Zinn’s chapter 8
Nuts and bolts: Who started the war? Who was for it? Why? Against it? Why? Terms of its
conclusion?
Was it in our national interest?
Zinn’s chapter 9
Explain Zinn’s title for this chapter. How does he make his case? What are the strengths and weaknesses
in his presentation?
“While the ending of slavery led to a reconstruction of national politics and economics, it was not a radical
reconstruction, but a safe one – in fact, a profitable one” (172). How, and how well, is this statement
supported in this chapter?
Notice: economic opportunities of former slaves; re-emergence of white elitism in the South.
Zinn’s chapter 8
Nuts and bolts: Who started the war? Who was for it? Why? Against it? Why? Terms of its
conclusion?
Was it in our national interest?
Zinn’s chapter 9
Explain Zinn’s title for this chapter. How does he make his case? What are the strengths and weaknesses
in his presentation?
“While the ending of slavery led to a reconstruction of national politics and economics, it was not a radical
reconstruction, but a safe one – in fact, a profitable one” (172). How, and how well, is this statement
supported in this chapter?
Notice: economic opportunities of former slaves; re-emergence of white elitism in the South.
Zinn’s chapter 8
Nuts and bolts: Who started the war? Who was for it? Why? Against it? Why? Terms of its
conclusion?
Was it in our national interest?
Zinn’s chapter 9
Explain Zinn’s title for this chapter. How does he make his case? What are the strengths and weaknesses
in his presentation?
“While the ending of slavery led to a reconstruction of national politics and economics, it was not a radical
reconstruction, but a safe one – in fact, a profitable one” (172). How, and how well, is this statement
supported in this chapter?
Notice: economic opportunities of former slaves; re-emergence of white elitism in the South.
US ECONOMIC HISTORY
Day 1 conversation:
Where has your knowledge of history come from? Have you learned an “objective” history?
Recall a previous history class and provide an example of something that you learned.
Can we generalize about these examples?
What made your previous class work well or not so well?
Did you learn an “objective” history?
What do you mean by that?
Which, if any, of the following policies are in our (US) national interest?
Racial/ethnic profiling by law enforcement officers
Minimum wage
Equality of opportunity for men and women
Universal health care
Drilling for oil in the Arctic Wildlife Refuge
Provide a high quality education for all the nation’s children
Important note concerning A People’s History of the United States:
I, myself, and most students have been challenged by Zinn’s book. While this is not a historic perspective that I am
asking you to adopt, it is one that I am asking you to get to know and to address.
The are some of the big questions prompted by this course:
1.
What is progress? How does it come about? What impedes it? What is the relationship between “progress”
and “economic growth”?
2.
What are “institutions,” what is their relationship to economic activity, and how do they change?
3.
What is the relevance, if any, of this history to today?
4.
What is the basis for hope? Hope for what?
Zinn chapter 1:
As you read the chapter jot some notes to address the following study questions:
1.
Identify the social, political, and economic institutions that are mentioned or discussed, and describe the
influence of each.
2.
What are the economic motives, means, and consequences that appear in the chapter?
3.
Assess Zinn’s presentation on
the concept of objective history,
Columbus, Jamestown, and the Pilgrims,
our national interest, and
whether or not the violence was worth it.
Zinn – Chapter 2
Before you read this chapter, think about and jot down your own definition of “racism,” and what you hold
the basis for it be. Also, do you think that it is “natural”? (You are welcome to chat with others in this
process.) Then compare and contrast your thoughts with Zinn’s. That is, does Zinn assert that racism is
“natural”?
How, why, and when was racism institutionalized in the US?
Compare and contrast Zinn’s presentation in this chapter to Seavoy’s presentation on slavery.
What does it mean to read Zinn “critically”? That is, how does one engage in “critical thinking” while
reading this book?
2. What other institutions appear in the chapter? Does any one appear more influential than others?
Zinn – Chapter 3
1. In what ways did individuals or groups go about protecting or advancing their economic interests?
2. On balance, does indentured servitude appear to have been positive or negative for the servants?
Answer any way that you want to, but support your answer with plenty of details.
