Review Pages
Friday 7/25/2014: Here is the exam-format for our EXAM on Monday 7/29/14.
PART I - MATCHING COLUMNS to be paired: Numbered NAMES of persons are to be matched with uniquely pertinent defining/describing phrases:10 @ 2 points = 20 pts. Here are the 10 names - use your REreading of INDEXED pages in CBCW to refresh your recollected knowledge: Clara Barton, Abraham Lincoln, Frances Gage, Dorence Atwater, Daniel Rucker, Robert Gould Shaw, Dorothea Dix, Henry Wilson, Frederick Douglass, William Griffin
PART II - 2 in-class handwritten (paper provided) ESSAYS @ 20 pts. = 40 pts. Here are the themes which you are expected to well ponder. You must provide several significant, historical facts as OBJECTIVE detailed evidence to support your SUBJECTIVE statements as you compose 2 Writing Endeavors in which you respond to these questions:
1) Why can we justifiably declare that Clara Barton is an iconic figure who BOTH was representative of her Era and Society (= mid-19th century America) AND yet may be considered symbolically relevant for our Era and Society (= early 21st-century America)?
2) Why can we justifiably declare that Abraham Lincoln was an iconic figure who BOTH was representative of his Era and Society (= mid-19th century America) AND yet may be considered symbolically relevant for our Era and Society (= early 21st-century America)?
PART III - 2 typed 1-page ESSAYS @ 20 pts. = 40 pts. as specified on p. 3 of our Syllabus: namely, THOUGHTFULLY compose, CAREFULLY type, and DEFINITELY hand in on exam-day 2 TRRRs #15 & #16 as explained below: Your best work EVER!
1) For #15: just as you have been doing all along, highlight OBJECTIVELY what grabbed your interest in CBCW pp. 349-69, and then offer SUBJECTIVE reader's response-reflections upon WHAT interested your historical imagination.
2) For #16: which covers CBCW pp. 373-82 - the Epilogue on Clara's Lecture Circuit experiences: Compose your reader's response-reflections on WHAT strikes you NOW, having finished Stephen Oates' biography, that has deepened your perspective on Clara and her accomplishments in Civil War society IN CONTRAST TO when you read these same pages more than 3 weeks ago.
***
For your TRRR #14 due on Monday 7/28 on LPB pp. 130-37, this is what I require: CHOOSE 2 Lincoln Quotations and OBJECTIVELY explain their intended meaning, and then SUBJECTIVELY express your reader's response-reflections on your chosen Quotations as particularly meaningful to you from you personal perspective.
December 2013 - Selected Pages from TROS and Co. "H"
Exam Date & Time = Thursday, Dec. 12 @ 2 p.m. EXAM FORMAT:
PART I: Sam Watkins - in-class handwritten ESSAY @ 20 pts. based on COMPANY AYTCH p. 204: "[They all fought at the battle of Franklin, Tennessee, and now are] dead! They sleep in the ... and forever.": the essay-question topic will ask you to present, with briefly quoted phrases from memory, how Sam examined/understood their deaths within a faith-perspective expressing hope: "... we will meet again ... in [our] eternal home."
PART II: Drew Gilpin Faust - in-class handwritten ESSAY @ 30 pts. based on THIS REPUBLIC OF SUFFERING - your choice of 1 out of 2 topics:
1) Walt Whitman: upper123-bottom124: "Walt Whitman may have ... appears to the soul.'" & see photo on 125 + mid261-mid262: "[William] Fox [in his research published as Regimental Losses in 1889] articulated a dilemma ... suffer and die." The essay-question topic will ask you to explain, with briefly quoted phrases from memory, how Walt 1) acted as "a tireless hospital visitor" and 2) cherished the 1000s of sick, wounded, and dead Union soldiers as both innumerable and individual.
2) Clara Barton: mid212-top217: "The war's work of ... in four dark years." & see photo on 218: the essay-question topic will ask you to explain, with briefly quoted phrases, how Clara 1) acted as a "Friend of the Missing Men" and 2) participated, thanks to Dorence Atwater, in the establishment of a national cemetery in 1865.
PART III: Your TYPED ESSAY @ 50 pts. - within 2 pages, minimum of 1 1/2 - in 12 pt. font, double-spaced - at the TOP of the page, in one line, Your Name AND a THEMATIC TITLE - and indent your paragraphs. PROOF-READ for spelling, grammar, etc. for your PERFECT culminating essay!
1) Topic-option #1: REread Walt Whitman's poem "When Lilacs Last In The Dooryard Bloom'd" + in TROS: top 159-mid161: "In the weeks after ... finest exemplar.": Compose an Essay in which you explain, with briefly quoted phrases from BOTH, how Walt's poem evoking the death of Lincoln AND the deaths of the "soldiers North or South" expresses the national voice of mourning.
2) Topic-option #2: REread Herman Melville's poem "On the Slain Collegians" + in Co. Aytch: top213: Sam is quoting others here: "The United States ... West." "We are one and undivided." + upper213-215 The End: "ADIEU [= French, "Goodbye" - lit. "To God"] My kind friends - ... disappears forever." Compose an Essay in which you explain, with briefly quoted phrases from BOTH, how Melville's poem evoking the deaths of idealistic young men "from the North and ...from the South" AND Sam's closing section of his Memoir express shared, heartfelt themes.
