History 201 Section 01 United States History to 1865 Spring 2014 MWF 8:00-8:50 208 Madeleva Hall Jeffrey

L. Bain-Conkin jconkin@nd.edu http://jeffbainconkin.tumblr.com/ Office Hours available upon request Course Description: This course will trace America from multiple beginningsNative American, African, and Europeanthrough the major developments and events that led to the Civil War. It focuses on conquest, slavery, the development of colonial economies and societies, politics, culture, and the lived experiences of everyday women and men. Required Textbooks: Jon Gjerde and Elizabeth Cobbs Hoffman Major Problems in American History: Documents and Essays 2nd Edition (Volume 1) Boston: Houghton Mifflin Co, 2002 Paperback ISBN: 978-0-618-67832-7 2nd Edition (Volume 1) Drew Gilpin Faust This Republic of Suffering: Death and the American Civil War New York: Knopf, 2008. Paperback ISBN: 0375703837 Course Outcomes: 1. A Saint Marys student identifies and understands salient developments and changes in United States history. Lectures and class discussions promote this learning outcome. In addition, readings from the textbook encourage students knowledge of the major events, themes, people, conflicts, and ideas of United States history from before European colonization until the Civil War. Assignments, in-class activities, and examinations provide incentive for students to learn the courses content but also an opportunity to demonstrate their comprehension of the material. 2. A Saint Marys student identifies and analyzes the historical development of human cultures in their response to their environments and the ways in which social conditions shape those cultures.

Lectures, readings, and discussions emphasize various themes of historical change in the history of the United States as well as the importance of scholarly interpretation on the presentation of history. Students receive reminders of historys importance to American culture through the presentation of contemporary parallels and examples. 3. A Saint Marys student learns about historical change by examining primary and secondary sources in order to recognize, challenge, and build historical arguments and narratives. The textbook for this course includes numerous primary sources as well as paired scholarly excerpts for each chronological section, allowing students to distinguish and analyze different types of historical materials. Students will read dozens of primary sources, present on another source of their own choosing, and classroom activities will introduce non-written primary sources. The textbooks inclusion of secondary sources demonstrates to students how historians construct narratives and arguments. 4. A Saint Marys student analyzes how her assumptions about human identity have been influenced by her historical context, and how identity markers such as gender, class, and race have been constructed in history. An appreciation for how history influences human identity and agency naturally emerges from engagement with historical material. Lectures and readings will promote historical consciousness, thereby reminding students of the constructed nature of their own identities. An assignment requiring students imaginative entry into the colonial world as well as classroom activities such as a debate over slavery or conjuring possible New World animals attempt to re-create history without the sense of inevitability. Attendance Policy: A student is expected to attend every meeting of a class for which she is registered. (See Academic Catalog page 59) Providing excuses for absences is the responsibility of the student, as is the material covered during the missed class. Due dates for assignments remain as posted for students with unexcused absences. More than three unexcused absences will disqualify a student from having a bump for her final borderline grade. Course Cancellation Policy: In the unlikely event that the professor needs to cancel class, he will notify students via email (or, in emergencies, someone will post a notice on the door). The professor will provide his completed discussion and reading notes from the missed class as well as review missed materials upon students requests.

Academic Honesty Policy: Each student shall be honest in her academic work and shall support the honesty of others. (See the Academic Catalog page 64-65) Depending on the nature of the offense and the extent of dishonesty within an assignment/exam, penalties will range from a zero of the assignment/exam to failure of the course. All work should be each individuals work and therefore is her own responsibility. Statement on Students with Disabilities: Any student who is eligible for accommodations to complete the requirements and expectations of this course because of a disability is invited to make her needs known to the instructor and should also contact Iris Giamo, in the Disability Resource Office (4262) or email igiamo@saintmarys.edu for an appointment to review documentation and arrange for appropriate and legal accommodations. Students who suspect they may have a disability are also encouraged to contact the Disabilities Resource Office. Grading: Primary Source Presentation Informal Writing and Homework Paper 1 Paper 2 Midterm Exam Final Exam Participation

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5% 10% 15% 15% 25% 30% ?