3. Describe the various class distinctions of the colonial period. How, and how strongly, did class status
affect one’s economic prospects? What were the opportunities for improving one’s class status?
What were the impediments?
Seavoy – Chapter 3
How was the experience in the northern colonies different from that of the southern colonies? How was it
similar?
Zinn - Chapter 4
1. Zinn presents an argument in his opening two paragraphs that are not made in traditional histories of
the colonies and the American Revolution. What is it? Have it in mind as you read the next few
chapters. How, and how well, does he support this argument in chapter f? That is, are you left more
convinced or more unconvinced? Explain.
2. What does Zinn mean by “the interests of the elite”? Provide specific examples.
Seavoy – Chapter 4
Relate this chapter to Zinn’s chapter 4. Are the chapters consistent or inconsistent with one another?
Zinn - Chapter 4
1. Zinn presents an argument in his opening two paragraphs that are not made in traditional histories of
the colonies and the American Revolution. What is it? Have it in mind as you read the next few
chapters. How, and how well, does he support this argument in chapter f? That is, are you left more
convinced or more unconvinced? Explain.
2. What does Zinn mean by “the interests of the elite”? Provide specific examples.
Seavoy – Chapter 4
Relate this chapter to Zinn’s chapter 4. Are the chapters consistent or inconsistent with one another?
Zinn - Chapter 4
1. Zinn presents an argument in his opening two paragraphs that are not made in traditional histories of
the colonies and the American Revolution. What is it? Have it in mind as you read the next few
chapters. How, and how well, does he support this argument in chapter f? That is, are you left more
convinced or more unconvinced? Explain.
2. What does Zinn mean by “the interests of the elite”? Provide specific examples.
Seavoy – Chapter 4
Relate this chapter to Zinn’s chapter 4. Are the chapters consistent or inconsistent with one another?
Economic History of the United States: Chapter 5
1. What was the main argument of the chapter? How did he make his case?
2. Explain Beard’s perspective on the Constitution.
3. As you read the Constitution make a list of specific pieces that Beard would use to support his case.
4. Defend the Constitution in the fairest terms possible.
5. Did the framers of the Constitution serve the national interest?
Economic History of the United States: Chapter 6
Describe the political and economic circumstances of colonial women. In what ways did those
circumstances change during the Revolutionary period? What prompted the changes? How did they
remain unchanged? What inhibited change?
Economic History of the United States: Chapter 7
1. Pay attention to the numbers provided. How many people were affected?
2. What is the main argument? How does he make his case?
3. How pertinent is this history to the nation’s economic history? Explain. How pertinent is this history
to today’s world? That is, what if anything does it have to do with us, today? Explain.
4. Pick a tribe and describe their removal experience.
Zinn’s chapter 8
Nuts and bolts: Who started the war? Who was for it? Why? Against it? Why? Terms of its
conclusion?
Was it in our national interest?
Zinn’s chapter 9
Explain Zinn’s title for this chapter. How does he make his case? What are the strengths and weaknesses
in his presentation?
“While the ending of slavery led to a reconstruction of national politics and economics, it was not a radical
reconstruction, but a safe one – in fact, a profitable one” (172). How, and how well, is this statement
supported in this chapter?
Include in your answers: economic opportunities of former slaves; re-emergence of white elitism in the
South.
Economic History of the United States: Chapter 10
Who waged the “other” civil war, and why?
What gains were made, and what prompted those gains?
Was the system transformed?
See page 240, the paragraph near the top that begins: “In premodern time …” How does he support
the point of this paragraph?
5. Railroad strikes: Over what? Where? Outcome?
1.
2.
3.
4.
Korten:
1. What does the modern corporation have in common with the “great merchant companies of
fifteenth- and sixteenth-century England and Holland”? How are they different?
2. How did the US Constitution treat corporations?
3. What were the restrictions put on corporations until the mid 1800s?
4. How were corporations strengthened in the post-Civil War years? How did this come about?
What were the indications and the consequences of their strength?
5. How did corporate behavior evolve in the opening decades of the 20th century?
6. What does Korten take as evidence of the ascent of pluralism?
7. How does he describe the reversal of pluralism?
Chapter 11: Robber Barons and Rebels
1. In what various ways did government side with business? Provide a specific example of
each.
