Unit…. you will be replying to questions on lectures and readings in “short essay”
form---think about one paragraph of no more than 5-6 sentences long
.
Using only the assigned sources,
fully answer the question asked. (And, also remember: using non-assigned sources earns an automatic
“F” grade!) Each question is worth 20 points---read each one carefully and answer them completely
.
Remember to include the basic “who, what, when, where” facts like you are explaining it to someone
who never read or viewed your sources (don’t assume your reader even knows what century the
Revolution was in!).
And, remember, like any assignment, cite your source for your facts or quotes at the
end of your answer. That is: the lectures and/or textbook chapters assigned for Unit #3!
Put the question number (or the question text itself) above your answer so it is clear to us who are
grading which one you are answering.
1.
Using the Handout assigned in this Unit, “a Letter from the Oregon Trail,” you have what
historians call a “primary source.”
A primary source is a document from the time and place
something happened (diary, letters, documents, newspapers) where we gather factual evidence
from someone experiencing or witnessing events.
This is the last letter home from young Amos
Littlefield. In it he tells his family where he is, where he is going, what he regrets, and what he
hopes for the future.
If you had to describe this young man to someone as an example of a man
who went “west” in the 1800s, how would you describe him? What clues about his character do
you find in the letter? And, finally, (where you can be a little creative with your ending sentence)
what do you think actually happened to him as he went west?
Amos Littlefield was a young teenager (16-years old), with the style of a cowboy, headed West for
“greater” opportunity. He feels like he is doing what is best for him, even though he is young and
seemingly rebellious. He had deprived his parents of things no child should and is feeling remorseful and
regrets the things he has done in the past, but still seems to be very immature and somewhat selfish. He
wants his family’s point of view to be different than it was when he departed from them, he has many,
many hopes. “I must end now as I am out of paper and some of the boys are going to the saloon for
what they call a “goodbye drink” because we head out in the morning.
I will write to you again when I
am rich and tell you about it” (“Letter from the Oregon Trail”, Paragraph 5). After Amos had come to an
end of the last letter, he drank until the “goodbye drink” became an actual goodbye for good.
2.
The lecture “The Reform Impulse” and Chapters 11 and 13 in the Textbook discuss how
“abolition” became an important political and social movement in the United States. Using both,
explain how religious movements in the 1800s contributed greatly to a push for ending slavery.
What specifically did they argue that could be called based specifically in religious ideas/beliefs?
The greater part of the immigrant population was Catholic, so that already began adding in a source/idea
of religion. A Minster had spoken out to the community weeks later and he had listed all the “evils” that
he believed threatened, and were continuing to threaten, the Nation. He also spoke his beliefs that there
are Political Antagonists. This is what began most of the immediate change because people were scared
to live in a world like how the Minister had described to them.
“
Abolitionists, by contrast, worked to end
slavery and to create a multiracial society of equals using moral arguments—moral suasion—to highlight
the immorality of slavery. In keeping with the religious fervor of the era, abolitionists hoped to bring
about a mass conversion in public opinion to end slavery”, (13.4). Many slaves began to be freed and it
was because the abolitionists never gave into the corruptness that everyone else had viewed as morally
correct.
“The Reform Impulse.”
Annenberg Learner
, 12 Aug. 2019,
https://www.learner.org/series/a-
biography-of-america/the-reform-impulse/
.
OpenStax College,
U.S. History
. OpenStax College. 23 December 2014.
<http://cnx.org/content/col11740/latest/>.
3.
What strategies did enslaved people employ to resist, revolt, and sustain their own independent
communities and cultures? How did enslaved individuals use White southerners’ own
philosophies—paternalism and Christianity, for example—to their advantage in these efforts?
They began to raise money with the help of the Federal Government and wound up collecting $100,000
to assist the funds needed to advance the colonization project. “The ACS stands as an example of how
white reformers, especially men of property and standing, addressed the issue of slavery. Their efforts
stand in stark contrast with other reformers’ efforts to deal with slavery in the United States”, (13.4).
They were, for a lack of better words, using the white reformers “lingo” and stance on politics against
them, but in their perspective. That is one of the many ways they were able to sustain their independent
community, by taking the advice they have always heard, but never got to experience the other side of.
4.
Along with reform movements, the expansion of the United States west of the Mississippi
created a political crisis over the legal status of slavery. Explain what happened in places like
Kansas, Missouri, or Nebraska as they applied for statehood. Why is this a *national* crisis in the
1850s and not just a “local” state matter? What were the stakes for free and slave states in this
fight over statehood?
In very blunt terms, it was a national crisis because not just one state was being affected, and it
lowered opportunity for the slaveholders. Also, new territory is being studied by each state already
apart of the statehood. There was a lot of disagreement when it came to Missouri joining as a slaved
state. A comprise was agreed on that anything north of the Missouri southern border would be
considered a free state and slavery was forbidden. The free states were growing better with
production while the southern economy struggled and decreased.
“Slavery.”
Annenberg Learner
, 12 Aug. 2019, https://www.learner.org/series/a-biography-of-
america/slavery/.
5.
One of the most controversial figures in American history is John Brown. Explain who he was,
what he did, and why he still in 2023 has those who defend him and those who think he was a
criminal and “madman.” (For his answer, be sure to use and cite *both* the textbook and the
lecture “The Coming of the Civil War”).
John Brown would best be described as a force to be reckoned with. He brought in a team of 18 men
consisting of not just one race, but black and white co-revolutionaries, several being his sons, and they
began to take control of the Federal Arsenal. That made the southerners furious, as you could only
assume. Brown and the men made a bold attempt to arm themselves and other slaves with the
“enemies” weapons in hopes of bringing a permanent end to slavery.
“
To him, slavery appeared an
unacceptable evil that must be purged from the land, and like his Puritan forebears, he believed in using
the sword to defeat the ungodly”, (14.4). He was seen as a “madman” because of the number of risks he
was willing to take, no matter the amount of blood spilled. On the other hand, Brown gets defended
because he was a big, key factor to the ending of slavery, and many actually view him as a hero.
“The Coming of the Civil War.”
Annenberg Learner
, 12 Aug. 2019, https://www.learner.org/series/a-
biography-of-america/the-coming-of-the-civil-war/.
OpenStax College,
U.S. History
. OpenStax College. 23 December 2014.
<http://cnx.org/content/col11740/latest/>.
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