Oct. 7, 2013: Exam Format for MIDTERM on 10/9/13 @ 100 points -
PART I - Required in-class informal ESSAY - Objective - 1-2 pages written on lined-paper provided @ 30 points: REread in TROS the RevPP 15-17 & 30-31 + the Sullivan Ballou letter thinking about the following:
Given the enormous cultural value placed on the GOOD DEATH (= ars moriendi = "the ritual of dying" in a domestic setting = home with family & friends) in 19th-century American society (influenced by Bible-based, Victorian conventions), examine the socio-religious importance of Condolence Letters sent to the home-front from the battle-front and military hospitals by the dying soldiers themselves or by their care-givers (nurses, doctors, ...) or by their comrades-in-arms and friends. AND so, you will compose an Essay in which you 1) EXPLAIN the 4 traditional components of the Condolence Letter genre AND 2) ILLUSTRATE these with specifics from Ethelbert Fairfax's letter to James Montgomery's family AND from Sullivan Ballou's letter. You must incorporate brief quotations from both letters in support of your ideas regarding the 4 genre-components of the typical Civil War condolence letter.
PART II - Choice of 1 out of 3 ESSAY-topics - Objective - at least 1 solid page of lined paper - @ 20 pts.:
#1 - REread in TROS the RevPp 54-55 + Lincoln's Second Inaugural Address: You will compose an Essay in which you EXPLAIN the religious/biblical interpretation of "the great contest" = the American Civil War as expressed by Abraham Lincoln in his presidential Address of March 4, 1865 AND by Aunt Aggy in her remarks to Mary Livermore. You must incorporate brief quotations from both to support your ideas.
#2 - REread in TROS the RevPp 87-89 + Mary Livermore's account of her activities: You will compose an Essay in which you EXPLAIN the socio-philanthropic role of the United States Sanitary Commission (USSC) specifically regarding its "increasingly significant role in burials and in handling the dead" (DGF). You must incorporate historical facts/specifics from TROS as evidence to support your ideas. AND you must also include brief quotations from Mary Livermore about her charitable efforts as an auxiliary person for the USSC in Illinois, her home-state.
#3 - REread in TROS the RevPp 99-101 + Lincoln's Gettysburg Address of Nov. 19, 1863 (The 150th anniversary is NEXT month - many national celebrations!): You will compose an Essay in which you explain how the establishment of the Soldier's National Cemetery at Gettysburg, Pennsylvania, "signaled the beginning of a new significance" for the "honored dead" in American "public life" (DGF) - not just in private, domestic, local-community settings. You must incorporate historical facts and brief quotations as evidence in support of your ideas.
PART III - You will compose a TYPED 2-page Essay - 12-pt. font, double-spaced, with ONLY your name and a descriptive title at the top - in which you incorporate details from Louis May Alcott's HOSPITAL SKETCHES, RevPp upper86-mid93: "Hardly was I ... no night." in order to explain and illustrate how her narrative account of John the Virginia blacksmith's dying-moments and final passing actually depicts an exemplary GOOD DEATH as 19th-century Americans would have wished it to be under such circumstances as being in a military hospital far from domestic comfort and familial care and love. You must incorporate brief quotations and narrative details to support your ideas. This is due by 12noon, Friday, Oct. 11th - either as an email Attachment or a paper-copy dropped of at my office in the Philosophy Dept. - 279P.
Oct. 2, 2013: Review Pages for our Exam #1 from TROS & HS + handouts:
- from THE REPUBLIC OF SUFFERING, Drew Gilpin Faust:
- "Dying" - Ch.1: mid15-bottom17: "Remarkably similar ... last utterances." + Sullivan Ballou's letter
- mid30-end31: "Civil War Americans ... such devastation."
- "Killing" - Ch. 2: upper54-upper55: "In March 1865 ... a human right." + Abe Lincoln's 2nd Inaugural Address
- "Burying" - Ch. 3: mid87-mid89: "In the North ... body home." - on the U.S. Sanitary Commission's endeavors + Mary Livermore's autobiographical summary of auxiliary activities
- upper99-upper101: "In 1862, in response ... powers from the people.'" + Abe Lincoln's Gettysburg Address
- from HOSPITAL SKETCHES, Louisa May Alcott:
- upper-end93: "Hardly was I ... no night.": Nurse Periwinkle's efforts on behalf of, and her emotional observations of, John the Virginia blacksmith, including especially their conversation - and also her narrative about how John's friends and hospital-comrades regard him and respond to his death as well as what she narrates at the time of his passing, with the concluding phrases of religious nuance.
TUESDAY 5/4/04 - As I said in class this morning, the Format for our Final Exam is found below, after p.2 (= the review pages for MT's RIt). So, scroll down from here until you come to FINAL EXAM Format, which, for those of you who were in class today, expands on what I described to you.