2. How were people taught that inequality was appropriate?
3. Respond to: The amount of inequality that free markets generate is the appropriate amount.
4. Read the 14th Amendment and relate it to corporations. For help, see p. 261.
5. Identify four sources of difficulties for farmers in the 1880s and 1890s. How did the Alliance respond?
6. Frequency of strikes (p. 273); Haymarket; Homestead; Eugene Debs; Pullman strike
Chapter 12: Empire and the People
Open door policy: What? When? In contrast to what? Why?
Anti-imperialist league
Spanish-American War: Why? Who? When? Outcome?
Pilipino War: Why? Who? When? Outcome?
Economic History of the United States: Iraq readings
Are we “imperialists” in our “engagement” with Iraq? Explain. Whether it is or isn’t, is this “engagement”
in our national interest? (Argue both yes and no. Also, how do US embassies promote US interests?)
Relate this present experience to Zinn’s chapter on “empire.” What are the similarities and/or
differences?
Explain the elements of economic hegemony presented in the readings.
Michael Renner (“Oil and Blood: The Way to Take Over the World) states: “In Washington’s calculus,
securing oil supplies has consistently trumped the pursuit of human rights and democracy” (19). Detail
how he supports this assertion. What are the strengths and weaknesses in his case, including what
questions, if any, it leaves you with.
Greider’s chapter 8: Democratic Money
Great deflation: when? why? what?
What is the meaning of “democratic money”?
Was Biddles’ Bank consistent with “democratic money”?
Was Macune’s plan consistent with “democratic money”?
Explain the resentment toward Wall Street.
Farmer’s Alliance, Populists, and Jacksonian Democracy: similarities and differences?
Which regions were more likely to experience illiquidity? Explain the consequences.
Nation’s second central back: when, and what was its role? What was the Jacksonian complaint with it?
Were the critics proven correct?
From Zinn
What broad lessons does Zinn provide concerning the economic history of the US? Make his case for
three different broad lessons. Evaluate each.
Economic History of the United States
I, myself, and most students have been challenged by Zinn’s book. While this is not a historic perspective
that I am asking you to adopt, it is one that I am asking you to get to know and to address.
In the next few weeks collect your thoughts concerning these overarching questions prompted by Zinn:
1. What is progress? How does it come about? What impedes it? What is the relationship between
“progress” and “economic progress”?
2. What are “institutions,” what is their relationship to economic activity, and how do they change?
3. What is the relevance, if any, of this history to today?
4. Where’s the hope? Hope for what?
Jot yourself some notes as you read so that in the classes to come you can address the following
ponderances (a.k.a. study questions) based on Zinn’s first chapter:
1.
Identify the social, political, and economic institutions that are mentioned or discussed, and describe
the influence of each.
2.
What are the economic motives, means, and consequences that appear in the chapter?
3.
Assess Zinn’s presentation on
the concept of objective history,
Columbus, Jamestown, and the Pilgrims,
our national interest, and
whether or not the violence was worth it.
Day 1 conversation:
Where has your knowledge of history come from? Have you learned an “objective” history? Explain and
give an example.
Which, if any, of the following policies are in our (US) national interest?
Racial/ethnic profiling by law enforcement officers
Minimum wage
Equality of opportunity across genders
Universal health care
Required labeling of genetically modified foods
Drilling for oil in the Arctic Wildlife Refuge
Economic History of the United States
Zinn – Chapter 2
Before you read Zinn, think about and jot down your own definition of “racism,” and what you hold the
basis for it be. Also, do you think that it is “natural”? (You are welcome to chat with others in this
process.) Then compare and contrast your thoughts with Zinn’s.
How, why, and when was racism institutionalized in the US?
What other institutions appear in the chapter? Does any one appear more influential than others?
Economic History of the United States
Zinn – Chapter 2
Before you read Zinn, think about and jot down your own definition of “racism,” and what you hold the
basis for it be. Also, do you think that it is “natural”? (You are welcome to chat with others in this
process.) Then compare and contrast your thoughts with Zinn’s.
How, why, and when was racism institutionalized in the US?
What other institutions appear in the chapter? Does any one appear more influential than others?
