History 352: The American Revolution
TuTh 11:00 to 12:20, Wyatt 306
Spring 2016
William Breitenbach
Office phone: 253-879-3167
E-mail: wbreitenbach@ups.edu
Web: www.pugetsound.edu/faculty-pages/wbreitenbach
Office: Wyatt 141
Office hours:
MWF 10:00 to 10:50
TuTh 9:00 to 9:50
The Revolution was a defining moment in American history. It created our country and
established our national independence. It brought forth our peculiar political institutions and our
instruments of government. It produced many of our most revered national heroes and some of
our most enduring national legends. Given its importance in constituting our national identity,
the Revolution has been, not surprisingly, a battleground for clashing historical interpretations. In
this course, you will have the chance to witness some of the more significant scholarly squabbles,
and even participate in a scuffle or two yourselves.
We’ll focus our semester-long investigation on an old but persisting question, one recently
raised again by Gordon S. Wood in an important and provocative book: How radical was the
American Revolution? To answer this big question, we’ll study the Revolution in a variety of
contexts—imperial, local, ideological, constitutional, military, social, cultural, and biographical.
We’ll examine it from diverse perspectives, asking who participated and why, learning how it
was experienced by patriots, loyalists, elites, laborers, farmers, artisans, planters, soldiers,
women, African Americans, and Native Americans. We’ll read and talk about the things that
divided Americans from one another and the things that united them in rebellion; the ideas and
incidents that convinced many colonists that there was a British conspiracy to deprive them of
their liberty; the reasons some Americans remained loyalists while others became rebels; the
relationship, if any, between the imperial constitutional crisis and a domestic social crisis; the
internal tensions and conflicts that set some revolutionaries against others; the implications of the
daring experiment in establishing republican governments; the achievements and the limitations
of the revolutionary settlement; and the legacy of the Revolution for subsequent American
history. By the end of the semester, you will have learned enough about the causes, course,
character, and consequences of the Revolution to begin to answer Gordon S. Wood’s question.
BOOKS
The following required books can be purchased at the University Bookstore.
Gordon S. Wood, The Radicalism of the American Revolution (Vintage)
Gordon S. Wood, Revolutionary Characters: What Made the Founders Different (Penguin)
Ray Raphael, A People’s History of the American Revolution: How Common People Shaped
the Fight for Independence (Perennial)
Woody Holton, Unruly Americans and the Origins of the Constitution (Hill & Wang)
Thomas Paine, Common Sense (Dover)
Joseph Plumb Martin, A Narrative of a Revolutionary Soldier (Signet Classic)
Readings Packet for History 352 in Spring 2016 (photocopied readings; hereafter RP)
Moodle website
Readings marked with “[M]” can be found online at the Moodle website for this course. You can
login to Moodle at https://moodle.pugetsound.edu/moodle/login/index.php. I’ll also place on
Moodle the syllabus, assignment sheets, recommended readings, and links to helpful websites.
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Other useful materials
In addition to the assigned readings listed in the class schedule below, there are several other
recommended books that can help you prepare for class discussions and papers:
Edward G. Gray and Jane Kamensky, eds., The Oxford Handbook of the American Revolution,
2012 ed. The most recent reference work, it’s in the library stacks at E208 O94 2013.
Gregory Fremont-Barnes and Richard Alan Ryerson, eds., The Encyclopedia of the American
Revolutionary War: A Political, Social, and Military History, 2006 ed., 5 vols. A recent
encyclopedia on the subject, it is in the Reference stacks: Ref. E208 E64 2006.
Jack P. Greene and J. R. Pole, eds., A Companion to the American Revolution, 2000 ed. This
is a recent and comprehensive one-volume encyclopedia, containing more than 90 articles
by experts, covering the major topics of the Revolution. A copy is in the library stacks:
E208 C67 2000. An earlier edition (1991), entitled The Blackwell Encyclopedia of the
American Revolution, is also in the library stacks: E208 B635 1991.
Richard L. Blanco, ed., The American Revolution, 1775-1783: An Encyclopedia, 1993 ed.,
2 vols. Shelved in Library 012 books: E208 A433 1993.
