PRELIMINARY HSC ASSESSMENT TASK

Depth Study #1: The Conflict Over Slavery & Civil Rights in America, 1861-1968 Weighting 20% THE ASSESSMENT TASK:
To answer the attached sourcework questions.

DEADLINE:

The deadline is 9:00am on Friday, 23 March (Week 8, Term 1). Hand your work to Mr Fielden, in his office.

MR FIELDENS CLASS SHOULD ANSWER SECTION A WHILE MRS ABI-HANNAS CLASS SHOULD ANSWER SECTION B
YOUR ANSWERS SHOULD BE HAND-WRITTEN, IN THE SPACES PROVIDED
OUTCOMES BEING ASSESSED:
P3.1 P3.2 P3.3 P3.4 asks relevant historical questions locates, selects and organises relevant information from different types of sources. comprehends and analyse sources for their usefulness and reliability identifies and account for differing perspectives and interpretations of the past

SOURCES OF INFORMATION
Use the textbook for background information Anderson, Low & Keese (2008) Retrospective; John Wiley & Sons; Milton There are also plenty of websites on both topics. Use Google or another search engine, but be careful to check the reliability of each website that you use. NEXUS has plenty of materials for you to use: Books check those on Closed Reserve, too Databases - use the school intranet for access Journals access through the School Intranet journals such as History Today

EXTRA RESOURCES

On the 11MH Moodle page there are a large number of files providing advice on writing techniques. Look for the topic called Guidance on Writing Techniques

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SOURCE ANALYSIS TEMPLATE

ORIGIN

i.e. Where is it from?

Provenance where was it published? Author Date Publisher Type

CONTENT:

i.e. Whats in the source ?

Subject Matter (i.e. Content) Perspective Tone Key Message(s)

PURPOSE

i.e. Why was it produced ?

Audience Motive Perspective

USEFULNESS
Reliability Usefulness

i.e. How valuable is the source ?

These comments should flow from the previous boxes. NB1: a source can be thoroughly unreliable and still useful. NB2: all of us are biased in some way gender, background, education, country, race, etc. - therefore, to say a source is biased doesnt win any argument about reliability or usefulness. NB3: the key to this is the quality of your discussion; there is nothing to solve as such.

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SECTION A THE AMERICAN CIVIL WAR

SOURCE A
Alan Farmer (1996) The Origins of the American Civil War: 1846-1861 Hodder & Stoughton; London With the advantage of hindsight, it is obvious that Southern politicians and there is no doubt that they were representing the views of most white Southerners go things wrong in 1860-61. They perceived that slavery was threatened and that Black Republican revolution was about to engulf the South. This was a serious misconception. The peculiar institution was not in immediate peril. Lincoln thought it would be a hundred years or more before slavery withered and died. Southerners should have accepted the outcome of the democratic process: they should have accepted Northern dominance just as Northerners felt they had to bear Southern dominance for most of the 1850s. Given that the Republicans did not have a majority in Congress in 1860, there was little Lincoln could do to threaten slavery immediately. Indeed, he was prepared to make substantial concessions to the South: concessions which might have weakened his position in the North. From November 1860 to April 1861 Lincoln acted reasonably and rationally. The same cannot be said for Southerners and their leaders.

SOURCE B
Prof. Avery Craven (1952) The Price of Union The Journal of Southern History, Vol. 18, No. 1; pp. 3-19 The protests against economic, social, and intellectual dependence gained added momentum after 1850. The drives for agricultural improvements, direct trade with Europe, the establishment of manufactures,1 the improvement of southern schools, the establishment of southern periodicals, and the boycotting of northern colleges and summer resorts, all had back of them both the realization of dependence and the desire to make the section2 self-sufficing.3 Writers and speakers were constantly pointing with shame to the fact that from the rattle with which the nurse tickled the ears of the southern child to the shroud that covered the cold form of the dead or the marble slab that marked the final resting place, everything with which the Southerner worked and played came from the North. The South also reacted to Republican success as a symbol of defeat in a long struggle. It is difficult to explain secession strictly in terms of the threat carried by Abraham Lincoln as a President. Secession in terms of thwarted slavery expansion per se4 does not make sense. States reacted to an accumulation, to emotions, to a discouraged feeling of helplessness, to a conviction that all they stood for and all they valued was endangered. They were trying to protect the ways of a minority against the power of a differing economic-social majority. A movement that took from November, 1860, to April, 1861, to reach its climax represented a reluctant drift, not precipitous action.

