HIST 125 Medieval Weapons & Armour Bibliography

For this assignment, you will search for five (5) websites that are acceptable for use in a college-level history research paper. UMGC library databases (for example JSTOR or other journal databases) are not allowed for this assignment because we worked with them in the Annotated Bibliography. We know that JSTOR, etc., are credible. The Webliography is designed to push you further into the internet to do the hard work of determining degrees of credibility.

Wikipedia, History.com, Thoughtco.com, Medium.com, or any other encyclopedia or wiki-type site like About.com are NOT acceptable, sites that require a subscription are additionally NOT acceptable. Write a paragraph for each website (five total approximately 200-250 words each) in which you describe the contents of each website in detail, and why you think the site is acceptable for use in an academic research paper, using the information you collected from your evaluation of the site. Look for archives, museums, libraries, and foundations.

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Complete the following for your annotated webliography:

Provide a complete citation (as you would include it in your bibliography) for the site, including the URL and your date of access. Note that the required style for this class is Chicago Manual of Style.

Homework: Was Reconstruction a Failure?

Directions: Complete the reading listed below. Then type out your answers to the questions. You should submit your answers to Canvass and be prepared to discuss your answers to these questions in class on the day they are due.


Stamp, “The Era of Reconstruction, 1865-1877”
Foner, “The Odds Against the Success of Reconstruction Were Great”
Hollitz, CH1, “Historians and Textbooks: The “Story” of Reconstruction”
Documents: 13th, 14th, 15th Amendments to Constitution
The Question:
The Era of Reconstruction lasted from just over a decade, from the end of the Civil War in 1865 to 1877. This time period was an attempt to breathe life into the meaning of the Union’s victory in that conflict and to find a way to knit the shattered nation back together. Having emancipated the slaves, the country had to define what, exactly, freedom would mean. Having defeated the Confederacy the country had to decide when, how, and under what conditions to readmit formally the defeated southern states back into the Union. Southern state governments had to decide how to build new political coalitions and fashion new publics that had to grapple with defeat in war while working to define and then protect freedom.

Your task here is to assess how well this era accomplished the monumental tasks set before it. How did the nation do in tackling all the problems laid at the feet of Reconstruction? Essential to answering this question well is to have a clear understanding of how you are defining and measuring “success” and “failure.” Complete enough of the reading to get a sense of how you want to answer this question, then write a one to one and a half page response to this question. Be sure to draw on the readings for your answer, using specific details when appropriate.What is the Good War Narrative? Define it. Who created it? Where did it come from?
~ Why is it that the story of the bombing of Hiroshima and Nagasaki fit only uneasily into this larger narrative?
What individuals and groups – at the time and afterwards – had a vested interest in presenting the atomic bombing of Japan in a good light and why?
If the United States’ decision to drop atomic bombs on Japan to bring a swift end to WWII complicates the Good War Narrative, then what other events – what other decisions did the United States make in the way that it fought World War II that also might serve to complicate the Good War Narrative? Draw up a list.
Can you think of other recent examples where historians have gotten themselves in controversy over their interpretations of the past – or can you think of other examples where the nation at large has conducted a vigorous and rancorous debate over the past and the meaning of the past?

Document 20, Susanna Haswell Rowson, “Charlotte, A Tale of Truth” (1794) [pp. 189-205]
reading found in the Eve Kornfeld, Creating an American Culture book.
2) Whitman, Leaves of Grass [excerpts]

Answer the following questions:

Kornfeld contends that sentimental novels like Charlotte contained a “subversive feminist subtext.” Is Kornfeld right about this? Is Charlotte, A Tale of Truth a secret, proto-feminist story or is it a straightforward tale embracing patriarchal and misogynistic standards of the day?
In the aftermath of the American Revolution, the Republican Elite wanted to use epic poetry to help fashion a new American culture, one which would pay particular deference to the Republican Elite themselves. [if you don’t know what “deference” means…look it up]. In Whitman’s Leaves of Grass we have a truly and uniquely American epic poem. What would the Republican Elite have made of Whitman’s Leaves of Grass? Would they have liked it or not and why? Is Whitman’s Leaves of Grass subversive in a similar way as Charlotte, A Tale of Truth?

The late 18th century and early part of the 19th century are important years in American history as there were very few precedents for what the founding fathers were trying to do with first the Articles of Confederation and then the Constitution. Their ideas were influenced by notable Enlightenment authors who embraced ideals of equality under the law and the importance of education – both of which will be only partially extended to women. The idea that men (but not necessarily women) were all equal is an Enlightenment idea and it is only incompletely realized during this time period. This is felt deeply by many educated elite women who pushed men to extend the legal rights afforded to women – particularly rights over property, legal standing and the right to vote (all things the male colonists complained that Britain had trampled on during the Revolution!). Women were celebrated for their public role during the Revolution, but after the new nation was formed they would need to carve out a niche within the new Republic. As part of your reading in the textbook make sure to note how the experience of the Revolution and the early Republic varied among different groups of women (wealthy vs. poor, colonial vs. native, and free vs. slave will all have varied responses). A local figure who isn’t included in your textbook can be found here: Alethia Browning Tanner.

Steps to complete the Assignment:

Read the sources provided below:
Chapter 3 including the Documents: Education and Republican Motherhood on pages 145-151 in your textbook.
The attached document provides a counterpoint to Rush and Murray’s arguments supporting education for women, Educating Women in the 19th century – a counterpoint to Rush and Murray.pdf.
Use this handout to help you in analyzing primary sources: How to Analyze Primary Sources.pdf. It will explain how historians evaluate and interpret primary documents.
Explore the list of women presented in the online exhibit at the National Portrait Gallery: A Will of their Own.
Write a 400-600 word essay that responds to the following questions – be sure to use examples to support your answers and demonstrate your understanding of the readings.
Although women did not have the right to vote, how were women politically active during the “Revolutionary Period” (from 1763 through the Revolutionary war). Provide examples from the textbook and the exhibit to support your thinking.
Why did men support these actions?
How did women’s political actions during the Revolutionary period help create the concept of Republican Motherhood?
How did this concept impact Rush’s and Murray’s ideas about women’s education?
How do you explain the difference between Rush and Murray’s ideas.
Your post should be 400-600 words long and use specific examples from the sources provided.

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