Mark Mayo Boatner, Encyclopedia of the American Revolution, 1966 ed. An older singlevolume encyclopedia; E208.B68.
Lester J. Cappon, ed., Atlas of Early American History: The Revolutionary Era, 1760-1790.
If you think a historical atlas is just maps in a book, take a look at this magnificent work of
scholarship. It is kept in the Oversized Collection: G1201 S3 A8 1976.
John A. Garraty and Mark C. Carnes, eds., American National Biography, 1999 ed. A 24volume biographical encyclopedia, kept in the Reference stacks: CT213 A68 1999.
A Heads-Up
This course might prove to be different from other history courses you have taken. That’s
because its focus will be on the historiography of the American Revolution. By historiography I
mean the study of how historians have interpreted the Revolution. If you glance at the schedule
of readings below, you’ll notice that most are secondary sources presenting scholars’ competing
explanations of what the American Revolution was and meant. This is not to say that you will
learn only about historians and very little about the Revolution itself. On the contrary, you’ll
learn a lot about the historical events that we call the American Revolution. But it is to say that
our main preoccupation will be with the ongoing debate among historians over how radical the
Revolution was in its origins, unfolding, and outcomes.
Here’s what a historiographical approach means for you in practical terms:

The daily assignments frequently list readings by several different authors, who usually offer
opposing arguments about the day’s topic. That’s the situation that historians always confront
when they enter a field that is historiographically vital and contentious. There are a lot of
competing voices, and I’ve tried to give you a sample of them. Your job is to evaluate the
interpretations and decide which of them, if any, you find convincing.

Because we’ll be focusing on debates between scholars, you’ll need to pay attention to which
scholars said what. It won’t do to state vaguely that “historians” argue this or that. Instead,
you’ll want to attribute particular arguments to specific authors. You can get a sense of the
debate by reading attentively the prefaces, acknowledgments, bibliographical essays, and
back-cover blurbs of books. Skim footnotes for substantive comments about other books and
articles. Use JSTOR to find book reviews. The quicker you get a sense of who is lining up
against whom over what, the more you’ll enjoy the reading and class discussions. Don’t
worry at first about all the unfamiliar names; you’ll soon learn which historians matter most.
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As the semester proceeds, terms that initially seem clear and precise (e.g., “radicalism” and
“American Revolution”) will come to seem increasingly unsettled and uncertain. You might
reach a point where you’ll want to throw up your hands in exasperation. But don’t despair!
If you keep thinking hard, you’ll emerge at the end of the semester with a more complex and
confident understanding of the key concepts.
Class participation
This will be a discussion class. That means everyone needs to show up on time, with the
reading done and ideas to talk about. Always bring the day’s assigned books so you can refer to
particular passages during discussion. In class it’s your job to put your ideas out there for
classmates to endorse, challenge, and transform. Be willing to ask questions, confess confusion,
take a stand, and change your mind when presented with better evidence and reasoning. Listen
attentively and respond respectfully to what your classmates have to say. Speaking directly to
them (rather than through me) shows that you take them and their ideas seriously. Staring raptly
at an electronic device without typing any notes or looking up at speakers shows that you don’t.
Your regular attendance and informed participation will be important in determining both the
success of the course and the grade you get in it. After every class, I’ll evaluate your contribution
to other students’ learning. Students who make outstanding contributions will get a 4, those who
contribute significantly will get a 3, those who attend and listen but say little will get a 2, those
whose behavior makes it harder for themselves or others to learn (by arriving late, texting,
erecting a laptop wall to shut out others, leaving the classroom, etc.) will get a 1, and those who
miss class will get a 0. At the end of the semester, these daily scores will be used to calculate a
participation grade, which will count for 20% of the course grade. I have adopted this system to
get out of the unprofitable business of evaluating excuses of absentees and to get into the more
rewarding business of evaluating contributions made by those who are present in the classroom.
Hence in History 352 there are no excused or unexcused absences. If you miss a class, for
whatever reason, the way to “make up” the absence is by speaking out and sharing your insights
in those classes that you do attend.