Assignments (the professor will provide a rubric to illustrate paper grading): Late Assignment Policy: Each 24-hour period for which an assignment is late results in a decreased onethird of a letter grade. (For example, a paper that would have received a B on time gets a B- for the first day late, a C+ for the following, etc.) Students remain responsible for deadlines even when absent (for unexcused reasons only) Primary Source Presentationthe student will select a primary source not included in the Gjerde/Hoffman textbook. (This source can be a document, picture, audio or video clip, or piece of material culture.) After approval by the professor, the student will write a 100-word exposition of the primary source. In this written document, the student will describe the provenance of the source as well as any meaning(s) the source conveys. The student will also ask 3 questions prompted by the primary source. The professor will

assign presentation dates based upon topical and chronological cohesion; during the brief (3-minute) presentation, the student will show the primary source and tell any relevant findings. Primary Source Selection Due: 20 January at the time of class Document and Presentation due TBD Informal Writing and Homeworkonce a week, students will respond to a question or activity. Each will be graded on a ten-point scale. At the end of the semester, students will choose four responses from which this portion of their final grades will be averaged. Paper 1will be imaginative and require no outside reading. The student will choose two of the readings from the class. In 800 words, she will answer the question of which readings time period she would rather have lived in (and why). For example, if she chooses to be a Catholic nun in 1830s Boston, the student will need to give reasons against being a Puritan housewife in the seventeenth century. Creativity, use of the readings (and context from lectures), and thoughtful rationales will raise a students grade. Parenthetical documentation is adequate. Assignment date is below. Paper 1 Due: 9 April at the time of class Paper 2will be argumentative, choosing a topic covered in the course and then comparing the United States from the colonial period to the Civil War. No outside reading required, the student will only use the readings/lectures from the class to choose a thesis and argue it. This essay will be a 2000-word assignment. Grades will rise with cogent argument and organization as well as good use of materials. Parenthetical documentation is adequate (dates of lecture/discussion notes or page numbers). This paper is due at the final meeting of class. The professor works through the paper process with students who ask for assistance in a timely manner. Example Topics: Race relations Political affiliation Home and Family Life Gender expectations Religious experiences Other topics approved by professor Paper 2 Due: 25 April at the time of class Participationcomprises the subjective aspect of grading. Coming to class, asking questions, giving evidence of reading the assigned materials, each will make borderline grades more likely to go up.

Course Schedule: M 13 January

Syllabus

W 15 January Precontact North America MP Neal Salisbury, The Indians' Old World MP The Iroquois Describe the Beginning of the World, n.d. F 17 January European Exploration and Encounters MP James H. Merrell, The Indians' New World MP Christopher Columbus Recounts His First Encounters with Native People, 1493 M 20 January Conquests and Colonizations MP Fray Bernardino de Sahagun Relates an Aztec Chronicler's Account of the Spanish Conquest of the Aztecs, 1519 MP Father Bartolom de Las Casas Disparages the Treatment of the Indians, 1542 **Due: primary source chosen and submitted to professor. W 22 January French Colonies in the Sixteenth Century MP Father Paul Le Jeune Reports on His Encounters with the Indians, 1634 F 24 January Intercolonial Encounters MP Reverend John Heckewelder Records a Native Oral Tradition of the First Arrival of Europeans on Manhattan Island (1610), Printed in 1818 MP William Wood Describes Indian Responses to the English, 1634 MP Edward Waterhouse, a British Official, Recounts an Indian Attack on Early Virginia Settlement, 1622 M 27 January Seventeenth-Century British Colonies MP Puritan Leader John Winthrop Provides a Model of Christian Charity, 1630 MP William Bradford, Governor of Plymouth Colony, Mourns a Wickedness That Breaks Forth, 1642 MP Mary Rowlandson, A New England Woman, Recounts Her Experience of Captivity and Escape from the Wampanoag during King Philip's War, 1675 MP Massachusetts Officials Describe the Outbreak of Witchcraft in Salem, 1692 W 29 January Eighteenth-Century British Colonies in the North MP Reverend Jonathan Edwards Pictures Sinners in the Hands of an Angry God, 1741 MP Proprietor William Penn Promotes His Colony, 1681