Establishment of manufactures = the creation of manufacturing industry The Section = the South 3 Self-sufficing = self sufficient 4 Per Se = in itself
1 2

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SOURCE C
CORBIS Picture Library (www.corbis.com) (Picture ID IH064923) Illustration of the Surrender of General Lee at Appomattox. Painted in1867

SOURCE D
www.kawvalley.k12.ks.us/schools/rjh/marneyg/archived_projects/2000projects/00appomattoxc ourthousesurrenderhh.htm Accessed on March 1, 2012 General Robert E. Lee was surrounded. He knew it was over. The Confederates were largely outnumbered with only 100,000 men. There is nothing left for me to do, but to go and see General Grant and I would rather die a thousand deaths. Lee was questioned by many of his men about his decision. What would history say about this surrender? Lee responded, It is our duty to live; for what will become of the women and children of the South if we are not there to support and protect them? When Lee reached the Appomattox Courthouse, he showed up in a magnificent, crisp gray [sic] uniform, and a beautiful jewel stunned [sic] sword. Lee thought, If I am to be Grants prisoner, I must make my best appearance. The general waited for Grant for at least a half an hour before he finally showed up. Grant was wearing a privates dirty shirt and everything from the waist down was down was covered in mud. He held no sword. After the two men shook hands, Grant sat down to tell Lee of his terms of the surrender. Lee then asked for those terms to be written down on paper. After Grant was done he read them over. The conditions were; the officers were allowed to keep their side arms, private horses and personal baggage. Lee was most pleased with the terms, for he expected much harsher conditions, and immediately accepted When the Union troops were informed that the surrender had been signed they began to cheer. Immediately Grant ordered them to stop. He said, "It is wrong to cheer for the defeat of one's own countrymen."

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SECTION A1

OBJECTIVE RESPONSE these questions test your ability to identify the correct information in each sources and your skills in correctly identifying key arguments & themes. COMPREHENSION this tests your ability to extract relevant information from the sources

1.

Using Source A.

Why was there little that Lincoln could do to threaten slavery immediately.?
[ 1 mark ]

2.

A. Southerners had dominated for most of the 1850s B. A Black Republican Revolution was about to break out. C. .Concessions were weakening Lincolns position in the North D. The Republicans did not have a majority in Congress.

Using Source B.

What is the main point of Cravens work in Source B ?

[ 1 mark ]

3.

A. The South saw themselves & their way of life as under threat from the North. B. The South was embarrassed about being poorer than the North. C. The South wanted to improve itself, but couldnt because of Northern opposition. D. The South was frustrated about slavery expansion being thwarted.

Using Source C.

What is the provenance of this source?

[ 1 mark ]

4.

A. Picture ID IH064923 B. CORBIS Picture Library C. Appomattox D. 1867

Using Source D

What is the likely purpose of Source D?

[ 1 mark ]

A. It is from a business that is trying to sell mementoes of famous events. B. It is from a school website and is probably a students project. C. It is from a museum at Appomattox the source is part of their display for visitors. D. It is from the American National Park Service and its purpose is to inform visitors.

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5.

Using Source D

What is the meaning of the Latin term sic. which appears twice in Source D?
[ 1 mark ]

A. It is an abbreviation for sic erat demonstrandum, meaning what was meant to be proven B. It is an abbreviation for sic transit Gloria mundi, meaning thus passes the glory of the world. C. It is an abbreviation for sic transit Gloria, meaning glory fades. D. Sic means thus or so meaning that the passage contains a deliberate error.

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6.

Using Sources A and B, plus your own knowledge

Explain the causes of the American Civil War.

[ 5 marks ]

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7.

Using sources C and D, plus your own knowledge.

Assess the military career of General Robert E. Lee during the American Civil War.
[ 5 marks ]

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SECTION A2
SOURCE ANALYSIS this tests your ability to analyse historical sources and draw conclusions about their reliability and usefulness This question is worth 10 Marks

8.

ASSESS how useful sources C and D would be for an historian investigating the surrender of Lees army at Appomattox in April 1865.

In your answer, consider the perspectives provided by the TWO sources and the reliability of each one.

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SECTION B THE ROMANOV DYNASTY

