ASHFORD HIS 204 Week 1 DQ 1 The History of Reconstruction
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a. Were the goals of Radical Reconstruction feasible ones? b. Is it possible to transform a society drastically by government action, or might attempts to do so prove counterproductive? c. Would a more gradualist approach to extending rights to and establishing freedom for African Americans have been more successful? d. What would be the costs and dangers of such an approach? Review the following video about the differences between primary and secondary sources, and how to find both in JSTOR: a. JSTOR primary and secondary sources When responding to the questions, draw from at least TWO of the following primary sources and specifically cite them in your post: a. Speech in the Senate b. Northern teacher to the Freedmen’s Bureau commissioner c. The Ku-Klux d. Civil Rights Act Also, draw from the material in ONE of the following films: a. What is freedom? b. Slavery by another name Your initial post should be no fewer than 200 words in length, which does not include works cited or the questions being answered. It should address all of the components of the question in a way that demonstrates independent, critical thought and command of the required material. It should not merely repeat the material in the textbook or other sources, but should use that material as the basis for an idiosyncratic interpretation of the topic. All sources need to be cited using proper APA format. If you borrow wording from a source, the wording absolutely must be marked as a quotation. In addition to your initial post, you should respond substantially, in posts of no fewer than 100 words, to at least two classmates and contribute to their analysis of the topic. When responding to classmates, you should refer to the material from one of the sources which you did not reference in your initial post. Identify important points which they may have missed which either support or challenge their interpretation. Explain how their views have made you rethink your own conclusions or offer perspectives which might help them regard the topic in a different way. Feel free to ask probing questions of your classmates, but, if you do, offer your own interpretation. That is, don’t just respond, “What do you think of X, Y, and Z?” Instead, respond, “What do you think of X? I think W because of V, U, and T. On the other hand some might point to S and R.” In short, the ideal response to a classmate would involve you encouraging a classmate to see things from a new perspective, even as you clarify and develop your own thoughts as well.