Hard copies of the essay, metaphor, or video write-up are due at the start of class and mid-terms turned in after the start of class will be marked down 10% for every business day it is late. See syllabus for deduction policy



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History 109 Mid-Term 2

Students will select ONE of the three options below and submit required items by the Mid-Term due date. See syllabus for date of Mid-Term 2. Hard copies of the essay, metaphor, or video write-up are due at the start of class and mid-terms turned in after the start of class will be marked down 10% for every business day it is late. See syllabus for deduction policy.


The Essay and Metaphor options focus on the following Student Learning Outcome from the syllabus:

7. Summarize the basic principles of the Constitution and the Bill of Rights, and compare and contrast the arguments of the Federalists and Anti-Federalists, relating their arguments to the rise of the first two party systems and to current American politics.


Essay Option

Underline your thesis statement and essays should have an introduction (who, what, where, and when), thesis statement, supporting paragraphs, and a conclusion. The essay is worth a total of 30 points which will be scaled to 100 points.
You should be using Oakes, Voices, and hand-outs distributed in class as the key components of your essay. The instructor will discuss the Grading Rubric in class. Your essay must be submitted to turnitin.com in order to get a grade.


  1. Given the current economic problems, what would the Federalists (Hamiltonians) and Anti-Federalist (Jeffersonians) support or not support in the Obama administration’s domestic agenda or the Republican Party’s domestic agenda? Why? Whose view on governing, Federalist or Anti-Federalist, do you gravitate toward and why? Include a discussion comparing the differing views on government from the Federalist and Anti-Federalist side with the current events and policies of either the Obama administration and Democrats or the Republicans. You must include a discussion of both the Federalist and Anti-Federalist viewpoints. In answering this question, you may use outside sources, but ALL sources must be cited in parenthetical footnotes or in-source citations. Student will also include all sources in a bibliography at the end of the essay.

OR

Metaphor Option



  1. Create a metaphor for the Federalist versus Anti-Federalist debate. Utilize required readings, hand-outs discussed in class, and notes to bring together details of the Federalist and the Anti-Federalist debate and unfolding events in the formation of the two-party system in the U.S. You will create an 8 ½ x 11“ poster with your visual metaphor and write a standard essay with the following:




    1. Introduction with a thesis statement (your thesis statement is your metaphor).

    2. Supporting paragraphs explaining the different details of your metaphor. Make sure you include 6 details from the Federalists and Anti-Federalist debate.

    3. Concluding paragraph.

    4. You essay will also be graded on the Grading Rubric discussed in class. Both your metaphor concept and execution will be factored into the grade. Students will submit the write-up to turnitin.com.

    5. Students will present his/her metaphor on the Mid-Term 2 day.

In answering this question, you may use outside sources, but ALL sources must be cited in a parenthetical footnote or in-source citations. Student will also include all sources in a bibliography at the end of the essay.


OR

Video Option

3. In place of H-109 Mid-Term 2, a student can create a 3 to 4 minute video focused on a time period from the American Revolution through the 1820s. Read the required readings in Oakes and Voices before undertaking this project. The video will highlight one of the following Student Learning Outcomes in the syllabus:


5. Discuss the relationship between the Seven Years War and the sequence of events culminating in the American Revolution.

6. Examine how the American Revolution defined the political, social, and economic characteristics of life in the early national period.

7. Summarize the basic principles of the Constitution and the Bill of Rights, and compare and contrast the arguments of the Federalists and Anti-Federalists, relating their arguments to the rise of the first two party systems and to current American politics.

8. Trace the course of western territorial expansion, and explain its effects on foreign relations, Native American Indians, . . . and the development of sectionalism.

10. Compare and contrast changes in regional economic development, [specifically slavery], illustrating how these changes impacted different groups within American society.
This is an individual project. Students may help each other out, but each student will post one video to youtube and e-mail the youtube url to the instructor. The assignment is worth 100 points and must contain all the following sections.


  1. A write-up specifying the objective (you create this) and which Student Learning Outcome the video highlights (one paragraph). Also, three paragraphs describing what the video is all about. What do you want the viewer to learn? What are the main points of the video? (10 points)

  2. The content must be factually and historically accurate. Images must be appropriate for the time period or convey the objective of the video. The video must also be an original creation. Music, speeches, and other primary source can be used, but the concept and execution must be the student’s own ideas. (60 points)

  3. Visual and aesthetic appeal. (20 points)

  4. Posted to youtube, e-mailed url to the instructor, and is accessible to the class. (10 points)

Students can be as creative as possible, but the video is based on historical content and themes covered in our History 109 class.


Students will submit the file to youtube by the Mid-Term due date, which is the same as the essay and metaphor and submit a hardcopy of the write-up to the instructor. Late videos and write-ups will be deducted 10% for every business day it is late.


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