MP A Young Benjamin Franklin Celebrates a Life of Thrift and Industry, 1733, 1750 MP Dr. Alexander Hamilton Depicts the Material Acquisitions of Northern Colonists, 1744 MP Gottlieb Mittelberger, a German Immigrant, Portrays the Difficulties of Immigration, 1750 F 31 January Seventeenth- and Eighteenth-Century British Colonies in the South MP Indentured Servant Richard Frethorne Laments His Condition in Virginia, 1623 MP George Alsop, a Resident of Maryland, Argues That Servants Profit from Life in the Colonies, 1666 MP Nathaniel Bacon, Leader of a Rebellion, Recounts the Misdeeds of the Virginia Governor, 1676 M 3 February Africans in the Colonies MP Virginia's Statutes Illustrate the Declining Status of African American Slaves, 1660-1705 MP Southern Planter William Byrd Describes His Views Toward Learning and His Slaves, 1709-1710 MP African Olaudah Equiano Recounts the Horrors of Enslavement, 1757 MP Philip D. Morgan, The Effects of Paternalism Among Whites and Blacks W 5 February Colonial Politics and Society MP Kathleen M. Brown, The Anxious World of the Slaveowning Patriarch MP T. H. Breen, The Northern Colonies as an Empire of Goods F 7 February Colonial Culture and Religion MP Anglican Minister Charles Woodmason Complains About Life in the Carolina Backcountry, 1768 MP James A. Henretta, The Northern Colonies as a Family-Centered Society M 10 February Revolutionary Era MP The Stamp Act Congress Condemns the Stamp Act, 1765 MP Virginian Patrick Henry Warns the British to Maintain American Liberties, 1775 MP Pamphleteer Thomas Paine Advocates the "Common Sense" of Independence, 1776 MP The Declaration of Independence States American Grievances Against British "Tyranny," 1776

W 12 February American Revolution MP Gordon S. Wood, Radical Possibilities of the American Revolution MP Woody Holton, Elite Concerns about the American Revolution F 14 February Revolutionary Options MP Abigail Adams, Wife of John Adams, Asks Her Husband to "Remember the Ladies," 1776 MP Mohawk Leader Joseph Brant Commits the Loyalty of His People to Britain, 1776 MP African Americans Petition for Freedom, 1777 MP General Washington Argues for Greater Military Funding by Portraying the Plight of Soldiers at Valley Forge, 1778 MP Loyalists Plead Their Cause to the King, 1782 M 17 February Early Republic MP The Articles of Confederation Stress the Rights of States, 1781 MP Cato, an African American, Pleads for the Abolition of Slavery in Pennsylvania, 1781 MP Frenchman Hector St. John Crvecoeur Compares the Freedom in the North with Slavery in the South, 1782 MP Slaveholders in Virginia Argue Against the Abolition of Slavery, 1784-1785 W 19 February Constitutional Conflict MP Thomas Jefferson Proposes the Protection of Religious Freedom in Virginia, 1786 MP The Federalist Papers Illustrate the Advantages of Ratification of the Constitution, 1787 MP Patrick Henry Condemns the Centralization of Government If the Constitution Is Ratified, 1788 MP George Washington Promises Freedom of Religion for Jewish People, 1790 MP Alfred F. Young, The Pressure of the People on the Framers of the Constitution MP Jack N. Rakove, The Hope of the Framers to Recruit Citizens to Enter Public Life F 21 February First Political Parties MP Republican Thomas Jefferson Celebrates the Virtue of the Yeoman Farmer, 1785