Economic History of the United States
Zinn – Chapter 2
Before you read Zinn, think about and jot down your own definition of “racism,” and what you hold the
basis for it be. Also, do you think that it is “natural”? (You are welcome to chat with others in this
process.) Then compare and contrast your thoughts with Zinn’s.
How, why, and when was racism institutionalized in the US?
What other institutions appear in the chapter? Does any one appear more influential than others?
Economic History of the United States
What does it mean to read Zinn “critically”? That is, how does one engage in “critical thinking” while
reading this book?
Zinn – Chapter 3
1. In what instances, if any, is the market activity described in this chapter taking place in a “free
market”? What, if anything, do you conclude about how “free markets” operate?
2. In what ways did individuals or groups go about protecting or advancing their economic interests?
3. On balance, does indentured servitude appear to have been positive or negative for the servants?
Answer any way that you want to, but support your answer with plenty of details.
4. Describe the various class distinctions of the colonial period. How, and how strongly, did class status
affect one’s economic prospects? What were the opportunities for improving one’s class status?
What were the impediments?
Economic History of the United States
What does it mean to read Zinn “critically”? That is, how does one engage in “critical thinking” while
reading this book?
Zinn – Chapter 3
1. In what instances, if any, is the market activity described in this chapter taking place in a “free
market”? What, if anything, do you conclude about how “free markets” operate?
2. In what ways did individuals or groups go about protecting or advancing their economic interests?
3. On balance, does indentured servitude appear to have been positive or negative for the servants?
Answer any way that you want to, but support your answer with plenty of details.
4. Describe the various class distinctions of the colonial period. How, and how strongly, did class status
affect one’s economic prospects? What were the opportunities for improving one’s class status?
What were the impediments?
Economic History of the United States: Chapter 4
1. Zinn makes two assertions in his opening two paragraphs that are not made in traditional histories of
the colonies and the American Revolution. What are they? Have them in mind as you read the next few
chapters. How, and how well, does he support the assertions? That is, are you left more convinced or
more unconvinced? Explain. If they are true, what are the economic implications, if any, for then and for
now?
2. Assess the following as a statement of the main argument for chapter 4:
The colonists had very conflicting interests. Colonial leadership worked
deliberately to unite enough of them to effectively combat England, but not so
many as to threaten their own elite interests.
If you find that statement to be a good indication of the main argument, detail how Zinn supports it. If you
find it is not representative of the chapter, please tweak it or change it altogether. Then detail how he
makes the case of your statement.
What does Zinn mean by “the interests of the elite”? Provide specific examples.
Economic History of the United States: Chapter 5
1. What was the main argument of the chapter? How did he make his case?
2. Explain Beard’s perspective on the Constitution.
3. As you read the Constitution make a list of specific pieces that Beard would use to support his case.
4. Defend the Constitution in the fairest terms possible.
5. Did the framers of the Constitution serve the national interest?
Economic History of the United States: Chapter 6
Describe the political and economic circumstances of colonial women. In what ways did those
circumstances change during the Revolutionary period? What prompted the changes? How did they
remain unchanged? What inhibited change?
Economic History of the United States: Chapter 6
Describe the political and economic circumstances of colonial women. In what ways did those
circumstances change during the Revolutionary period? What prompted the changes? How did they
remain unchanged? What inhibited change?
Economic History of the United States: Chapter 6
Describe the political and economic circumstances of colonial women. In what ways did those
circumstances change during the Revolutionary period? What prompted the changes? How did they
remain unchanged? What inhibited change?
Economic History of the United States: Chapter 6
Describe the political and economic circumstances of colonial women. In what ways did those
circumstances change during the Revolutionary period? What prompted the changes? How did they
remain unchanged? What inhibited change?
Economic History of the United States: Chapter 6
Describe the political and economic circumstances of colonial women. In what ways did those
circumstances change during the Revolutionary period? What prompted the changes? How did they
remain unchanged? What inhibited change?
Economic History of the United States: Chapter 6
Describe the political and economic circumstances of colonial women. In what ways did those
circumstances change during the Revolutionary period? What prompted the changes? How did they
remain unchanged? What inhibited change?