Absences
When a student misses more than 20% of the classes (in this course, that’s 6 or more absences), I
have qualms about putting a grade on a transcript testifying to the world that he or she has
performed adequately in my course. In such cases, I may ask the Registrar to withdraw the
student from the course, which will result in a grade of W or WF, depending on the time of the
semester and/or the quality of the work that has been completed to that point.
Writing assignments
 Five 1-page response papers on the day’s assigned readings (emailed to me before class or
given to me at the start of class). Together, they will count for 15% of the course grade.
 A 6-page paper on Unit 1 themes and readings will be due at Wyatt 141 by 4:00 p.m. on
Friday, February 19 (counts 20% of course grade).
 A 6-page paper on Unit 2 themes and readings will be due at Wyatt 141 by 4:00 p.m. on
Friday, April 1 (20% of course grade).
 An 8-page paper on Unit 3 themes and readings will be due at Wyatt 141 by 2:00 p.m. on
Tuesday, May 10 (25% of course grade). This paper substitutes for a final exam.
Writing help
The Center for Writing and Learning is located in Howarth 109. Its mission is to help all writers,
whatever their level of ability, become better writers. To make an appointment with a writing
advisor, call 879-3404, email writing@pugetsound.edu, or drop by Howarth 109.
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Grading scale
Grade ranges are A (93-100), A- (90-92), B+ (87-89), B (83-86), B- (80-82), C+ (77-79), C (73-76),
C- (70-72), D+ (67-69), D (63-66), D- (60-62), and F (below 60). I will round up to a higher letter
grade when the numerical score is within 0.2 points of the cutoff (e.g., an 89.8 will be given an A-).
Paper extensions, late work, and missing work
Normally I grant make-ups, extensions, or “Incomplete” grades only for weighty reasons
like a family emergency or serious illness. But if you are facing any circumstances beyond your
control that might prevent you from finishing a paper or taking an exam on time, ask me in
advance of the deadline for an extension. (Extensions are prospective, not retroactive; that is, an
extension granted after the deadline does not cancel the penalty that has already accrued.) If
appropriate, provide documentation supporting your request from a medical professional; the
Counseling, Health, and Wellness Services; the Academic Advising Office; the Dean of Students
Office; or the Office of Student Accessibility and Accommodations.
Late papers should be emailed to me as Word documents at wbreitenbach@pugetsound.edu.
Late papers will be marked down 3.5 points on a 100-point scale (about ⅓ of a letter grade) if
turned in during the first 24 hours after the deadline. If turned in during the second 24 hours, there
will be an additional penalty of 6.5 points (about ⅔ of a letter grade). For each additional 24-hour
period, the paper will lose 10 points (equivalent to a full letter grade), until the points reach 0.
Other policies
If you have a physical, psychological, medical or learning disability that may impact your
course work, contact Peggy Perno, Director of Student Accessibility and Accommodations, at 105
Howarth Hall, 253-879-3395. She will determine with you what accommodations are necessary
and appropriate. All information is confidential. Accommodations are not retroactive.
Students who want to withdraw from the course should read the rules for withdrawal grades
in the Academic Handbook (link provided below). Friday, April 1, is the last day to drop with an
automatic W; thereafter it is much harder to avoid a WF. Students who abandon the course
without officially withdrawing will receive a WF.
Students who cheat or plagiarize, help others do so, deface or steal library materials, or
otherwise violate the university’s standards of academic integrity will receive an F for the course
and will be reported to the Registrar. Before turning in your first paper read the section on
“Academic Integrity” in the Academic Handbook (link provided below). Ignorance of the
concept or consequences of plagiarism will not be accepted as an excuse.
In these and all other matters, I follow the policies in the current Academic Handbook at
http://www.pugetsound.edu/student-life/personal-safety/student-handbook/academic-handbook/
Classroom Emergency Response Guidance
Please review university emergency preparedness and response procedures posted at
www.pugetsound.edu/emergency/. There is a link on the university home page. Familiarize
yourself with hall exit doors and the designated gathering area for your class buildings.
If building evacuation becomes necessary (e.g., because of an earthquake), meet your
instructor at the designated gathering area outdoors so she/he can account for your presence.
