Professor Richard Weiner
Office: CM 205
Office Hours: by appointment. Contact me to schedule a time.
Office Phone: (260) 481-6692
E-Mail: weinerr@ipfw.edu
Fall Semester, 2009
History 105: American History to 1877
DISTANCE LEARNING COURSE
COURSE GUIDE:
INCLUDES ALL COURSE INFORMATION/CONTENT
Content of this course guide:
Section 1. Course Information, Materials, and Requirements
Section 2. Exam Information and exam study guides
Section 3. Written Assignments
Section 4. Prof. Weiner’s Lecture Outlines for the Entire Semester
SECTION 1. Course Information and Requirements
Contact Information: I encourage students to contact me if they have any questions or concerns about any aspect of the course. Communications sent via E-mail <weinerr@ipfw.edu> will be responded to quickly. The telephone (office phone, listed above) is another way to contact me. If I am not in my office you can leave a message and I will return your call. You can also come to see me in my office during office hours. If my office hours are inconvenient another time can be arranged. Since students’ tests will be mailed to their home address automatically, it is not necessary to contact me to obtain your exams. Assignments are returned automatically too since they are submitted on-line via blackboard. For distance learning questions that do not pertain specifically to this course I suggest that you contact the Distance Learning office (260-481-6111).
Course Requirements: Class requirements are 3 exams and 4 (fairly short) written assignments (all written assignments are based entirely on Reading the American Past, a course text). There are no additional requirements.
1. Exams: There are 3 exams, each of which is worth 1/4 of the class grade. Hence the exams combined are worth ¾ of the course grade (see detailed exam descriptions and study guides below in section #2).
Exam dates:
Exam # 1: 24 September through 3 October
Exam #2: 27 October through 7 November
Exam # 3: 9 December through 19 December
Exam make-up policy: Makeup examinations may or may not be given at the instructor's discretion. A makeup will be given if the instructor is convinced that a student's absence from the scheduled examination was unavoidable. It is the student's responsibility to request a makeup.
2. Written assignments: You are required to complete four written assignments. ¼ of the course grade is based on your average grade on these four assignments (see detailed instructions below in section #3).
Written Assignment due dates (you may submit assignments before due date):
Assignment #1: 22 September
Assignment 2: 20 October
Assignment 3: 10 November
Assignment 4: 5 December
Late assignment policy: Late assignments will only be accepted for one week after the due date. After the week has expired, no more late assignments will be accepted. Late assignments are penalized 10 points (one letter grade for the assignment).
There is NO Quiz REQUIREMENT for Distance learning students.
Extra credit: There is no provision for extra credit in this course.
Grades: the examinations and written assignments total 400 points. Course grade will be determined on the following scale:
368-400: A; 360-367: A-
352-359 B+; 328-351 B; 320-327 B-
312-319 C+; 288-311 C; 280-287 C-
272-279 D+; 248-271 D; 240-247 D-
0-239 F
Letter/percentage points equivalence for individual exams and assignments: (example with “B” grade range) B-=81; B=85; B+=89.
Required Texts:
1. Michael P. Johnson, Reading the American Past: Selected Historical Documents (vol. 1: to 1877) Fourth Edition, Bedford/St. Martin’s, 2009.
2. Michael P. Johnson, et. al., The American Promise: A History of the United States (vol. 1: to 1877), Fourth Edition, Bedford/St. Martin’s, 2009.
Purchasing Course texts: purchase at the University Bookstore, which is located in Kettler G10. The bookstore’s phone number is (260) 483-6100. You can also purchase the course materials on-line. Follow the links from the bookstore’s WEB page. Another option is to go directly to: efollett.com
Audiovisual Material: History 105 Lecture Sessions. Access lectures on internet via Blackboard (two video-lectures will be uploaded on Blackboard every week) or on TV, depending which class section you are enrolled in.
Course Description: Through lectures, readings, and assignments this course introduces students to social, political, and economic developments in American History from the age of discovery to 1877. This course counts toward fulfillment of the General Education area III requirement.
Course Learning Outcomes:
Upon successful completion of this course students will be better able to:
1. Interpret major developments in U.S. history to 1877.
2. Connect events and explain the relationship between them.
3. Analyze information and arrange it in a coherent overview
4. Assess source material and analyze its meaning.
5. Appreciate the diversity of American experiences.
Assessment of Course Learning Outcomes via exams and written assignments which requires students to:
1. Analyze major historical developments such as colonialism and revolution, slavery and emancipation, and war and reconstruction (on section “B” of exams).