Economic History of the United States: Chapter 6
Describe the political and economic circumstances of colonial women. In what ways did those
circumstances change during the Revolutionary period? What prompted the changes? How did they
remain unchanged? What inhibited change?
Economic History of the United States: Chapter 7
1. Pay attention to the numbers provided. How many people were affected?
2. What is the main argument? How does he make his case?
3. How pertinent is this history to the nation’s economic history? Explain. How
pertinent is this history to today’s world? That is, what if anything does it have to do
with us, today? Explain.
5. Pick a tribe and describe their removal experience.
Economic History of the United States: Chapter 7
1. Pay attention to the numbers provided. How many people were affected?
2. What is the main argument? How does he make his case?
3. How pertinent is this history to the nation’s economic history? Explain. How
pertinent is this history to today’s world? That is, what if anything does it have to do
with us, today? Explain.
4. Pick a tribe and describe their removal experience.
Economic History of the United States: Chapter 7
1. Pay attention to the numbers provided. How many people were affected?
2. What is the main argument? How does he make his case?
3. How pertinent is this history to the nation’s economic history? Explain. How
pertinent is this history to today’s world? That is, what if anything does it have to do
with us, today? Explain.
4. Pick a tribe and describe their removal experience.
Economic History of the United States: Chapter 7
1. Pay attention to the numbers provided. How many people were affected?
2. What is the main argument? How does he make his case?
3. How pertinent is this history to the nation’s economic history? Explain. How
pertinent is this history to today’s world? That is, what if anything does it have to do
with us, today? Explain.
4. Pick a tribe and describe their removal experience.
Economic History of the United States: Chapter 8
Nuts and bolts: Who started the war? Who was for it? Why? Against it? Why?
Terms of its conclusion?
Was it in our national interest?
Economic History of the United States: Chapter 8
Nuts and bolts: Who started the war? Who was for it? Why? Against it? Why?
Terms of its conclusion?
Was it in our national interest?
Economic History of the United States: Chapter 8
Nuts and bolts: Who started the war? Who was for it? Why? Against it? Why?
Terms of its conclusion?
Was it in our national interest?
Economic History of the United States: Chapter 8
Nuts and bolts: Who started the war? Who was for it? Why? Against it? Why?
Terms of its conclusion?
Was it in our national interest?
Economic History of the United States: Chapter 9
Explain Zinn’s title for this chapter. How does he make his case? What are the strengths and
weaknesses in his presentation?
“While the ending of slavery led to a reconstruction of national politics and economics, it was not a
radical reconstruction, but a safe one – in fact, a profitable one” (172). How, and how well, is this
statement supported in this chapter?
Include in your answers: economic opportunities of former slaves; re-emergence of white elitism
in the South.
Economic History of the United States: Chapter 10
Who waged the “other” civil war, and why?
What gains were made, and what prompted those gains?
Was the system transformed?
See page 240, the paragraph near the top that begins: “In premodern time …” How does he
support the point of this paragraph?
5. Railroad strikes: Over what? Where? Outcome?
1.
2.
3.
4.
Economic History of the United States: Chapter 10
Who waged the “other” civil war, and why?
What gains were made, and what prompted those gains?
Was the system transformed?
See page 240, the paragraph near the top that begins: “In premodern time …” How does he
support the point of this paragraph?
5. Railroad strikes: Over what? Where? Outcome?
1.
2.
3.
4.
Economic History of the United States: Chapter 10
Who waged the “other” civil war, and why?
What gains were made, and what prompted those gains?
Was the system transformed?
See page 240, the paragraph near the top that begins: “In premodern time …” How does he
support the point of this paragraph?
5. Railroad strikes: Over what? Where? Outcome?
1.
2.
3.
4.
Economic History of the United States: Chapter 10
Who waged the “other” civil war, and why?
What gains were made, and what prompted those gains?
Was the system transformed?
See page 240, the paragraph near the top that begins: “In premodern time …” How does he
support the point of this paragraph?
5. Railroad strikes: Over what? Where? Outcome?
1.
2.
3.
4.
Korten:
1. What does the modern corporation have in common with the “great merchant companies of
fifteenth- and sixteenth-century England and Holland”? How are they different?