Then wait for further instructions. Do not return to the building or classroom until advised by a
university emergency response representative.
If confronted by an act of violence, be prepared to make quick decisions to protect your safety.
Flee the area by running away from the source of danger if you can safely do so. If this is not
possible, shelter in place by securing classroom doors and windows, closing blinds, and turning off
room lights. Lie on the floor out of sight and away from windows and doors. Place cell phones or
pagers on vibrate so that you can receive messages quietly. Wait for further instructions.
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CLASS SCHEDULE
My response-paper group is ______.
Reading assignments are to be completed before the class meeting for which they are listed.
Please bring this syllabus to every class meeting, along with the readings assigned for the day.
Unit One: From Protest to Insurgency to Independence, 1763-1776
1. Tues., Jan. 19: Introduction
No reading. Distribution of syllabi and textbooks. Lecture on historiography.
2. Thur., Jan. 21: Defining Radicalism
Textbook: from end of Seven Years’ War (1763) to Declaration of Independence (1776)
Pauline Maier, “Introduction to the Norton Paperback,” From Resistance to Revolution:
Colonial Radicals and the Development of American Opposition to Britain, 1765-1776
(orig. pp. v-xiii), RP 2-6
Gordon S. Wood, The Radicalism of the American Revolution, ix, 3-8
Alfred F. Young, “Introduction,” Beyond the American Revolution (orig. pp. 3-14b), RP 7-13
Ray Raphael, A People’s History of the American Revolution, xi-xiv, 1-11
Gordon S. Wood, Revolutionary Characters, 3-11
3. Tues., Jan. 26: Monarchical Society, Culture, and Politics
Group A
Wood, Radicalism, 9-92
Alfred F. Young, “George Robert Twelves Hewes (1742-1840): A Boston Shoemaker and
the Memory of the American Revolution,” William and Mary Quarterly 38 (Oct. 1981)
(orig. pp. 561-64), RP 14-16
4. Thur., Jan. 28: Republican Counterculture
Group B
Wood, Radicalism, 93-145
Gary J. Kornblith and John M. Murrin, “The Making and Unmaking of an American Ruling
Class,” in Young, ed., Beyond the American Revolution (orig. pp. 27-34, 43-45), RP 46-52
Young, “George Robert Twelves Hewes” (orig. pp. 570-85), RP 19-26
5. Tues., Feb. 2: From the Stamp Act to the Tea Party, 1765-1773
Group C
Jack P. Greene, “The American Revolution,” American Historical Review 105 (Feb. 2000)
(orig. pp. 93-102), RP 63-68
Kornblith and Murrin, “Making and Unmaking” (orig. pp. 45-50), RP 52-55
Pauline Maier, “The Stamp Act Riots and Ordered Resistance, 1765,” in From Resistance
to Revolution (orig. pp. 51-76), RP 69-82
Raphael, People’s History, 13-38 (be sure to read the endnotes as you go through this book)
Young, “George Robert Twelves Hewes” (orig. pp. 585-600), RP 26-34
6. Thur., Feb. 4: Continental Association, 1774-1775
Group D
Raphael, People’s History, 38-58 and endnotes
Thomas Jefferson, “A Summary View of the Rights of British America,” RP 83-86
“Suffolk Resolves of September 9, 1774,” RP 87-89
“Continental Association of October 20, 1774,” RP 90-91
Wood, Radicalism, 145-68
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7. Tues., Feb. 9: Loyalists and Near-Loyalists
Group A
Raphael, People’s History, 183-92
Bernard Bailyn, “Thomas Hutchinson,” Faces of Revolution (orig. pp. 42-66), RP 92-104
Wood, Revolutionary Characters (Franklin), 67-90
Peter Oliver, Origin & Progress of the American Rebellion, RP 105-13
Ann Hulton, “Letter on the Tarring and Feathering of John Malcolm,” RP 114
Raphael, People’s History, 309-30
8. Thur., Feb. 11: Declaring Independence, 1776
Wood, Revolutionary Characters (Paine), 205-22
Thomas Paine, Common Sense, 1-58
“The Declaration of Independence,” RP 115-16
Group B
9. Tues., Feb. 16: Natural Aristocrats and Republican Revolution
Wood, Radicalism, 169-225
Wood, Revolutionary Characters, 11-28
Group C
Unit Two: Revolutionary War, 1775-1783
10. Thur., Feb. 18: Fighting the Revolutionary War
Textbook: read the sections on the Revolutionary War, 1775-1783
Raphael, People’s History, 59-89
Joseph Plumb Martin, A Narrative of a Revolutionary Soldier, vi-xii, 1-51
Group D
The paper for Unit 1 is due at Wyatt 141 by 4:00 p.m. on Friday, Feb. 19.
