Download 1 US to 1865 HIST 202 Fall 2016 There are many images of United

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U. S. to 1865
HIST 202
Fall 2016
There are many images of United States History, both physical and imaginary.
Sometimes the images are contradictory and others powerfully illustrate the tensions that
animated the past. Above is the U. S. Constitution and the scarred back of Peter, a formerly
enslaved person, who was severely beaten by an overseer. The Constitution at once promised
political liberty for some while denying liberty to others by specifically empowering the national
government to return enslaved people who attempted to run to freedom.
Edward R. Crowther, Ph. D.
http://faculty.adams.edu/~ercrowth
Fall 2015
MCD 374
Click here for office hours.
Course description and expectations:
This course is a survey of the history of the United States to the end of the Civil War. It is a core
course for all emphasis areas in Anthropology, History, and Political Science. It may also be
taken for general education credit in Area IV of the Adams State University General Education
curriculum. It is offered by the department of History, Anthropology, Philosophy, Political
Science, and Spanish (HAPPSS). The HAPPSS program Goals Appear below.
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HAPPS Academic Program Goals:
1. HAPPS will promote student learning in discrete courses, minor, emphasis, and
degree programs;
2. HAPPS will provide learning opportunities for students to acquire and assessments of student
progress in acquiring an appropriate understanding of the relevant literature and scholarship in
History, Government and Philosophy;
3. HAPPS will provide learning opportunities for students to acquire and assessments of student
progress in acquiring appropriate skills in producing scholarly research and critical readings of
scholarship.
4. To support the general studies program with effective general studies offerings.
Student Learning Outcomes:
To complete the course successfully, students shall meet the following student learning outcomes
through successfully complete the assessment measures below.
Student Learning Outcomes
Define and analyze key terms,
ideas, and concepts of United
States History from PreColombian times to 1865.
Demonstrate an understanding
of the interplay of terms,
ideas, and concepts
Examine, appraise, and
contribute to selected
scholarly debate about key
terms, ideas, and/or concepts
in United States History from
Pre-Colombian times to 1865.
Relevant Program Goal
1, 2, 3, 4
Assessment Measures
Identification items and essay
questions on formal tests.
1, 2, 3, 4
Essay questions on formal
exams and monograph essays
1, 2, 3, 4
Essay questions on formal
exams and monograph essays.
In addition, the professor expects that each student will attend all class meetings and, having read
thoroughly the assigned readings, participate actively in the class discussion. Students are
expected to participate in these activities and to be respectful of one another's points-of-views,
ideas, and feelings. The nature of historical inquiry can and should lead to disquiet. The past is
full of actions that not only shape the present, but are as often grotesque as they are heroic. And
depending upon one's understanding of an issue and one's identity, an activity viewed as a
positive thing by one individual may be seen as an atrocity by another. In the end, though, the
historical method of inquiry, analysis, and debate should lead to a fuller understanding of why
things happened and how they came to shape subsequent events.
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Blackboard Message Function: I will use the message function to communicate with you
about this class. Please use it to communicate with me.
Student Ratings: During the last two weeks of the semester, you will have an opportunity to
rate this class through a form on the campus network. Your responses are most helpful in
improving the course and helping me improve as a professor. You do not have to rate the class,
but I would encourage you to do so.
Course syllabus:
Texts: George Brown Tindall and David E. Shi, America: A Narrative History (9th
Edition); William Cronon, Changes in the Land: Indians, Colonists, and the Ecology of New
England; Thavolia Glymph, Out of the House of Bondage: The Transformation of the Plantation
Household.
Course Outline: (course .ppts are linked below)
UNIT ONE: Making the United States of America—Tindall, Prologue through Chapter
5. (Collision of Cultures) (Britain and Its Colonies) (Life in British Colonies) (Origins of
the American Revolution) (The American Revolution)
Test One: Thursday, September 22, 2016.
UNIT TWO: An Expanding, Democratizing, and Modernizing Republic--Tindall, chaps. 6
through 13 (Articles of Confederation) (Federalist Era) (Age of Jefferson) (Madison and
the War of 1812) (Dynamics of Growth--Market Revolution)(Era of Good Feelings)
(Judicial Nationalism) (Origins of the Jacksonian Era) (Age of Jackson) (The Old South)
(Age of Romanticism)
Test Two: Tuesday, November 15, 2016.
UNIT THREE: The Trial by Fire—Davidson, chaps. 14-16. (Manifest Destiny) (Slavery,
Western Lands, and the Coming of the Civil War) ("A Great Civil War")
Comprehensive Final Exam--3:00 p. m., Tuesday, December 13, 2016
Grade Scale:
A
B
C
D
250-225
224-200
199-175
174-150
Test One
Test Two
Final
Monograph Essay 1
50
50
100
25
4
F
Below 150
Monograph Essay 2
25
Terms: An important skill in conveying one's historical understanding is the ability to Take a
single descriptor or "term" and identify or define it and indicate its historical significance. Below
are the terms for which you are responsible in this class.