2. Analyze the effects of historical events and actors (on section “A” of exams).
3. Write analytical and well organized historical essays (on section “B” of exams).
4. Analyze and interpret primary historical documents (on written assignments).
5. Compare and contrast the experiences of diverse American groups (on section “B” of exams and on written assignments).
SECTION 2. EXAM INFORMATION/STUDY GUIDES
There are 3 exams. Each exam is worth 1/4 of the final course grade.
Exam testing sites:
1. Exams taken at ACCS Testing Services, which is located in room 232 B Kettler Hall, at IPFW. You must contact the testing center (260-481-6600) to schedule a specific exam date and time. Schedule your exam time early because space is limited. Bring a photo ID.
2. For special circumstances (especially students who live far away from IPFW) students may be able to take proctored exams in their own community. Proctored exams are often given in libraries and schools. Contact Distance Learning at IPFW to locate local proctor sites. Proctored exams must be scheduled through Distance Learning at IPFW.
Test times:
Monday: 10 AM: 1 PM; 3 PM; 5:45 PM
Tuesday: 10 AM: 1 PM; 3 PM; 5:45 PM
Wednesday: 10 AM: 1 PM; 3 PM; 5:45 PM
Thursday: 10 AM: 1 PM; 3 PM; 5:45 PM
Friday: 10 AM; 1 PM
Saturday: 9:30 AM
Sunday: Closed.
Test Dates:
Exam # 1: 24 September through 3 October
Exam #2: 27 October through 7 November
Exam # 3: 9 December through 19 December
Exam make-up policy: Makeup examinations may or may not be given at the instructor's discretion. A makeup will be given if the instructor is convinced that a student's absence from the scheduled examination was unavoidable. It is the student's responsibility to request a makeup. Requests for make-ups must be made very promptly. Late requests (more than a week after the scheduled exam) will automatically be rejected.
Exam Description and Instructions: All exams have exactly the same format. The only difference is the content. Exams have two sections, A (terms) and B (essay). Each section is worth half your exam grade. You are required to include information from lectures and texts (especially American Promise) on your exam. The only thing that you need to bring to exams is a pen or pencil to write with. An exam booklet will be provided for you to take your exam. You may NOT use any notes when taking the exam. You will have 75 minutes to take the exam. Answer exam questions with complete sentences. However, if you find that you are running out of time you should switch to outline form. It is MUCH better to finish in outline form than to stop before you have completed the exam.
Explanation of Section A of Exams: Terms. Seven terms from exam study guides (see below) will be included on each exam. You will be required to answer four of the terms. Include content from lectures and texts (especially American Promise) in your answer. Strong answers will include main points and specific information from lectures and the textbook.
Answers to terms have 2 parts:
· 1) Description of the term: A description provides answers to the “W” questions: who/what is the term? Where did the term take place? When did the term happen? Successful answers include specific and detailed historical information.
· 2) Explanation of historical significance of the term: How and to what extent did the specific term affect the course of history? An effective analytical strategy to answer this question is to consider a term’s social, economic, and political significance. (However, in some instances a term may not have all three.) Another acceptable strategy is to list as many ways a term shaped history as you can.
· While quantity is by no means the only ingredient in an effective answer, successful answers to a term often require a full single-sided page in a blue book or more.
Explanation of Section B of Exams: Essay. Each exam study guide includes two or three essay themes. On your exam there will be one essay question, based on one of the study guide essay themes. Hence unlike section A of the exam, you WILL NOT have a choice on section B. There will be one essay question, and you will be required to answer it. Essays are evaluated on the following criteria:
· 1) Thesis. Simply put, the thesis is your main argument. The thesis is a concise response to the essay question. Put your thesis in the introductory paragraph. An effective thesis is usually argumentative. An effective thesis is also perceptive and demonstrates a strong grasp of the subject matter.
· 2) Content. The content is the historical facts and evidence that you use to support your thesis in the body of the essay. You are expected to provide a detailed account that includes specific historical events and developments. The more specific content you include the better. If you provide a large amount of historical content your answer will be complete. Conversely, answers that have limited content are incomplete. You are required to include relevant information from lectures and the assigned texts.
· 3) Style. Style refers to how well the essay is organized. Develop and organize your essay in a way that is easy for the reader to follow and also emphasizes your main argument.
EXAM #1 STUDY GUIDE (Exam 1 is based on chapters 1-5 in the course texts and the corresponding lecture material.)