11. Tues., Feb. 23: Patriotic Spirit
Robert Middlekauff, The Glorious Cause (orig. pp. 297-301), RP 117-19
Raphael, People’s History, 89-97
Martin, Narrative, 52-92
Group A
12. Thur., Feb. 25: Soldiers and Militiamen
Group B
Raphael, People’s History, 108-24
John Shy, “Hearts and Minds in the American Revolution” (orig. pp. 163-79), RP 125-32
Young, “George Robert Twelves Hewes” (orig. pp. 601-08), RP 34-38
Martin, Narrative, 93-146
13. Tues., Mar. 1: Soldiers and Civilians
Group C
Video in class: “Mary Silliman’s War” (approx. 30 minutes)
Charles Royster, “‘The Nature of Treason’: Revolutionary Virtue and American Reactions to
Benedict Arnold,” William & Mary Quarterly 36 (Apr. 1979) (orig. 163-93), RP 133-48
Barbara Clark Smith, “Food Rioters and the American Revolution,” William & Mary
Quarterly 51 (Jan. 1994) (orig. pp. 3-38), RP 149-67
Martin, Narrative, 147-80
14. Thur., Mar. 3: Women and the Revolution
Video in class: “Mary Silliman’s War” (approx. 30 minutes)
Raphael, People’s History, 135-81
Abigail Adams and John Adams, three letters, RP 168-70
Esther DeBerdt Reed, “The Sentiments of an American Woman,” RP 171
Linda K. Kerber, “The Revolution and Women’s Rights,” RP 172-73
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Group D
History 352
Spring 2016
15. Tues., Mar. 8: Tory Partisans, Pacifists, and Wartime Loyalists
Video in class: “Mary Silliman’s War” (approx. 30 mins.)
Raphael, People’s History, 97-108, 192-233
Martin, Narrative, 181-213
Group A
16. Thur., Mar. 10: Native Americans’ Wars for Independence
Group B
Raphael, People’s History, 242-89, 301m-07 (read the entire chapter if you want)
Bernard Bailyn, “An American Tragedy,” NY Review of Books, 5 Oct. 1995, RP 174-76
SPRING BREAK: March 14-18
17. Tues., Mar. 22: African Americans and Struggles for Freedom
Group C
Raphael, People’s History, 330-79
Petition of New Hampshire Slaves in 1779, RP 177-78
Edmund S. Morgan, American Slavery, American Freedom (orig. pp. 380-87), RP 179-82
William W. Freehling, “The Founding Fathers and Slavery,” American Historical Review
77 (Feb. 1972) (orig. pp. 81-84, 91-93), RP 183-89
Paul Finkelman, “Slavery and the Constitutional Convention: Making a Covenant with
Death” (orig. pp. 188-93, 223-25), RP 190-94
18. Thur., Mar. 24: The War’s End
Group D
Robert Middlekauff, The Glorious Cause (orig. pp. 575-81), RP 120-23
Charles Royster, A Revolutionary People at War (orig. pp. 329-30, 342-43, 351-59, 363-64,
367-68), RP 195-204
Raphael, People’s History, 124-33
Martin, Narrative, 214-53
Unit Three: The Revolutionary Settlement, 1781 to 1800 and Beyond
19. Tues., Mar. 29: Equality
Group A
Textbook: read the sections on the Confederation and Constitution
Wood, Radicalism, 229-43
Jack P. Greene, “All Men Are Created Equal” (orig. pp. 236-46, 248-50, 254-66), RP 205-18
Wood, Revolutionary Characters (Jefferson), 93-117
Thomas Jefferson, letter to John Adams on aristocracy, RP 219-20
Thomas Jefferson, Notes on the State of Virginia, RP 221-22
20. Thur., Mar. 31: Interests
Group B
Wood, Radicalism, 243-70
Kornblith and Murrin, “Making and Unmaking” (orig. pp. 50-54), RP 55-57
Woody Holton, Unruly Americans and the Origins of the Constitution, ix-xi, 3-64
Wood, Revolutionary Characters (Burr), 225-42
The paper for Unit 2 is due at Wyatt 141 by 4:00 p.m. on Friday, April 1.