Terms from Tindall, Shi, America
Chapter 1. Mayas, Aztecs, Incas, Hohokam-Anasazi, Adena-Hopewell, Mississippian, Eastern
Woodlands Tribes, Great Plains Tribes, Western Tribes, Christopher Columbus, Great
Biological Exchange, Hernan Cortes, Montezuma II, Pizarro, encomienda, Bartolome de las
Casas, Juan de Oñate, Popé, Martin Luther, John Calvin, Queen Elizabeth I, Spanish Armada,
Roanoke Island.
Chapter 2. Magna Carta, Parliament and the Stuarts, the Glorious Revolution, Jamestown,
Bacon’s Rebellion, Plymouth, Massachusetts Bay Colony, John Winthrop, Roger Williams,
Anne Hutchinson, Pequot War, King Philip’s War, Yamasee War, Iroquois League, William
Penn.
Chapter 3. British Folkways, Eliza Lucas Pinckney, [Women in the colonies], staple crops,
indentured servants, slavery, slave culture, triangular trade, Half-Way Covenant, Salem witch
hysteria, [Ethnic diversity in British North America], Enlightenment, Benjamin Franklin, Great
Awakening, Jonathan Edwards, George Whitfield, evangelical Protestantism.
Chapter 4. mercantile system, Navigation Acts, Glorious Revolution, “salutary neglect”, colonial
assemblies, French and Indian War, Albany Congress, George III, Treaty of Paris 1763,
Pontiac’s Rebellion, George Grenville, Stamp Act, Whigs, Sons of Liberty, Townshend Acts,
Boston Massacre, Coercive Acts, Paul Revere, Concord, Second Continental Congress, Bunker
Hill, Common Sense, Declaration of Independence.
Chapter 5. George Washington, Continental Army, The American Crisis, Battle of Trenton,
Loyalists, Battle of Brandywine Creek, Saratoga, French Alliance, Valley Forge, von Steuben,
Joseph Brant, Nathaniel Greene, Benedict Arnold, Treaty of Paris 1783, Articles of
Confederation, Paradox of Slavery, Judith Sargent Murray, Virginia Declaration of Rights.
Chapter 6. “Critical Period”, Robert Morris, Newburgh Conspiracy, Land Ordinance of 1785,
Northwest Ordinance, Shays’s Rebellion, Constitutional Convention, James Madison, Great
Compromise, [slavery and the Constitution], Separation of Powers, Federalists, Anti-Federalists,
Bill of Rights, The Federalist.
Chapter 7. George Washington, Cabinet, First Amendment, Alexander Hamilton, Republicans,
French Revolution, Jay’s Treaty, Battle of Fallen Timbers, Whiskey Rebellion, Pinckney’s
Treaty, Daniel Boone, Washington’s Farewell Address, John Adams, XYZ Affair, Alien and
Sedition Acts, Kentucky and Virginia Resolutions, Election of 1800.
Chapter 8. Thomas Jefferson, Marbury v. Madison, Albert Gallatin, Barbary Pirates, Louisiana
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Purchase, Lewis and Clark, Burr Conspiracy, Embargo Act, “Peaceable Coercion”, Macon’s Bill
No. 2, War of 1812, Tecumseh, “war hawks”, Oliver Hazard Perry, Andrew Jackson, “Red
Sticks”, Thomas Macdonough, Francis Scott Key, Battle of New Orleans, Hartford Convention,
Stephen Decatur, Madison and the Constitution.
Chapter 9. Wilderness Road, Robert Fulton, Erie Canal, Railroads, Flying Cloud, Samuel F. B.
Morse, Eli Whitney, Cyrus Hall McCormick, Samuel Slater, Lowell Girls, cult of domesticity,
“Minstrelsy”, Immigration, Irish Potato Famine, Levi Strauss, Nativism, Know-Nothing Party,
Locofocos, Elizabeth Blackwell, Jacksonian Inequality.
Chapter 10. Madison’s message to Congress, Second Bank of the United States, John C.
Calhoun, Henry Clay, Daniel Webster, Tariff of 1816, Internal Improvements, “American
System”, “Era of Good Feelings,” James Monroe, Convention of 1818, Andrew Jackson’s
Florida Raid, Panic of 1819, Missouri Compromise, John Marshall, Judicial Nationalism,
Dartmouth College v. Woodward, Gibbons v. Ogden, Monroe Doctrine, “Corrupt Bargain”, John
Quincy Adams, South Carolina Exposition and Protest, 1828 Presidential Election.