SOURCE A
G Kennan (1891) Siberia and the Exile System, Vol. 2 James R. Osgood, McIlvaine & Co., London The Position of the Russian People Most of the Russian terrorists were nothing more, at first, than moderate liberals, or, at worst, peaceful socialist propagandists; and they were gradually transformed into revolutionists, and then into terrorists, by injustice. I do not believe in such methods of warfare as assassination, the wrecking of railway trains on which ones enemies are riding, the robbing of Government sub-treasuries, and the blowing up of palaces; but I can fully understand, nevertheless, how an essentially good and noble natured man may become a terrorist when, as in Russia, he is subjected to absolutely intolerable outrages and indignities and has no peaceful or legal means of redress. It is true that, as the Russian government contends, the terrorists acted in defiance of all the generally accepted principles of civilised combat; but it must not be forgotten that the Government first set the example of lawlessness in Russia by arresting without warrant; by punishing without trial; by cynically disregarding the judgements of its own courts; by confiscating the money and property of private citizens whom it merely suspected of sympathy with the revolutionary movement; by sending 14-year-old boys and girls to Siberia; by driving men and women to insanity and suicide by rigorous solitary confinement without giving them a trial; by burying secretly at night the bodies of the people whom it had thus done to death in its dungeons and by treating as a criminal every citizen who dared to ask why. A man is not necessarily a ferocious, blood-thirsty fanatic, if under such provocation, and in the absence of all means of redress, he strikes back with the weapons that lie nearest his hand

SOURCE B
http://wikimedia.org/wikipedia/commons/b/b7/Ekaterinoslav1905.jpg From the Okhrana secret files, The Victims, Mostly Jewish Children, of a Pogrom in Russia, 1905.

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SOURCE C
J Pollock, (January 1918) The Russian Revolution, A Review by an Onlooker in the Nineteenth Century and After Weinberg Press; NY The first bread riot in Petrograd took place on the 8th March The rioting was so far confined to the Viborg side, the chief workmens quarter of Petrograd, but in the centre th e tramway service had already become irregular. On the 9th the rioters stopped trams across the river, terrorising the drivers and throwing parts of the mechanism away, so that the service grew still more intermittent. Visits were paid to all the factories and the hands called out to a sympathetic strike against the sudden food shortage. On this day too, a prefect of policewho threatened the crowd was killed. Strong Cossack squadrons patrolled Petrograd, and there was a collision on the Nevsky, in which the Cossacks used their whips, but they told the crowd they would not shoot as long as they only asked for bread.

SOURCE D
Professor Figes (1996) A Peoples Tragedy London University, London Politics bored Nicholas Throughout his reign Nicholas gave the impression of being unable to cope with the task of ruling a vast empire in the grips of a deepening revolutionary crisis. Nicholas had many of the personal qualities required to be a good constitutional monarch The Romanov way, in the face of political opposition, was to assert the divine authority of the absolute monarch, to trust in the historic bond between the tsar and the people and to rule with force and resolution He was far too mild mannered and shy to command any real authority among his su bordinates Later his wife would wear the trousers, as she once put it in a letter to him.

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SECTION B1

OBJECTIVE RESPONSE these questions test your ability to identify the correct information in each sources and your skills in correctly identifying key arguments & themes. COMPREHENSION this tests your ability to extract relevant information from the sources

9.

Using Source A.

What is the main point that Kennan is trying to make?

[ 1 mark ]

A. everyone was seen to be a terrorist B. the problems of Russia are due to the government C. there was no peaceful or legal means of redress D. if a man is provoked, the consequences are not his fault

10. Using Source B.

What is the meaning of the term Pogram used in Source B

[ 1 mark ]

A. a planned campaign of persecution or extermination sanctioned by a government and directed against an ethnic group B. a Jewish term for a group of children who are sleeping C. a Russian term for a group of children who were waiting to go to work D. a term made up by the Okhrana to disguise what had happened to the children.

11. Using Source B.

What was the likely purpose of Source B?

[ 1 mark ]

A. It was taken by someone from the local newspaper to publish in their next edition. B. It was taken by a government official to be used widely to scare anyone wishing to confront the government. C. It was taken by an onlooker to keep as a souvenir. D. It was taken for the governments official records.

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12. Using Source C

Identify the likely audience for Source C

[ 1 mark ] A. Australian people interested in Russian history B. Academics in Russia C. American people interested in Russian History. D. Academics in France

13. Using Source D

What was the overall assessment of Tsar Nicholas II in Source D?

[ 1 mark ] A. Nicholas II was a popular ruler of Russia B. Nicholas II was an inexperienced ruler of Russia C. That Nicholas II had an unshakeable bond with the people of Russia D. He was so ineffectual that his wife effectively became the ruler of Russia.

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14. Using Sources A and B, plus your own knowledge

Explain how the Tsar treated the Russian people during his reign
[ 5 marks ]

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15. Using Source C and Source D, plus your own knowledge

Assess the Reign of Tsar Nicholas II from 1894-1917

[ 5 marks ]

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SECTION B2
SOURCE ANALYSIS this tests your ability to analyse historical sources and draw conclusions about their reliability and usefulness This question is worth 10 Marks

16. ASSESS how useful Sources C and D would be to an historian studying the collapse of the Romanov dynasty
In your answer, consider the perspectives provided by the TWO sources and the reliability of each one.

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