Section A: Terms (7 of these exams will be on the exam. You will be required to answer 4 of them)
Arawaks (Tainos); Aztecs(Mexica); Algonquian Indians; League of 5 Nations (Iroquois); Opechancanough; Christopher Columbus; Hernando Cortes; John Smith; William Penn; John Winthrop; Precious metals; Sugar; Tobacco; Fur Trade; Mercantilism; Navigation Acts; Triangular Trade; indentured servants; Head-right system; slavery; Spanish Re-Conquest of Spain; Pequot War; Bacon’s Rebellion; King Philip’s War
Section B: Essay Themes for Exam 1 (an essay question based on one of these themes will be on the exam)
· Compare and contrast the course, style, and consequences of English and Spanish Colonization (chaps. 2, 3, 4, 5)
· Compare and contrast Britain’s New World Colonies, including the New England Colonies, the Middle Colonies, the Southern Colonies (including the “upper” South Chesapeake region and the “lower” South), and Caribbean Colonies (chaps. 3, 4, 5)
EXAM #2 STUDY GUIDE (Exam 2 is based on chapters 6 through 10 of your course texts and corresponding lectures.)
Section A: Terms (7 of these exams will be on the exam. You will be required to answer 4 of them)
French and Indian War; Pontiac’s uprising; John Locke; Sugar Act; Stamp Act; Townshend Duties; Boston Massacre; Boston Tea Party; Coercive Acts; First Continental Congress; Declaration of Independence; Articles of Confederation; the Constitution; Shays’ Rebellion; Whiskey Rebellion; Alien and Sedition Acts; Jay Treaty; Louisiana Purchase; Agrarian Republic; Alexander Hamilton; Thomas Jefferson; Thomas Paine; War of 1812; Missouri Compromise; Tecumseh and Tenskwatawa; Monroe Doctrine
Section B: Essay Themes (an essay question based on one of these themes will be on the exam)
· Analyze the causes and consequences—particularly for different races, classes, and genders—of the American Revolution from the 1760s through the Ratification of the Constitution (chaps. 6, 7, 8)
· Examine the conflict between Federalists and Republicans from the 1790s through the 1810s (chaps. 9, 10)
· Examine America’s international relations from the Seven Years’ War through the War of 1812 (Chaps. 6-10)
EXAM #3 STUDY GUIDE (Exam 3 is based on chapters 11 through 16 of your course texts and corresponding lectures.)
Section A: Terms (7 of these exams will be on the exam. You will be required to answer 4 of them)
Wilmot Proviso; Manifest Destiny; Free labor Ideology; William Lloyd Garrison; Compromise of 1850; Kansas-Nebraska Act; Cotton; Seneca Falls Convention; Lowell Factory System; Tariff of Abominations; The Bank War; William Sherman; John Brown; Ku Klux Klan; Dred Scott; Share Cropping; Mexican-American War; Black Codes; 1867 Reconstruction Acts; Compromise of 1877; Freedmen’s Bureau; Emancipation Proclamation; Charles Sumner; 14th Amendment; 15th Amendment; Nat Turner; Frederick Douglass; Trail of Tears; Homestead Act; the Gold Rush
Part B: Essay Themes (an essay question based on one of these themes will be on the exam)
· Sectional Conflict between North and South (chaps. 11-14)
· The course and consequences of Western expansion (particularly its impact on a wide array of groups) (chaps. 11-14)
· The consequences of the Civil War and Reconstruction for a variety of groups in Southern society (chaps. 13, 15, 16)
SECTION 3. Written Assignments
Assignment Description: There are four written assignments. Your average score on the four assignments is worth ¼ of your final course grade. Assignments are based entirely on your course text Reading the American Past (Selected Historical Documents). At the very end of each chapter there is a group of four or five questions called “Comparative Questions.” (The page numbers of the “Comparative Questions” are listed in the Table of Contents.) These questions require you to compare and contrast documents in the chapter. For all four assignments you are required to answer “Comparative Question” #2 from each assigned chapter.
Assignment 1: Answer comparative question #2 in chapters 1, 2, 3, and 4.
Assignment 2: Answer comparative question #2 in chapters 5, 6, 7, and 8.
Assignment 3: Answer comparative question #2 in chapters 9, 10, 11, and 12.
Assignment 4: Answer comparative question #2 in chapters 13, 14, 15, and 16.
Assignment Requirements:
Documents examined in answer: There are 5 documents in each chapter. Some comparative questions specify which documents you are supposed to discuss. In these instances, ONLY analyze the documents the question asks you to discuss. However, other comparative questions DO NOT specify which documents you should discuss. In these cases, you should discuss ALL the documents in the chapter.
Document Format: At the start of your paper include your name. But the headings for each answer after the first answer in your assignment should only include the chapter number (for example: “Chapter 5”). Assignments must be typed and double-spaced and use size 12 font. Quotations: You may use brief quotations, but they are not required.