Thursday 4/29/04 - Folks, here is the first installment of the Review-Pages for the Final Exam focussing on SR's AFL. Please begin to review these pages starting tomorrow! Friday 4/30. I haven't yet made my selection of pages from MT's Roughing It, but these I'll type into this web-page by tomorrow sometime - or Saturday a.m. at the latest; I'll come to my office Sat. morning to use Front Page for my web.mnstate.edu/czynski.. And, of course, we'll have our RETROSPECTIVE as scheduled in the Syllabus next Tuesday 5/4/04.
A Frontier Lady
- 78: JR's quotation; materialism vs. idealism
- mid84-mid86: life in Weaverville - a house & a store - SR's observations on & encounters with the miners
- mid86-top88: on the 49ers - their "sounds of discontent and sadness"
- 93-97: the flood on Sacramento - how people coped: the good, the bad, and their challenges
- 99-mid102: at Montgomery House and in Chinatown in San Francisco: SR's encounters with strangers
- mid103-104: SR's feelings/thoughts about the church congregation
- 107-mid108: Prof. RHG's Introduction to MORALS
- 108-top110: SR on the "dark pictures" of California's "modern, civilized society"
- bottom114-top119: examples of "dark pictures" in "domestic life"
- 123-top124 + 126: "my first California spring" - motherhood and piety - inward prosperity
- bottom128-mid130 + 132-top133: SR's domestic ingenuity = transforming the ordinary = improvising as a dutiful/devoted wife/mother
- 138-140: the last 2 moves (= "removals"), then 12 years in California's Sierra Nevada Mountains ... "And so life rolled on ..." = SR's summing-up
* * *
So, Folks, that's all from Sarah Royce's autobiographical narrative.
*** Greetings, Folks - It's been a hectic day - Friday - and I have to attend a gathering in 7-8 minutes (it's 4:24 p.m.), so I haven't had a chance to work on my selection of pages from MT's RIt. I'll have to come to my office tomorrow in the a.m. (after I get my usual dose of Saturday-morning cartoons - RECESS and Hey, ARNOLD) - and thus I expect to type it all into this page by NOON tomorrow, Saturday. Have a sunny-nice weekend! KCz
*** Good Morning, Folks! It's 11:48 a.m. and Lizzie Maguire and The Proud Family were enjoyable. ... OK, to work! Here's what I propose: Given that you have written several 1-pagers since mid-semester on topics derived from MT's RIt, I've selected a modest number of pages for your/my rereading and my exam-designing. So, here they are:
- from MT's PREFATORY: lines 1-5 up to "... with science." + the second paragraph = the P presents MT's intentions & prospective accomplishment
- from Ch.42: 271-75 up to "... world before." + bottom276-top277 from "My two ..." to "... demanded it." = MT's early experiences within the social context of California's journalistic milieu
- from Ch.57: 391-92 = California's mining towns - their fate - with their " curious population" + 393-95 = on women among the 49er miners
- from Ch.78: 532-36: San Francisco - a new career-option - "The Audience Carried" - "All's well that ends well."
- from Ch.79: 537 up to "... bodies through." + 542 from "When I ..." to "... the operation." = MT as lecturer and author and world-traveller
Well, thaaaaat's all folks! 12:10 p.m. (Whew!)
P.S. PLEEEEEASE REread attentively so that you are KNOWLEDGEABLE about details/facts which will give substance to your essay-responses in the Final Exam. General statements need support. Needless to say, our Retrospective should be helpful as well. :-) KCz
TUESDAY 5/4/04 - So, here is the FINAL EXAM Format, as presented in class this a.m.:
PART I - you will choose 3 out of 5 short essay-questions @ 5 pts. all derived from Sarah Royce's A Frontier Lady. = 15 points
PART II - you will choose 2 out of 3 short essay-question @ 5 points all derived from Mark Twain's Roughing It. = 10 points
PART III - you will choose 3 out of 4 QUOTATIONS: 2 will be from SR's AFL and 2 will be from MT's RIt - selected from the review pages and @ 2 pts. = 6 points. The quotations will be a few sentences, and there will be one or two questions focussed on a given quotation to which you will respond in a concise paragraph. In general, you will be expected to explain the meaning of the quotation, and I'll select worthy quotations which are thematic in content - that is, the meaning of the quoted words may convey a psychological or social or personal or spiritual or ... theme. I haven't made my choices yet, but they should be interesting!
PART IV - for the typed Essay-Question due on the day of the exam, only 1 to hand in @ 9 points. The topic is open-ended - that is, working with Mark Twain's Roughing It, compose an essay, within 2 typed pages, in which you highlight the struggle between Good and Evil on the Wild West Frontier. This theme occurred to me, as I stated today, when I was reading pp.107-108 in AFL: "The frontier ... was the [grand "cosmic" theatrical] stage for an elemental struggle between good and evil." So, substantiate your statements - give textual support to your ideas - by quoting from MT's book, or by paraphrasing selected passages, where MT gives his "resting readers" a vivid sense of the clash of moral values in the Wild West. He narrates episodes and describes notorious characters and incidents where ethical judgements [= GOODness] are suspended/ignored in favor of impulsive, thoughtless, cruel, and otherwise morally unacceptable deeds [= EVIL conduct].