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Please provide your GSI with blank, unmarked exam books prior to the exam. [Bring them to section or lecture the week of November 26, to your GSI’s review session during RRR week, or to my office in 101 Stephens Hall.] If you think you will need two exam books, please provide us with two. Please bring standard size exam books – 8 ½ x 11.
The final exam will require you to answer two essay questions, one from Part I and one from Part II. Part I will be cumulative – it will ask you to consider the course as a whole, and Part II will be based on the material covered throughout the second half of the course. Your answers must be argumentative essays, i.e. they must consist of an argument (thesis statement) which is supported with concrete and specific evidence drawn from lectures and reading and include a conclusion or brief summary. (Each essay will be worth 50 points, for a total value of 100 points).
Themes, issues and events: In addition to material presented in the first half of the course, which you will need to demonstrate knowledge of in the cumulative essay question, make sure to consider the following material presented in the second half of the course: The Enlightenment, revolutions in the Atlantic World, industrialization, class conflict in an industrial age, industrialization and imperial expansion, different expressions of nationalism, the age of “high” imperialism, the “Great War” (WWI) and its consequences, the Great Depression, World War Two, decolonization in Africa and Asia, the rise of the United States to global power, the Cold War and its legacies, “globalization.”
To prepare for the essay questions that you will see on the final exam – consider the following:
Question
-This class has asked you to consider how historians use different sources to arrive at an understanding of how people who lived “the big changes” understood those changes. This requires that you cultivate an understanding of the context in which sources were created so that you can explain outcomes in the lives of the authors or protagonists (if the source is a novel) in terms of social processes and historical facts. (For example, how did early sixteenth-century events and circumstances in the Andes shape the way that Titu Cusi Yupanqui, an heir to the Inca empire, described those events in a way that allowed him to make a claim to power and legitimacy in the present?) What social processes and historical facts shaped the lives of the characters in the novels Train to Pakistan and The Inheritance of Loss? Jamaica Kincaid’s critique of Antigua’s past and its present? The lives of the characters in the film The Cup (Phorpa)?
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