Length: Each answer must be between one and-a-half and two pages long. Hence each assignment (which consists of 4 answers) is 6-8 pages long. ASSIGNMENTS THAT ARE SHORTER OR LONGER THAN THE REQUIRED LENGTH WILL BE MARKED DOWN.
Submission: submit each assignment as an attachment via blackboard as one Word document.
Good answers will:
1. Start with a very brief—one sentence (two at most)—overall response to the comparative question.
2. The remainder of the answer should be an analysis of the documents. Do NOT include a conclusion.
3. Fully answer the entire question (sometimes questions have more than one part).
4. Include specific content from the documents relevant to the question.
5. Demonstrate the student’s comprehension of the documents and the issues raised in the question.
6. Be written in clear prose and organized effectively.
7. Quotations are not required. I have received many “A” papers without them. But you may use quotations if you like. If you do use quotations, keep the quotations short. Document quotations simply by putting the page number of the quote in parentheses. No need to list the title since I know the book you are using.
General Writing Tip: Don’t just summarize the documents. Rather, focus on information from the document that is relevant to the comparative question.
Help in Writing Assignments: Class discussions will cover the documents in American Past. However, discussions will focus on the “Questions for Reading and Discussion” at the end of each document, not the “Comparative Questions” at the end of the chapter (that you are required to answer). Nevertheless, these class discussions should help you to understand the documents and thus aid you in answering the “Comparative Questions.” If you need more guidance on written assignments you may contact my assistant Eve Eiler via e-mail: <eileea01@students.ipfw.edu>. Also, feel free to contact me directly if you like. Both of us make an effort to respond to e-mails promptly.
Written Assignments Due Dates:
Assignment 1: 22 September (you may submit assignment before due date). Last day for late submission: 29 September.
Assignment 2: 20 October (you may submit assignment before due date). Last day for late submission: 27 October.
Assignment 3: 10 November (you may submit assignment before due date). Last day for late submission: 17 November.
Assignment 4: 5 December (you may submit assignment before due date). Last day for late submission: 12 December.
Late assignment policy: Late assignments will only be accepted for one week after the due date. After the week has expired, no more late assignments will be accepted. Late assignments are penalized 10 points (one letter grade for the assignment). Submit late assignments via blackboard (just like on-time assignments).
Plagiarism means copying some else’s work, or presenting someone else’s words or ideas as if they were your own. If you plagiarize you will earn zero points for the assignment (a zero is much lower than a grade of “F,” which earns 55 points). So make sure you do your own work on this assignment.
SECTION 4. Professor Weiner’s Lecture outlines
These outlines highlight main lecture themes. (The textbook chapters that correspond to the lectures are listed as headings in bold capital letters. However, these are NOT chapter outlines.) Lectures frequently include material that is not in the textbook. Thus, the contents of the lectures and the textbook are complementary, not repetitive. You are required to include information from both the lectures and the texts on your exams.
1. ANCIENT AMERICA, BEFORE 1492
1. No Indians exist before 1492
· 1992 Meeting of Indians from all over Americas on the 500th anniversary of Columbus’s “discovery.”
· Absence of Pan-Indian identity prior to 1492
· The construction of Indian identity over centuries
· One thing that does unify indigenous people, however: their isolation from Europe, Africa, and Asia and therefore their lack of immunities to diseases brought to the New World by Europeans
2. First Americans
· Rejection of the cultural diffusion model
· Waves of migrations 10,000 to 20,000 years ago.
· Big game hunters cross the Bering Strait (between Alaska and Russia) during Ice age
3. Americas in 1492
Population: 80 million (4 million in present day United States)
Classification of societies
· Sedentary Imperial Peoples: Aztecs, Incas
· Sedentary Non-Imperial Peoples: Arawak (Tainos), Pueblos
· Semi-sedentary peoples: Tupi, Algoquians, Iroquois
· Non-sedentary peoples: Chichimecas, Ge, Great Plains Tribes (Comanche, Apache)
4. Aztecs (Mexica)
Aztec’s Rise to power
· Chichimeca migration south (1100s-1200s AD)
· 1325 Mexica settle on lake Texcoco
· 1325-1500, Mexica form triple alliance, then dominate it
· Myth of Mexicas’ rise to power
· Tenochtitlan: Aztec Capital
Class divisions in Aztec Society
· Nobility; religious leaders; warriors; merchants; craftsmen; commoners/agriculturalists
Culture and Class Divisions
· Education, Cuisine, and Dress
Aztec religion
· Underworlds and Heavens
· Polytheism
· Human Sacrifice (competing explanations)
Aztec (Mexica) Federation
· limited integration of conquered groups
· patria chica (small town) mentality
Tribute System
· Capulli (neighborhood/county) to province to Tenochtitlan (Aztec Capital)
· tribute functionaries: headman (county level); cacique (province level); Aztec nobility (capital level)
2. EUROPEANS ENCOUNTER THE NEW WORLD, 1492-1600
1. Mediterranean Trade
Shifts in Mediterranean Trade
· Mediterranean is strategic link between East and West
· Constantinople as commercial hub
· Merchants in Genoa and Venice control the trade
· Ottoman Turks take Constantinople in 1453
· Merchants from Genoa and Venice reduced to middle men and prices for Eastern goods in Europe increase.
