Assignment TERM 1 - Sourcework

7/27/2019 Assignment TERM 1 - Sourcework

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PTF 2012_11MH_AT1_Sourcework Page | 1

PRELIMINARY HSC ASSESSMENT TASKDepth Study #1:

The Conflict Over Slavery & Civil Rights in America, 1861-1968Weighting 20%

THEASSESSMENTTASK: 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 SECTIONA

WHILE MRSABI-HANNAS CLASS SHOULD ANSWER SECTION B

YOURANSWERS SHOULD BE HAND-WRITTEN,IN THE SPACES PROVIDED

OUTCOMESBEINGASSESSED:P3.1 asks relevant historical questions

P3.2 locates, selects and organises relevant information from different types of sources.

P3.3 comprehends and analyse sources for their usefulness and reliability

P3.4 identifies and account for differing perspectives and interpretations of the past

SOURCES OFINFORMATIONUse the textbook for background information

Anderson, Low & Keese (2008) Retrospective; John Wiley & Sons; MiltonThere 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 TodayEXTRA 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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SOURCEANALYSIS TEMPLATE

ORIGINi.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)PURPOSEi.e. Why was it produced ? Audience

Motive Perspective

USEFULNESSi.e. How valuable is the source ? Reliability UsefulnessThese 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 doesntwinany argument about reliability or usefulness.

NB3: the key to this is the quality of your discussion; there is nothing to

solveas such.


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SECTIONATHEAMERICANCIVIL WAR

SOURCEAAlan 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 wrongin 1860-61. They perceived that slavery was threatened and that Black Republicanrevolution 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. Thesame cannot be said for Southerners and their leaders.

SOURCEBProf. 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 summerresorts, all had back of them both the realization of dependence and the desire to make the

section2self-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 aPresident. Secession in terms of thwarted slavery expansionper 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.

1Establishment of manufactures = the creation of manufacturing industry2The Section = the South3Self-sufficing = self sufficient4Per Se = in itself


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SOURCEC CORBIS Picture Library (www.corbis.com) (Picture ID IH064923)

Illustration of the Surrender of General Lee at Appomattox. Painted in1867

SOURCEDwww.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 weare 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 halfan hour before he finally showed up. Grant was wearing a privates dirty shirt andeverything 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 defeatof one's own countrymen."
http://www.corbis.com/http://www.corbis.com/http://www.kawvalley.k12.ks.us/schools/rjh/marneyg/archived_projects/2000projects/00appomattoxcourthousesurrenderhh.htmhttp://www.kawvalley.k12.ks.us/schools/rjh/marneyg/archived_projects/2000projects/00appomattoxcourthousesurrenderhh.htmhttp://www.kawvalley.k12.ks.us/schools/rjh/marneyg/archived_projects/2000projects/00appomattoxcourthousesurrenderhh.htmhttp://www.kawvalley.k12.ks.us/schools/rjh/marneyg/archived_projects/2000projects/00appomattoxcourthousesurrenderhh.htmhttp://www.kawvalley.k12.ks.us/schools/rjh/marneyg/archived_projects/2000projects/00appomattoxcourthousesurrenderhh.htmhttp://www.corbis.com/


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5. Using Source DWhat is the meaning of the Latin term sic.which appears twice in

Source D?[ 1 mark ]

A.It is an abbreviation forsic erat demonstrandum, meaning what was meant tobe proven

B.It is an abbreviation forsic transit Gloria mundi, meaning thus passes the gloryof the world.

C. It is an abbreviation forsic transit Gloria, meaning glory fades.D.Sicmeans thus or so meaning that the passage contains a deliberate error.


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6. Using Sources A and B, plus your own knowledgeExplain 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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SECTIONA2 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 historianinvestigating the surrender of Lees army at Appomattox in April1865.

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

each one.


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SECTIONBTHEROMANOVDYNASTY

SOURCEAG 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 setthe example of lawlessness in Russia by arresting without warrant; by punishing withouttrial; 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

SOURCEBhttp://wikimedia.org/wikipedia/commons/b/b7/Ekaterinoslav1905.jpg

From the Okhrana secret files,

The Victims, Mostly Jewish Children, of a Pogrom in Russia, 1905.
http://wikimedia.org/wikipedia/commons/b/b7/Ekaterinoslav1905.jpghttp://wikimedia.org/wikipedia/commons/b/b7/Ekaterinoslav1905.jpghttp://upload.wikimedia.org/wikipedia/commons/b/b7/Ekaterinoslav1905.jpghttp://wikimedia.org/wikipedia/commons/b/b7/Ekaterinoslav1905.jpg


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SOURCECJ 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 thetramway 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 thatthe 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.

SOURCEDProfessor 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 betweenthe 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 subordinates Later his wifewould wear the trousers, as she once put it in a letter to him.


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SECTIONB1 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 terroristB.the problems of Russia are due to the governmentC. there was no peaceful or legal means of redressD.if a man is provoked, the consequences are not his fault

10. Using Source B.What is the meaning of the term Pogramused in Source B

[ 1 mark ]

A.a planned campaign of persecution or extermination sanctioned by agovernment and directed against an ethnic group

B.a Jewish term for a group of children who are sleepingC. a Russian term for a group of children who were waiting to go to workD.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 nextedition.

B.It was taken by a government official to be used widely to scare anyone wishingto 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 CIdentify the likely audience for Source C

[ 1 mark ]

A.Australian people interested in Russian historyB.Academics in RussiaC. American people interested in Russian History.D.Academics in France

13. Using Source DWhat was the overall assessment of Tsar Nicholas II in Source D?

[ 1 mark ]

A.Nicholas II was a popular ruler of RussiaB.Nicholas II was an inexperienced ruler of RussiaC. That Nicholas II had an unshakeable bond with the people of RussiaD.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 knowledgeExplain how the Tsar treated the Russian people during his reign

[ 5 marks ]


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SECTIONB2 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 studyingthe 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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Assignment TERM 1 - Sourcework