MP Federalist Alexander Hamilton Envisions a Developed American Economy, 1791 MP Thomas Jefferson Advances the Power of the States, 1798 MP Chief Justice John Marshall Argues for the Primacy of the Federal Government, 1803 MP Linda K. Kerber, The Fears of the Federalists MP Drew R. McCoy, The Fears of the Jeffersonian Republicans M 24 February International Intrigues and Indian Trouble MP Federalist Alexander Hamilton Cautions Against Aiding the Republic of France, 1794 MP President George Washington Warns Against "Entangling Alliances," 1796 MP William Clark of the Lewis and Clark Expedition Enters into Diplomacy with Native People, 1806 MP Iroquois Chief Red Jacket Decries the Day When Whites Arrived, 1805 MP Shawnee Chief Tecumseh Recounts the Misdeeds of Whites and Calls for Indian Unity, 1810 MP Tenskwatawa (The Prophet) Relates His Journey to the World Above, 1810 MP Secretary of State John Quincy Adams Advises Against the Search for "Monsters to Destroy," 1821 MP President James Monroe Declares That European Powers May Not Interfere in the Americas, 1823 W 26 February Southern Plantations and Slavery MP Slave Charles Ball Mourns the Growth of Cotton Culture and "Sale Down the River" ca. 1800 F 28 February Northern and Eastern Cities and Industries MP Harriet Hanson Robinson, a "Lowell Girl" Describes Her Labor in a Textile Mill, 1831 MP Alexis de Tocqueville Marvels at the Mobile Northern Society, 1831 MP Gustof Unonius, a Swedish Immigrant, Reflects on Life in the United States, 1841-1842 MP Ex-Slave Frederick Douglass Encounters Racist Animosity in a Northern City, 1845 MP New Yorker George Templeton Strong Berates the Immigrants in His Midst, 1838-1857 MP David R. Roediger, White Slaves, Wage Slaves, and Free White Labor in the North MP John Ashworth, Free Labor and Wage Labor in the North

M 3 March Western Region and Democracy MP Generals William Shepard and Benjamin Lincoln Regret the Disorder That Characterized Shays's Rebellion, 1787 MP A Family in Illinois Struggles with Marketing Their Crops, 1831 MP James Bowlin, a Congressman, Marvels at the Possibilities of Western Lands, 1846 W 5 March F 7 March Midterm Preparation Midterm Examination

SPRING BREAK (NO CLASS) M 17 March More Revolutions MP President John Quincy Adams Urges Internal Improvements, 1825 MP Author Charles Dickens Describes Travel on an Early Railroad Train, 1842 MP Nancy F. Cott, The Market Revolution and Changes in Women's Work MP Charles Sellers, The Market Revolution and the Growth in Economic Inequality W 19 March Revival and Reform MP Peter Cartwright, a Methodist Itinerant Preacher, Marvels at the Power of Religious Revivals, 1801 MP African American Abolitionist David Walker Castigates the United States for Its Slave System, 1829 MP New England Intellectual Ralph Waldo Emerson Considers the United States as a Center for Reform, 1841 MP Reformer Dorothea Dix Depicts the Horrible Conditions Endured by the Mentally Ill, 1843 MP The Seneca Falls Convention Declares Women's Rights, 1848 MP Former Slave Sojourner Truth Links Women's Rights to Antislavery, 1851 MP Paul E. Johnson, Religious Reform as a Form of Social Control MP Nathan O. Hatch, Religious Revivalism as a Form of Democratization F 21 March Jacksonian Era

M 24 March Jacksonian Era continued MP The Cherokee Nation Pleads to Remain "on the Land of Our Fathers," 1830 MP Gregory Dowd Evans, Indians Utilizing a Strategy of Armed Resistance