Europeans attempt to regain control of East-West Trade
Portuguese Expansion
· Prince Henry the Navigator and Portuguese Expansion
· Portuguese explore African Coast:
· Islands: Azores (1431); Madeira (1419): Cape Verde (1440s)
· West Coast Africa: 1440s-1460s
· Arrive Cape Good Hope in 1497 and da Gama rounds horn and arrives in India, 1498
· Portuguese types of colonization: trade Forts and plantations
2. Spain, Columbus, and the New World
Spain’s Internal Expansion: Reconquest of Iberian Peninsula from Moors, 711-1492
Features of the Spanish Reconquest
· adelantados (those who go ahead)
· settlement
· exploitation and integration of conquered peoples (encomienda system)
· religious conversion and homogeneity (newly converted: conversos)
· Inquisition as religious watchdog group and expulsion Jews 1492
Spain and Columbus
· background: Columbus’s experiences in Genoa and Portugal
· Columbus’s plan to sail west to go east
· Why Portugal refuses to fund Columbus but Spain agrees to support him
· Columbus trips across a continent and finds “Indians”
Columbus and Island Phase Conquest of Americas, 1492-1519
· Settlement of Hispaniola
· gold mining
· encomienda system
· Indian Slavery
· Demographic collapse by 1560s
· Las Casas critique of Spanish Colonialism and the birth of the Black Legend
3. Colonial Mexico
Factors in Spanish Conquest of 1519-1521
o alliances, disease, religious beliefs, Cortez’s strategy
A high level of interaction between Spaniards and Indians
Examples:
A. Spaniards utilize pre-existing system exploitation
o personal servants, commoners, and caciques
B. A Corporate Colonial
o Indian Republic; Spanish Republic; Church; Merchants Guild; Military
C. Labor systems
o Encomienda system
o New Laws of 1542 and the repartimiento system
o African Slave labor
o Church’s critique of Spanish labor system
D. Religion
o Irony: Church preserves and destroys Indian society
o Church as opposed to mission
o Clergy’s optimism during early colonial period
o Virgin of Guadalupe and syncretism
o Role of the Inquisition and Clergy’s increasing pessimism
E. Racial Mixture
o Lack of Spanish Women and sexual relations between Spaniards and Indians: marriage, mistresses, concubines, and rape.
o Creation of Mestizo (mixture Spaniard and Indian).
o Social Race and increase in mestizo population.
o Certificates of whiteness
F. Legal System:
o Legal Issues: conflicts over land, levels of tribute, water rights, religious fees for births, deaths, baptisms, etc.
o Indians use of the Spanish legal system
G. Geography and interaction between Spaniards and Indians:
o Indians and Spanish settlements
o Geography and the Mining economy with the
Discovery silver in Zacatecas, 1540s
3. THE SOUTHERN COLONIES IN THE SEVENTEENTH CENTURY, 1601-1700
1. English Colonization of the Chesapeake IN THE 1600S
Background to English Colonization of North America
· Merchants and Joint Stock Companies
· Peasants and Promoters
· English Colonization of Ireland
Jamestown, 1607: Difficult Beginnings
· Gentlemen and Artisans
· limited resources
· Conflicts among colonists
Reorganization and Tobacco
· Exports to England
· Headrights and Land
· Indentured Servants
Indian-Settler Relations
· Powhatan Confederacy
· Tribute and Conflict
· Tobacco and Disease
· Wars, Treaty, and Reservation
Emerging social Structure, 1650s
· Planters
· Freedmen
· Landless freedmen
· Indians
· Frontiers and Bacon’s Rebellion (1676)
2. Slavery in the Atlantic World
The New World Causes the Revival and Transformation of Slavery
· from auxiliaries to entire labor force
· from a degree of freedom to property
Brazilian Beginnings
· from Dyewood to Sugar
· from Indians to African Slaves
· reproduction of the slave population
The English Caribbean: Barbados and Jamaica
· impact of Brazil and the Dutch
· from tobacco and servants to sugar and slaves
