amh paper 1

Calvo

AMH 2020

Due January 23, 11:59pm

20% of final grade

This essays asks students to consider manifestations of American memories of the Civil War and Reconstruction. To complete the assignments objectives it is important for students to address the topics in a systematic, well-organized writing format. Be sure to follow the instructions carefully.

As noted in the module introduction, often times the narratives and beliefs that laymen and laywomen construct about historical events are rooted in the academic literature surrounding that event. That is, the professional scholarship that historians have contributed to the discourse often times trickle down into the popular historical imagination.

Prompt:

For this essay, students will complete a couple different tasks.

First, after an introductory paragraph that presents the subject more broadly and what the essay will attempt to do, students will identify two specific arguments/narratives/beliefs/perspectives presented by historians about the Civil War and/or Reconstruction. The arguments, narratives, etc., can be found in the readings organized for the module. Its important to clearly identify who the historian is and what their argument is. Students should spend one individual paragraph

discussing in full the historians argument. The discussion of two historians argument should fill body paragraphs 1 and 2. One paragraph for each historian (argument/narrative).

Second, students will match the two historians arguments identified in body paragraphs 1 and 2 to an image/monument/film/painting/engraving (some sort of cultural expression) and explain in full exactly how the image, monument, etc. illustrates the argument presented in the historiography. The second part of the assignment should fill body paragraphs 3 and 4. One paragraph discussing each work of art and how that work of art expresses the argument.

Finally, a short, formal conclusion that summarizes your findings.

Structure of Essay

For example (use this an organizational model):

Introduction: presentation of subject and description of what your essay intends to dotry to incorporate some details to give your reader a clue of what to expect in the body paragraphs.

Body Paragraph 1: Lets say you find the Lost Cause narrative interesting. Explain the idea in full.

Body Paragraph 2: Lets say you find the Second Revolution narrative interesting. Explain the idea in full.

Body Paragraph 3: You have discovered a clear illustration of the Lost Cause narrative in a monument located somewhere in the South. Explain the message of the monument, the belief system that the monument is attempting to convey, details about the monument, and most important, how the monument reflects the Lost Cause narrative. Connecting the narrative expressed in the art, monument, film, etc. to the argument embedded in the Lost Cause narrative is the most important part of the paragraph.

Body Paragraph 4: You have discovered a clear illustration of the Second Revolution narrative/argument in a painting found in a museum. Explain the message of the painting, the belief system that the painting is attempting to convey, details about the painting, and most important, how the painting reflects the Second Revolution narrative. Connecting the narrative expressed in the art, monument, film, etc. to the argument embedded in the Second Revolution narrative is the most important part of the paragraph.

Conclusion: summarize your findings.

6 paragraphs total.

The point of the essay is to connect the academic literature to manifestations of historical

memory in popular expressions. The “academic literature” are the articles written by or about Pressley, Foner, Dunning, Du Bois, McConnell, Eldridge, Budiansky and Blight. You must incorporate these authors and their articles posted to the module into your paper. Do not reference the author’s books, only the article posted to the module. You need regular references and citations to these authors in your paper.

Be practical about your selections, for both categories. Some historians arguments are complex and not easily matched to a monument or painting. Some works of art are not easily matched to the scholarship.

Use the below urls to learn about cultural expressions of Civil War and Reconstruction

monuments. But the arguments and narratives are found in the scholarly literature posted in the module. You need to use the articles posted in the module (listed above).

Disclaimer: As many of you know, the controversy related to Civil War monuments was central in the American political discourse not that long ago. Some of the websites below offer a particular perspective on the subject. Some students might want to explore other websites on the subject that are not listed here. Be aware of what that perspective is and how it might influence

the articles written about Civil War memory. Our course is designed, and the readings associated with the first module are intended to encourage students to recognize that history is filled with many perspectives and that historians

are always debating these perspectives. The professor/department/university/administration/etc. does not endorse any of the ideas or arguments associated with any of the historians you will read for this module (or any of the

modules), or any of the perspectives presented in the below websites. Use your own judgment.

Use these resources to find cultural artifacts. But do not use these resources to find the “academic arguments.”

https://www.smithsonianmag.com/history/what-will-happen-stone-mountain-americas-largest-

confederate-memorial-180964588/

https://www.atlantahistorycenter.com/learning-and-research/projects-initiatives/confederate-

monument-interpretation-guide/

Standards

The essay will be 3-4 pages long

Standard margins.

12 point times new roman font.

In-text parenthetical citations. For example: (Foner, 3), or (Johnson, 25).

The essay needs to reference/cite at least 3 sources from the list of required resources

(readings/videos). If the essay does not reference at least 3 sources, the grade will be penalized.

References to the images do not count. Each of the body paragraphs should contain at least 1 in-text parenthetical citations, or endnote/footnote citation.

All essays need to be submitted to turn-it-in,through canvas. I will not grade the essay if its not

submitted to turn-it-in.

Proofread the essay. If I cant understand the writing, the grade will be penalized.

The rubric is posted on the course portal.

Every essay needs a formal works cited page.Remember to cite each individual source. MLA

format for works cited page. Reference the University of Purdue page posted to the announcement page.

There is no need to consult outside sources. All of the information needed to complete this essay

is found in the module. Draw the author’s arguments from the articles posted to the module.

If the essay fails to meet the above requirements the grade will be penalized.

After completing these tasks and objectives, students will be able to:

Course Objective 1 (CO1). Assess key events, central themes, and questions pertaining to

recent United States history.

Gain experience reading and analyzing written arguments by engaging with a variety of

types of sources.

Learn and apply the techniques of writing an argumentative, thesis-driven and evidence-

based paper

Students will construct an evidence-based argument demonstrating how local, regional,

national, and global events shaped the interactions of two or more groups in the United

States. (Global Awareness)

Students will construct an evidence-based argument that integrates multiple perspectives on

an issue in Modern US History. (Global Perspective)

Students will consider different perspectives on a problem or controversy related to Modern

US History and attempt to reach a resolution about it. (Global Engagement)

Be aware of landmark Supreme Court cases, legislation, and executive actions, and historical