American History 102: Final Exam

Final Exam Materials

The final will consist of both identifications and a choice of essay questions. Sample final exams from previous semesters are available, HOWEVER: please note that the identification section of the exam has been revised as of Spring 1999. TAs will present you with pairings of probably three identifications at a time, and ask you to write a short essay (a paragraph or two) showing connections among the various items. For example, there might be a pairing such as "Social Darwinism, Dawes Severalty Act, Dillingham Commission Report" that would require you to draw connections among them. As we have done in the past, you will have a choice among the various pairings presented to you. Thus, the lists of IDs on the following sample exams will be useful study guides, but do not expect the test structure to be the same.

Sample final exams from previous semesters: Spring 1998, Spring 1997, Fall 1996, Fall 1991. Following are some useful tips for taking a History 102 final exam:

Identifications are crucial events, persons, organizations, or ideas that exemplify an important trend or theme in American history. The identifications on the exam will be pulled from the list provided to you in discussion section, but they do not represent the only terms you need to know to produce an informed and worthy exam. In order to get full credit for an identification, you must explain both its content (who? what? when? where? why?) and it significance in relation to the other identifications paired with it. HINT: In order to show a full understanding of an identification, you must draw upon both lectures and readings and explain how it fits into the context of the larger themes of American history (do not simply look it up in the index of the textbook).

Essay: A well-written essay exhibits a balance between general observations and specific, factual support. Because the grading of any individual essay always occurs within the context of all essays written in response to the question, you should consult your teaching assistants or Professor Schultz with specific questions regarding the midterm exam.

Sample Essay: DISCLAIMER - We intend the sample essay provided below to serve only as an example of the kind of balance between general observations and specific, factual support that we look for in evaluating response to a final examination question.
Because the grading of any individual essay always occurs within the context of all essays written in response to the question, the sample below might or might not receive the same precise grade in this semester's finals grading as it did on an earlier occasion. For example, the following essay answer received 29% of 30% possible. We are putting this essay on the web site to provide students in the American History 102 course with a sample of what an "A" essay answer was at a particular moment in time in a past class. We want to stress that this particular question WILL NOT be on the final exam. The author of
this essay question was in fact a former student in American History 102. We are withholding the student's name to protect his/her identity. Please consult your teaching assistants or myself with specific questions regarding the final exam.
(Write an essay on the following question pertaining to twentieth-century US history. Be sure to show your understanding of broad themes supported by significant examples- 30%)
ESSAY QUESTION
Since World War I, Americans have experienced cyclical patterns of reform and conservatism. When and why have the shifts occurred? What has been the relationship between social movements, the economy, and government policy? Make sure that your answer spans the period from World War I to the recent past and incorporates material from Sinclair's Main Street, The Autobiography of Malcolm X, and/or Polenberg's One Nation Divisible.
STUDENT ANSWER
At the time immediately after WWI, the U.S. entered a conservative period. The 1920's marked a return to big business, as the country was still experiencing a post war economic boom. At this time, and throughout history, the most conservative times appear to be those of greatest economic prosperity. Government is less willing to get involved with regulation of business, or to help social reform. For example, this was a time during which Herbert Hoover started "associationalism" which was a form of business self-regulation. Connected with this associationalism, Hoover gave businesses government advice and information. Businesses used associationalism to increase profits, but didn't do much to help workers.
Social reformists like Marcus Garvey were able to be active in this time, because things were very bad for the black man in America. Blacks still were not happy with their situation. Little help was to be found among the majority of people who were doing well and didn't want to "rock the boat." Congress reflected conservative ideas of this time. As Malcolm X said, jobs in Northern cities were prevalent and outward acceptance seemed high. This was the period reflected in the "Mascot" chapter when Malcolm was voted class president.
During the New Deal Period and through World War Two was a period of reform. After being hit by the Great Depression, America was willing to try all types of change. This was a time of social and civil reform. FDR instituted his alphabet soup programs, that put people to work for the Federal Government. The biggest of these was the Works Progress Administration, which built roads and worked on other areas of America's infrastructure. In these times of crises, government is willing to be more active and larger. It is also willing to experiment with the economy. F.D. Roosevelt's programs were examples of
Keynesian Economics, which said that in times of depression, the government should spend, or "prime the pump," to get the economy moving again. These government programs hired both blacks and whites. The National Recovery Act provided standards of minimum and maximum wages, controls on work conditions, and unemployment insurance. As we can see, reform comes at a time of national stress and crisis. F.D. Roosevelt issued an Executive Order establishing non-discrimination in government and defense hiring. Also established Fair Employment Practices Commission in response to A. Philip
Randolph's proposed March on Washington.
As the crisis ends after WWII, reform died down. Truman wanted to continue New Deal programs after WWII but the conservative congress blocked them. Despite Brown v. Board of Education striking down separate but equal, Truman did little to enforce integration. This was a time of difficulty for civil rights leaders like Malcolm X and Martin Luther King Jr., but their movements began getting stronger in the 1950s and even more in the 1960s as American entered successive unpopular wars and again entered a time of crisis. During this time, protests for civil rights and anti-war demonstrations were very high.
Civil rights groups were militant like SNCC or peaceful like SCLC, but all were active. This time saw passage of the Voting Rights Act. This struck down southern tests used to keep blacks from voting. Also passed was Civil Rights Act that outlawed discrimination in public accommodations. This time also saw the Freedom Rides, which Malcolm X was critical of. He felt that it was foolish to go south to reform when there was much reform needed in the North.
Overall, reform has proven to be easiest in times of despair or crises and most difficult in times of prosperity. In relation to this, government is more involved in social issues and economics during time of crises as well.
GRADE: 29% = A
Grader's Comments: good argument & supported well
[The essay filled four pages of a blue book]