2. How did the US Constitution treat corporations?
3. What were the restrictions put on corporations until the mid 1800s?
4. How were corporations strengthened in the post-Civil War years? How did this come about?
What were the indications and the consequences of their strength?
5. How did corporate behavior evolve in the opening decades of the 20th century?
6. What does Korten take as evidence of the ascent of pluralism?
7. How does he describe the reversal of pluralism?
Korten:
1. What does the modern corporation have in common with the “great merchant companies of
fifteenth- and sixteenth-century England and Holland”? How are they different?
2. How did the US Constitution treat corporations?
3. What were the restrictions put on corporations until the mid 1800s?
4. How were corporations strengthened in the post-Civil War years? How did this come about?
What were the indications and the consequences of their strength?
5. How did corporate behavior evolve in the opening decades of the 20th century?
6. What does Korten take as evidence of the ascent of pluralism?
7. How does he describe the reversal of pluralism?
Korten:
1. What does the modern corporation have in common with the “great merchant companies of
fifteenth- and sixteenth-century England and Holland”? How are they different?
2. How did the US Constitution treat corporations?
3. What were the restrictions put on corporations until the mid 1800s?
4. How were corporations strengthened in the post-Civil War years? How did this come about?
What were the indications and the consequences of their strength?
5. How did corporate behavior evolve in the opening decades of the 20th century?
6. What does Korten take as evidence of the ascent of pluralism?
7. How does he describe the reversal of pluralism?
Korten:
1. What does the modern corporation have in common with the “great merchant companies of
fifteenth- and sixteenth-century England and Holland”? How are they different?
2. How did the US Constitution treat corporations?
3. What were the restrictions put on corporations until the mid 1800s?
4. How were corporations strengthened in the post-Civil War years? How did this come about?
What were the indications and the consequences of their strength?
5. How did corporate behavior evolve in the opening decades of the 20th century?
6. What does Korten take as evidence of the ascent of pluralism?
7. How does he describe the reversal of pluralism?
Chapter 11: Robber Barons and Rebels
1. In what various ways did government side with business? Provide a specific example of
each.
2. How were people taught that inequality was appropriate?
3. Respond to: The amount of inequality that free markets generate is the appropriate amount.
4. Read the 14th Amendment and relate it to corporations. For help, see p. 261.
5. Identify four sources of difficulties for farmers in the 1880s and 1890s. How did the Alliance respond?
6. Frequency of strikes (p. 273); Haymarket; Homestead; Eugene Debs; Pullman strike
Chapter 11: Robber Barons and Rebels
1. In what various ways did government side with business? Provide a
specific example of each.
2. How were people taught that inequality was appropriate?
3. Respond to: The amount of inequality that free markets generate is
the appropriate amount.
4. Read the 14th Amendment and relate it to corporations. For help, see
p. 261.
5. Identify four sources of difficulties for farmers in the 1880s and
1890s. How did the Alliance respond?
6. Frequency of strikes (p. 273); Haymarket; Homestead; Eugene Debs;
Pullman strike
Chapter 12: Empire and the People
Open door policy: What? When? In contrast to what? Why?
Anti-imperialist league
Spanish-American War: Why? Who? When? Outcome?
Pilipino War: Why? Who? When? Outcome?
Chapter 12: Empire and the People
Open door policy: What? When? In contrast to what? Why?
Anti-imperialist league
Spanish-American War: Why? Who? When? Outcome?
Pilipino War: Why? Who? When? Outcome?
Chapter 12: Empire and the People
Open door policy: What? When? In contrast to what? Why?
Anti-imperialist league
Spanish-American War: Why? Who? When? Outcome?
Pilipino War: Why? Who? When? Outcome?
Chapter 12: Empire and the People
Open door policy: What? When? In contrast to what? Why?
Anti-imperialist league
Spanish-American War: Why? Who? When? Outcome?
Pilipino War: Why? Who? When? Outcome?
Chapter 12: Empire and the People
Open door policy: What? When? In contrast to what? Why?
Anti-imperialist league
Spanish-American War: Why? Who? When? Outcome?
Pilipino War: Why? Who? When? Outcome?
