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1 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. 2 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. 3 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 5 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. 6 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 7 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.) 8 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 9 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.