· from smallholders to latifundia
British Slavery on the North America Mainland
· Northern and Middle Colonies
· reasons for shift to slavery in the Chesapeake
· slavery in the upper (Chesapeake) and lower (Carolinas) South
· impact expansion slavery on free blacks
4. THE NORTHERN COLONIES IN THE SEVENTEENTH CENTURY, 1601-1700
1. Puritanism
Background
· John Calvin, Martin Luther, and the Protestant Reformation
· Puritanism and the Church of England
· English Policy towards Puritans
(Elizabeth, 1558; James, 1603; Charles, 1625)
Puritanism in the New World
· William Bradford and Plymouth Plantation, 1620
· Great Migration, 1630-1643
· nucleated Settlements
· Biblical Commonwealths
· Puritan Family
Puritan Relations with Indians
· Precursors: Epidemics and Indian decline in 1610s
· Squanto: an initial alliance between Pilgrims and Indians
· Vacuum Domicilium: justification for taking Indians’ Land
· Pequot War (1637): Pequot/Dutch vs. Narragansett/British
· treaty Hartford, 1638
· “Pequots’ Revenge” in late 20th Century
2. Dutch and French Settlements and the Middle Colonies
· Dutch Settlements (Hudson), establish New Amsterdam, 1621
· French Settlements (St. Lawrence), Nova Scotia, 1604, Quebec, 1608
· Fur trade (Dutch with Mahican and Iroquois tribes; French with Huron)
· Middle Colonies (NY, New Jersey, Penn, Delaware)
· English take New Amsterdam and establish New York(1664)
· Ethnic and Economic characteristics Middle Colonies
· William Penn’s Utopia
· Conflicts in Pennsylvania
5. COLONIAL AMERICA IN THE EIGHTEENTH CENTURY, 1701-1770
1. Economic Relations between Britain and the Colonies
· population increase and economic output
· mercantilism
· Navigation acts
· triangular trade
· economic significance of the colonies to Britain
· Northern and middle colonies
· Southern colonies
· English Caribbean
2. Spain does not derive as much economic benefit from its American colonies as Britain
· Sir Francis Drake and buccaneers
· fleet system, Manila Galleon, and Royal Fifth
· Mexico as sub-empire: financing Spanish rule in the Caribbean
· Mexico does not aid the industrialization of Spain:
Spain as “middle man”
· Mexican Obrajes limit demand for imported textiles
Europeans conceptions of the economy of New Spain
o Early Colonial Era and the valorization of silver
o Adam Smith’s critique of silver wealth
o Alexander von Humboldt’s Political Essay on the Kingdom of New Spain, which celebrates Mexican agriculture
3. 18TH Century commercial and social developments
o ethnic diversity
o commercial relations
o growth cities
o urban economic inequality
4. Colonial politics: from childhood to adult?
Colonies become more “English” over time
o Lawyers’ Bar,
o Local militia
o Royal colonies
o Some Europeans (especially minorities in British America) view themselves as part of the British empire
Parallel Representative bodies/politics
o governor: king
o Council: House Lords (appointed)
o Assembly: House Commons (elected)
o Whig political World view
o Informal Crowd Politics
6. THE BRITISH EMPIRE AND THE COLONIAL CRISIS, 1754-1775
1. French and Indian War
o early conflicts between French and British in America
o Indian Strategies for Survival: Iroquois example
o Causes and course of War
o Treaty of Paris
o Pontiac’s rebellion
o 1763 Proclamation
2. The Age of Revolution, 1764-1775
o What is a Revolution?
o The Impact of John Locke’s Second Treatise on Government (1690)
o Was British policy towards the colonies based in ignorance?
Specific British Acts:
o Sugar (revenue) Act, 1764
o Stamp Act, 1765
o Declaratory Act, 1766
o Townshend Duties, 1767
o Boston Massacre, 1770
o Tea Act, 1773
o Coercive Acts (Intolerable Acts), 1774
o Continental Congress, 1774
7. THE WAR FOR AMERICA, 1775-1783
1. Declaration of Independence
Why not declared until well after the fighting breaks out?