21. Tues., Apr. 5: Critical Period: Rural Rebellions
Group C
Video in class: “The People versus Job Shattuck” (30 mins.)
Holton, Unruly Americans, 65-161
James Madison, “Vices of the Political System of the United States, 1787,” on Moodle and
at http://press-pubs.uchicago.edu/founders/documents/v1ch5s16.html
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22. Thur., Apr. 7: The Constitution
Robert Middlekauff, The Glorious Cause (orig. pp. 649-50), RP 124
Kornblith and Murrin, “Making and Unmaking” (orig. pp. 54-58), RP 57-59
Holton, Unruly Americans, 162-223
“The Constitution of the United States of America,” RP 223-28
Group D
23. Tues., Apr. 12: The Ratification Debate
Group A
Holton, Unruly Americans, 227-78
“Federalist,” 1, 6, 10, 15, 23, 39, 51, 70, 84, http://www.constitution.org/fed/federa00.htm [M]
Patrick Henry, “Speech at the Virginia State Ratifying Convention,” RP 229-30
“Centinel,” number 1, at http://www.constitution.org/afp/centin01.htm [M]
“Brutus,” number 1, at http://www.constitution.org/afp/brutus01.htm [M]
Bill of Rights, at http://www.archives.gov/exhibits/charters/bill_of_rights_transcript.html [M]
24. Thur., Apr. 14: Three Variant Federalists
Wood, Revolutionary Characters (Hamilton, Madison, Adams), 121-202
Kornblith and Murrin, “Making and Unmaking” (orig. pp. 58-62), RP 59-61
Group B
25. Tues., Apr. 19: The Assault on Natural Aristocracy
Wood, Radicalism, 271-305
William Manning, “The Key of Libberty,” RP 231-34
Wood, Revolutionary Characters (Washington), 31-63
Group C
26. Thur., Apr. 21: The Connections of Commerce
Wood, Radicalism, 305-47
Young, “George Robert Twelves Hewes” (orig. pp. 608-15b), RP 38-41
Kornblith and Murrin, “Making and Unmaking” (orig. pp. 62-65), RP 61-62
Group D
27. Tues., Apr. 26: A Middle-Class Democratic People
Wood, Radicalism, 347-69
Wood, Revolutionary Characters (Founders and Public Opinion), 245-74
Young, “George Robert Twelves Hewes” (orig. pp. 615b-23), RP 41-45
28. Thur., Apr. 28: How Radical Was the American Revolution?
Raphael, People’s History, 381-99
Gordon S. Wood, “Colonial Correctness,” review of The Unknown American Revolution,
by Gary B. Nash, in The New Republic, June 6 & 13, 2005, RP 258-66
Alfred F. Young, “Afterword: How Radical Was the American Revolution?” in Beyond the
American Revolution, 318, 332b-34, 347b-50 [Moodle]; read more if you want
29. Tues., May 3: Reviews of Wood’s Radicalism of the American Revolution
Edmund S. Morgan, “The Second American Revolution,” RP 235-40
“Forum: How Revolutionary Was the Revolution? A Discussion of Gordon S. Wood’s The
Radicalism of the American Revolution,” William and Mary Quarterly 51 (Oct. 1994):
(orig. pp. 677-716); read the essays on Wood’s book by Barbara Clark Smith and
Michael Zuckerman; and Wood’s response to his critics, RP 241-57
The paper for Unit 3 is due at Wyatt 141 by 2:00 p.m. on Tuesday, May 10.
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