Chapter 12: Empire and the People
Open door policy: What? When? In contrast to what? Why?
Anti-imperialist league
Spanish-American War: Why? Who? When? Outcome?
Pilipino War: Why? Who? When? Outcome?
Chapter 12: Empire and the People
Open door policy: What? When? In contrast to what? Why?
Anti-imperialist league
Spanish-American War: Why? Who? When? Outcome?
Pilipino War: Why? Who? When? Outcome?
Chapter 12: Empire and the People
Open door policy: What? When? In contrast to what? Why?
Anti-imperialist league
Spanish-American War: Why? Who? When? Outcome?
Pilipino War: Why? Who? When? Outcome?
Chapter 12: Empire and the People
Open door policy: What? When? In contrast to what? Why?
Anti-imperialist league
Spanish-American War: Why? Who? When? Outcome?
Pilipino War: Why? Who? When? Outcome?
Take the exam in the third floor atrium.
Allow yourself 58 minutes.
Start time: _________
End time: _________
Slid under my door when you are finished.
US Economic History - Exam One/2005
Name:
Please answer the questions in order.
The question for which you have the lowest grade will count 20 percent. Each of your other
answers will count 40 percent.
As I said in class, the answers to some of your study questions may have overlapped. So, bring
as much relevant perspective to each of the test questions as your knowledge and time allow.
1. In what ways (and correspondingly at what times) did the elites build a broader base of
support for a system that continued to support elite interests?
2. In what way(s) was indentured servitude positive for the servants? How was it negative?
On balance, does it appear to you to have been positive or negative for the servants?
3. What was Adam Smith’s view on corporations? Explain/illustrate. Were the corporate
abuses of the 1860s-1900 essentially a continuation of the abuses that concerned Smith,
i.e., essentially more of the same? Or, do they reflect a discontinuity in our nation’s history?
Were they a new sort of abuse based on something different?
Pledge:
Study guide for first exam
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Unless otherwise indicated, rely on our texts to develop answers to these questions. (I am
happy to repeat that I am not asking you to accept the views of our authors, but I am asking
you to become familiar with them. Also, be on the lookout for a paper topic. An especially
good one would be to examine further some aspect of Zinn that you question. On that front,
did you notice his presentation concerning Lincoln?!?)
When I grade, I will be looking for lots of specific examples and illustrations. Should you
provide examples that I don’t recognize and can’t find in the books, I may have to ask you to
show me what you were writing about. So, as you develop your answers, you might make
note of page references.
This is most, but not all, of the study guide. You are welcome to work with one another in
developing answers.
1. What was Charles Beard’s fundamental argument? Based on Zinn and our reading of the
Constitution, what is the support for this perspective?
2. In what ways (and correspondingly at what times) did the elites build a broader base of
support for a system that continued to support elite interests?
3. What is the “color line”? When and how was it constructed?
4. How did positive changes come about?
5. a. Explain and illustrate the concept of “US national interest,” reflecting Zinn’s perspective,
classroom discussion, and if you wish, your own view.
b. Was slavery in our national interest? Was discontinuing slavery in our national interest?
6. What is Mercantilism and what role did Mercantilist practices play in colonial and
revolutionary history?
7. In what way(s) was indentured servitude positive for the servants? How was it negative?
On balance, does it appear to you to have been positive or negative for the servants?
Feb 25-26 Fri/Sat.
HOWARD ZINN'S "MARX IN SOHO"
The premise of the play is simple: What if Karl Marx were allowed to
come back and see the world today? What would he say? Howard Zinn
answered this question with a hilarious one-man play that has been
greeted by sell-out crowds and rave reviews across the country since
1999. Performed by Brian Jones, Marx in Soho has been called "engaging
and charismatic" by the Washington Post, and LA Weekly says, "Finally,
a show by lefties, about lefties, that's no preachy polemic... Zinn
has crafted a stirring, funny play that delves into the true meaning of
Marxism." Tickets $10 (sold at door). Three performances: 8:00 PM on
Friday and 2:00 and 8:00 PM on Saturday.
Location: UT Campus, Art Building auditorium (23rd and San Jacinto)
Info: http://marxinsoho.com or (512) 731-1025.