Chapter 11. Andrew Jackson, “Spoils system”, Martin van Buren, Eaton Affair, Maysville Road
Veto, Nullification Crisis, Webster-Hayne Debate, Indian Removal Act of 1830, Trail of Tears,
Nicholas Biddle, Veto of Bank Recharter, Anti-Masonic Party, Pet Banks, Distribution Scheme,
Specie Circular, Whigs, Panic of 1837, Independent Treasury, William Henry Harrison.
Chapter 12. Peculiar Institution, Paternalism, Colonization, Protestants and slavery, Staple
Crops, Planters, Plantation Mistress, Yeomen, “Poor whites”, Honor, Free Persons of Color, field
hands, urban slavery, Celia, slave families, slave religion, Gabriel’s Rebellion, Charles
Deslondes, Denmark Vesey, Nat Turner.
Chapter 13. Deism, Unitarianism, Universalism, Second Great Awakening, Richard
Allen, Charles Grandison Finney, Burned-over district, Joseph Smith, Mormons, Brigham
Young, Transcendentalism, Ralph Waldo Emerson, Henry David Thoreau, Emily Dickenson,
Edgar Allen Poe, Herman Melville, Walt Whitman, Richard Hoe, Horace Mann, Temperance,
Dorothea Lynde Dix, Catharine Beecher, Seneca Falls Convention, Utopian Communities,
immediate abolitionism, William Lloyd Garrison, American Anti-Slavery Society, David
Walker, Sarah Grimke, Angelina Grimke, Frederick Douglass, Sojourner Truth, Elijah P.
Lovejoy, Southern Baptist Convention, “positive good” defense of slavery, Biblical defenses of
slavery.
Chapter 14. John Tyler, Daniel Webster, manifest destiny, Mexican Independence, mountain
men, Oregon Fever, California Missions, Santa Fe Trail, Overland Trails, Fort Laramie Treaty,
Donner Party, John Charles Fremont, Stephen F. Austin, Sam Houston, James K. Polk, U. S.Mexican War, Treaty of Guadalupe Hidalgo.
Chapter 15. Wilmot Proviso, Popular Sovereignty, Free-Soil Party, California Gold Rush,
Compromise of 1850, Millard Fillmore, Stephen A. Douglas, Fugitive Slave Act, Uncle Tom’s
Cabin, Franklin Pierce, Kansas-Nebraska Act, Republican Party, “Bleeding Kansas”, John
Brown, Pottawatomie Massacre, Sumner-Brooks Incident, James Buchanan, Dred Scott v.
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Sandford, Lecompton Constitution, Panic of 1857, Lincoln-Douglas Debates, Freeport Doctrine,
John Brown’s Raid, 1860 Presidential Election, Secession of the Lower South.
Chapter 16. Fort Sumter, Jefferson Davis, Causes of War, Secession of the Upper South,
Lincoln’s holding of the Border States, Balance of Force, Battle of Bull Run, Trent Affair,
Shiloh, George B. McClellan, Peninsular Campaign, Robert E. Lee, Second Confiscation Act,
Antietam, Emancipation Proclamation, United States Colored Troops, Thirteenth Amendment,
Clara Barton, Homestead Act, Morrill Land Grant Act, Jay Cooke, Radical Republicans,
Suspension of the Writ of Habeas Corpus, 1864 Presidential Election, Chancellorsville,
Vicksburg, Gettysburg, Chattanooga, Ulysses S. Grant, Siege of Petersburg, Sherman’s March to
the Sea, Lincoln’s Second Inaugural Address, Appomattox.
Essay Questions for exams:
Unit 1 (You will have one questions chosen by me from the list below.)
1) Interpreters of United States History often begin the treatment of United States History with
tales of the encounter between Europeans and the indigenous peoples of the Western
Hemisphere, in which the native peoples are objects without a history. Is this line of
interpretation historically accurate? Who were the various native peoples in the Western
Hemisphere and what were their histories, including social, governmental, and economic
arrangements prior to the arrival of the Euros? What case can be made for diversity among native
peoples?
2) The United States first grew out of British Colonies in North America. How were these
colonies like and unlike one another? (local governance, economics, social arrangements,
religion, relationship with indigenous people ) What case can one make for the cultural diversity
among English speakers in North America?
3) How did Great Britain administer its mainland North American Colonies? In what ways did
its imperial policy change over time? How did the colonials respond to these changes? In what
ways did this change affect the relationships between the colonies and the British government?