MP Theda Perdue, Indians Utilizing a Strategy of Accommodation W 26 March Antebellum Society and Politics MP Chief Justice John Marshall Advances a Broad Construction of the Constitution, 1819, 1824 MP President Andrew Jackson Vetoes the Bank Bill, 1832 MP Michel Chevelier, a French Visitor, Marvels at the Pageantry of Politics, 1839 F 28 March Antebellum Culture MP European Visitor Alexis de Tocqueville Considers the Influence of Democracy on the Family, 1831 MP A Guidebook Instructs Women on the Role of Mother, 1845 MP Historian George Bancroft Asserts His Faith in the Wisdom of the People, 1835 M 31 March Westward Expansion MP John L. O'Sullivan, a Democratic Newspaperman, Defines "Manifest Destiny," 1845 MP Walter Colton, a Californian, Describes the Excitement of the Gold Rush, 1848 MP Lieutenant-Colonel Jos Enrique de la Pea Defends Mexico's Actions Against the Texans, 1836 W 2 April Second Set of Political Parties MP Senator Daniel Webster Lays Out His Nationalist Vision, 1830 MP Mary P. Ryan, Antebellum Politics as Raucous Democracy MP Glenn C. Altschuler and Stuart M. Blumin, Antebellum Politics as Political Manipulation F 4 April Slavery and Anti-Slavery MP A North Carolina Law Prohibits Teaching Slaves to Read or Write, 1831 MP Samuel Cartwright, A Southern Doctor, Theorizes About the Peculiar Diseases of Slaves, 1851 MP Virginian George Fitzhugh Argues That Slavery Is a Positive Good That Improves Society, 1854 MP African American Josiah Henson Portrays the Violence and Fears in Slave Life, 1858 MP Former Slaves Recall Their Lives in Slavery, 1850s MP Southern Author Daniel Hundley Robinson Depicts the Yeoman White Farmer, 1860

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MP Harriet Jacobs Deplores Her Risks in Being a Female Slave, 1861 MP Southerner Mary Chestnut Describes Her Hatred of Slavery from a White Woman's View, 1861 MP Northerner Frederick Law Olmsted Depicts the Economic Costs of Slavery, 1861 MP Walter Johnson, Slaves and the "Commerce" of the Slave Trade MP James Oakes, Slaveholders and Liberal "Rights" M 7 April Violence, Pluralism and Antagonism

W 9 April Mid-century Changes **Due: Paper 1 at the time of class F 11 April Portents of Dissunion MP Vice President John C. Calhoun Argues That Tariffs Disadvantage the South, 1828 MP President Andrew Jackson Condemns the Rights of "Nullification" and Secession, 1832

M 14 April 1850s United States MP Senator John C. Calhoun Proposes Ways to Preserve the Union, 1850 MP Frederick Douglass Asks How a Slave Can Celebrate the Fourth of July, 1852 MP Reviewers Offer Differing Opinions about Uncle Tom's Cabin, 1852 MP Axalla John Hoole, a Southerner, Depicts "Bleeding Kansas," 1856 MP Senator Charles Sumner Addresses the "Crime Against Kansas," 1856 MP Chief Justice Roger Taney Determines the Legal Status of Slaves, 1857 MP Senate Candidates Abraham Lincoln and Stephen Douglas Debate Their Positions on Slavery, 1858 W 16 April Splitting the Nation MP Republican William Seward Warns of an Irrepressible Conflict, 1858 MP Abolitionist John Brown Makes His Last Statement to the Court Before Execution, 1859 MP The Charleston Mercury Argues That Slavery Must Be Protected, 1860 MP David M. Potter, The Sectional Divisions That Led to Civil War MP Michael F. Holt, The Political Divisions That Contributed to Civil War F 18 April Good Friday (NO CLASS)

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M 21 April

Easter Monday (NO CLASS)

W 23 April Civil War MP Senator Robert Toombs Compares Secession with the American Revolution, 1860 MP Frederick Douglass Calls for the Abolition of Slavery, 1862 MP Debow's Review, a Southern Journal, Condemns the Government and Army of the Union, 1862 MP James Henry Gooding, an African American Soldier, Pleads for Equal Treatment, 1863 MP Tally Simpson, a Confederate Soldier, Recounts the Battle of Gettysburg, 1863 MP Mary A. Livermore, a Northern Woman, Recalls Her Role in the Sanitary Commission, 1863 MP Abraham Lincoln Speaks About the Meaning of the War, 1863, 1865 MP Congressman Clement Vallandigham Denounces the Union War Effort, 1863 MP Sidney Andrews, a Northern Journalist, Reports on the Devastation of South Carolina, 1866 MP James M. McPherson, The Role of Abraham Lincoln in the Abolition of Slavery MP Ira Berlin et al., The Role of African Americans in the Abolition of Slavery F 25 April Reconstruction and Postwar Fallout **Due: Paper 2 at the time of class M 28 April W 30 April Final Preparation Final Preparation

FINAL EXAM (Date, time, place TBD)

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