o Break through in Ideology: Thomas Paine and Common Sense
o The rise of Popular Committees and Class Conflict
What the Declaration of Independence resolves and fails to resolve:
o relations with Great Britain
o separate Constitutions by Individual States
2. The War
· War Strategies
· Taking Sides
· Neutrality
· Loyalists
· Continental Army
· African Slaves
· Indians
· Women
· French Alliance
-War and the Economy
-Peace of Paris, 1783
8. BUILDING A REPUBLIC, 1775-1789
1. Articles of Confederation, 1781-88
· sovereign states
2. Movement to Amend the Articles
· Government Power
· Representation
· Level democracy
3. Debate over ratification of the Constitution
· Federalists and anti-Federalists
· Charles Beard’s An Economic Interpretation of the Constitution
Issues that divide Federalists and anti-Federalists
· Degree of power given to the Federal Government
· Level of political Democracy
· Ties to the market economy
4. Slavery in the Age of Revolution
· gradual emancipation and abolition in North
· persistence of slavery in the South
9. THE NEW NATION TAKES FORM, 1789-1800
1. Building a National Culture
2. The emergence of party conflict
· Federalists and Republicans
The Federalist Economic vision of Alexander Hamilton
· Commercial Empire
· Manufacturing Vision
· Link wealthy to the new government
· Demonstrate Government’s power
· Anchor commercial and political ties with Britain
Implementation of Hamilton’s Vision
· Federal Assumption of War Debt
· Taxation
· National Bank
· Report of Manufacturing
Protests against Hamilton’s Program
· Attacks on the National Bank
· Whiskey Rebellion
3. Foreign Policy and the Republican-Federalist Conflict
International Revolutions
· French Revolution, 1789
· Haitian Revolution, 1790-1804
· Impact French Revolution on Federalist-Republican conflict
France and England Resume War (1793) and its impact on the U.S.
· Jay Treaty
· French Reaction and the XYZ Affair
Domestic Policies during War time
· Alien and Sedition Acts
· Virginia and Kentucky Resolves and Nullification
10. REPUBLICANS IN POWER, 1800-1824
1. Jefferson: A man of contradictions?
· A Republican who believes in equality
· A slave owner whose ideas foreshadow 19th century scientific racism (polygenesis; biological determinism)
· Sally Hemmings
2. A Republican Revolution?
· A democratic Jeffersonian political culture
· redirecting the course of the nation
· Attack on Federalist Programs
· Limiting scope of government
3. An Agrarian Republic
· the ideal model
· modifications to the ideal model
Agrarian Republic and Jefferson’s Land Policy
· expansion (N. West Ordinance; Louisiana Purchase; Florida; Monroe Doctrine)
· acquisition policies
4. Indian Policy
· strains in U.S. Policy
· Indian Strategies: Shawnee Resistance
5. Foreign Policy
· European War and US neutrality
· Conflicts over commerce
· 1807 Embargo (repealed 1809)
· War 1812
6. Weakening of the Parties
· Hartford Convention and Federalists discredited
· Divisions within the Republicans (1816 tariffs and bank; 1824 Presidential election)
11. THE EXPANDING REPUBLIC, 1815-1840
1. The Market Revolution
1820-1860: Era of industrialization
· factors: transport, labor, and technology
Transportation
· canals
· railroads
· spin-off industries
· government role in transportation system
Labor
· Lowell system
· Deteriorating working conditions in 1830s
· Pitfalls of unionization unskilled workers
· foreign immigrants
Technology
· American system
Demise artisans and emergence factory workers
· political basis for transition to factory workers
· urban real estate values and demise artisans
· emergence landlords, tenements, and factory owners
Rise of the factory and Separate Spheres Ideology
2. Jacksonian Democracy, 1830s-40s
Introduction: A more democratic political system
Jackson’s image
· Frontiersman; for the common man; anti-intellectualism; direct link between President and the people
· Critics: Jacksonian “mobocracy”
· Jackson and the Common Man: Battle over the National Bank
· Jackson’s Link to the Nation: Nullification Crisis
Limits to Jacksonian Democracy
· Indians, Free Blacks, Women’s movement, and the movement to abolish slavery
3. The Second Party System
· Whigs’ Platform: Nat. Bank, tariffs, internal improvements
Region: N. East and South
Class: business, planter, and laborer
· Democrats’ Platform: local autonomy, low land prices and tariffs
Region: South, West, N. East
Class: middle class, yeoman farmer, urban labor
· Market Interpretation of the 2nd party system
12. THE NEW WEST AND THE FREE NORTH, 1840-1860
1. Ideology of Western Expansion: Manifest Destiny
2. The Mexican Northern Frontier
· colonial frontier institutions: presidio and mission
· Mexican Independence and the frontier
Mexican Views of the United States: friend to foe
· Monroe Doctrine, 1823
· new colonialism