4) The American Revolution was hardly an abstraction. It was, instead a grisly war, one that
pitted rebel against loyalist and rebel armies and militia against European troops and native allies
and, at various points in time, victors could have become vanquished and vice versa. It impacted
white men, women, African Americans, and Native Americans in similar and sometimes
profoundly different ways. At the same time, it was also a symbol of a new political order (novus
ordo seclorum, some claimed). Discuss the ideas contained in the previous three statements and
provide specific evidence for the points you make.
Unit 2 (You will have one questions chosen by me from the list below.)
5) Write a thorough and accurate essay on the following: From the time of its adoption, powerful
individuals have struggled to interpret the Constitution. Discuss the debate over Constitutional
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interpretation from 1789 to 1833. What is the nature of the debate and what key episodes
illustrate its vitality and significance in the Early Republic?
6) Write a thorough and accurate essay on the following: The years after 1820 are often termed
"The Age of Jackson" and the political structures and assumptions of those years are called
"Jacksonian Democracy." What do these terms mean? How did the personality, policies, and
beliefs of Andrew Jackson illustrate these assumptions?
7) Write a thorough and accurate essay on the following: The Market Revolution transformed the
economic and social structures [especially those in the northern states] after the War of 1812.
What was the market revolution? What changes in technology and infrastructure brought it to
fruition? How did it reshape human institutions, behavior, and beliefs in the years after 1815?
Unit 3 (You will have one questions chosen by me from the list below, plus a choice of one
questions from a selection of 2 chosen by me from questions 1 through seven above. See below
for final exam format.)
8) Beginning with the Mexican War, the United States struggled with and ultimately failed to
solve questions relating to the status of slavery in the western territories. What were the issues
and what episodes illustrate them? How did the abstraction of slavery in the territories affect and
effect sectional attitudes and what specific episodes illustrate this process.
9) Reduced to its essentials, the outcome of the Civil War came to depend upon "the progress of
our armies." Discuss the military history of the Civil War. Why did the north prevail and the
south fail to achieve their political ends through military means? (Provide specific examples in
your argument.)
Final Exam Format:
You will have ten terms from your list of terms on your syllabus--five from unit three and five
taken from units one and two--to identify and describe their significance. You will have two
essays-one from unit three and one chose from a menu of two from the essays for Units one and
two above. (N. B.: You will have seen the comprehensive essays before.)
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Monograph Essays: (4 full pages minimum--typed, double spaced; 1 inch marings all
around; 12 point type.)
Read the books and use the information in the books to answer my questions found below. You
must submit your book essays in two ways: by uploading an electronic copy into the
Assignments Function of Blackboard and by uploading an electronic copy at turnitin.com on or
before the due date. You are responsible for creating your user account (it's easy). The
instructions are posted at http://www.turnitin.com/.
Turnitin Stuff: Password: amhist ; class id: 13081614
Cronon Essay. Having read William Cronon respond to the following: Between 1600 and 1800,
the physical landscape and ecology of New England changed dramatically. In what important
ways did it change and by what processes did that change come about? (Provide specific
examples from Cronon’s monograph).Due on or before September 15, 2016.
Glymph Essay: Having read Thavolia Glymph, respond to the following: It seems that white and
black women inhabited different worlds, even when sharing the same space. How did black
women negotiate the relationship with their white female owners and then their white female
employers? In what ways was the negotiation altered by the Civil War and in what ways did it
remain the same? (Provide specific examples from Glymph’s monograph).Due on or before
December 6, 2016.
Syllabus Statement Regarding Course Adaptations or Accommodations:
Adams State University complies with the Americans with Disabilities Act and Section 504 of
the Rehabilitation Act. Adams State University is committed to achieving equal educational
opportunities, providing students with documented disabilities access to all university
programs, services and activities. In order for this course to be equally accessible to all
students, different accommodations or adjustments may need to be implemented. The Office
of Disability Services can be contacted at [email protected], and 719-587-7746. They are your
primary resource on campus to discuss the qualifying disability, help you develop an
accessibility plan, and achieve success in your courses this semester. Please make an
appointment with them as early as possible this semester, to receive letters to present to me so
that we can discuss how potential accommodations can be provided and carried out for this
course. If you have received Accommodation Letters for this course from ODS, please provide
me with that information privately so that we can review your accommodations together and
discuss how best to help you achieve equal access in this course this semester.
Statement Regarding Academic Freedom & Responsibility
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Academic freedom is a cornerstone of the University. Within the scope and content of the
course as defined by the instructor, it includes the freedom to discuss relevant matters in the
classroom. Along with this freedom comes responsibility. Students are encouraged to develop
the capacity for critical judgment and to engage in a sustained and independent search for truth.
Students are free to take reasoned exception to the views offered in any course of study and to
reserve judgment about matters of opinion, but they are responsible for learning the content of
any course of study for which they are enrolled.