· filibusters
The Texas Example
· American colonists in 1820s
· Mexican central republic of 1835
· The lone star Republic, 1836
Mexican-American War, 1846-48
· causes of war
· Internal divisions in Mexico and American victory
· The Treaty of Guadalupe Hidalgo, 1848
3. Forms of Western Expansion: Homestead and Agribusiness
· Homestead Act of 1862
· James Irvine Company, Southern California
4. California and different national and ethnic groups
· Gold Rush
· Indians: from mission Indians to ‘apprentices’
· Mexican Displacement
· Chinese Exclusion
5. Indians and Western Expansion
· Impact Reservation Policy
· Indian Land
· Indian Culture
· Indian Education
13. THE SLAVE SOUTH, 1820-1860
1. The age of Revolution and the decline of slavery
· economic and political factors
· various arguments against slavery
2. King Cotton and the revival of slavery
· Eli Whiney and the cotton gin
· correlation between cotton production and slavery
· increasing monetary value of slaves
Reproduction of the slave population
· attack on the slave trade
· illegal entry slaves
· internal slave trade
· natural increase
Slaves work and resistance
· types of work and hours
· forms of resistance
· Southampton Slave Rebellion, 1831
3. Social hierarchy in the South
· Planters
· Yeomen
· poor whites
14. THE HOUSE DIVIDED, 1846-1861
1. Cultural and economic factors in sectionalism
· Southern dependency: a form of internal colonialism
· a distinct Southern white culture
· the Fire eaters
· slavery: from a necessary evil to a greater good
· northern Free Labor ideology
· the Northern Critique of the South
· railroads and shifting trade routes: from a West-South alliance to a West-North alliance
2. Western expansion and sectional political conflicts
· Mexican War and Wilmot Proviso
· emergence free soil and popular sovereignty
· Compromise of 1850
· Conflicts generated by the “compromise”
· decreasing differences between Whigs and Democrats
· Kansas Nebraska Act, 1854
3. Emergence new Parties:
· Kansas Nebraska and demise Whig party
· American Party (Know Nothings)
· Republicans
· factions in the Republican Party
4. Short-term events leading to the Civil War:
· Bleeding Kansas, 1855-56
· free soil Topeka and pro-slavery Lecompton
· sack of Lawrence and John Brown
· Preston Brooks canes Charles Sumner
· Dred Scott decision, 1857
· Lincoln-Douglas Debates, 1858
· Harper’s Ferry, 1859
· 1860 Presidential elections
· why South Carolina secedes from the Union
15. THE CRUCIBLE OF WAR, 1861-1865
Ft. Sumter and Choosing Sides
Introduction: The Confederacy and the Union
· Jefferson Davis and the Confederacy
· Lincoln’s explanation of the cause and purpose of war
1. Civil War
War strategies
· Confederacy Strategy: defensive war and Cotton Power
· Union Strategy: 1) East, Take Richmond; West, gain control Mississippi; Naval Blockade
Course of War
· 1861-2, somewhat of a stalemate
· 1863, Confederacy new offensive strategy
· 1864-5, Northern Dominance and victory
Why Union wins
· diplomatic front (France, England, Mexico)
· Gettysburg and failure Confederacy’s offensive strategy
· Vicksburg and Union’s control the Mississippi and successful naval blockade
· Confederacy’s ideology of states’ rights
· Grant and Sherman and total war
2. Slavery, emancipation, and the War
· Lincoln’s middle position: between peace Democrats and Radical Republicans
· Slaves flock to Union armies
· Confiscation acts, 1861 and 1862 (War “contraband”)
· 1862 Slavery abolished in the Capital
· 1863 emancipation proclamation
· foreign diplomacy, Northern reactions, and the proclamation
· Southern plans for emancipation
· Black soldiers
16. RECONSTRUCTION, 1863-1877
Introduction: What the Civil War resolves and does not resolve
1. Competing Reconstruction Visions and Agendas
· Radical Republicans
· Conservative Republicans
· Yeoman
· Planters
· Former Slaves
2. Presidential Reconstruction Programs
· Lincoln’s Reconstruction Plan
· Johnson’s Reconstruction Plan
Southern Response
· the Black Codes
· Reelection prominent confederates to Congress
· Confederate Invasion from Mexico?
· Political conflicts over the 14th Amendment
3. Congressional Reconstruction
Radical Reconstruction
· What radical Reconstruction does do and does not do
Republican Party constituents and reforms in the South
· freed blacks, scalawags, and carpetbaggers
· reduce aristocratic political privilege, Freedmen’s Bureau, state’s increased role in society, education, 15th Amendment
4. Reconstruction’s economic and political limits
· from Slaves to Sharecroppers
· sharecropping and crop lien system
· Weakening of the Republican Party in the South
· Emergence of the KKK, 1866
· KKK Act, 1871
5. The Republican Party and the end of Reconstruction
· 1873 Depression
· from moral reform to economic development
· Worker unrest in the North
· Compromise of 1877