History 352: The American Revolution
Wyatt 306, MWF 1:00 to 1:50
Fall 2013
William Breitenbach
Office phone: 879-3167
E-mail: wbreitenbach@ups.edu
Web: www.pugetsound.edu/faculty-sites/bill-breitenbach/
Office: Wyatt 141
Office hours:
MWF 10:00 – 11:00
TuTh 11:00 – 12:00
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 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. They are also
available on reserve at Collins Library.
Alfred F. Young and Gregory H. Nobles, eds., Whose American Revolution Was It? Historians
Interpret the Founding (NYU Press)
Gordon S. Wood, The American Revolution: A History (Modern Library)
Edward Countryman, The American Revolution, revised edition (Hill and Wang)
Ray Raphael, A People’s History of the American Revolution: How Common People Shaped
the Fight for Independence (Perennial)
Gordon S. Wood, Revolutionary Characters: What Made the Founders Different (Penguin)
Alfred F. Young, Gary B. Nash, and Ray Raphael, eds., Revolutionary Founders: Rebels,
Radicals, and Reformers in the Making of the Nation (Vintage)
If anyone wants a basic narrative of the Revolution, I’ll give you a free U.S. history textbook.
Stop by my office (Wyatt 141) to pick one up.
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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 websites.
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 for your papers:
Edward G. Gray and Jane Kamensky, eds., The Oxford Handbook of the American Revolution,
2012 ed. [The most recent reference work, it is on order for Collins Library.]
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.]
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.]
Richard L. Blanco, ed., The American Revolution, 1775-1783: An Encyclopedia, 1993 ed.,
2 vols. [Housed in the Reference stacks: Ref. E208 A433 1993.]
Mark Mayo Boatner, Encyclopedia of the American Revolution, 1966 ed. [An older singlevolume encyclopedia; kept in the Reference stacks: Ref. 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 Reference area: 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.]
PROCEDURES AND REQUIREMENTS
The Goal of the Course
The purpose of all the reading and discussion in this course is to put you in a position to
respond thoughtfully to a big question: How radical was the American Revolution? At the end of
the semester, you’ll have a chance to answer that question by writing a take-home final exam
essay that incorporates information, insights, and analysis derived from the entire semester’s
reading. The course syllabus has been designed to facilitate this task. It contains the bibliography
you’ll need to write an informed, sophisticated, and convincing assessment of the ways in which
the Revolution was or was not radical.
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 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, unfoldings, and outcomes.
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Here’s what this 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 “some historians” argue this or that.
You’ll want to attribute particular arguments to specific authors. The book entitled Whose
American Revolution Was It? will be your main guide to rival schools of interpretation, but
you can also get a sense of them by reading attentively the prefaces, acknowledgments,
bibliographical essays, and back-cover blurbs of books. Skim footnotes for substantive
comments about other books and articles. 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.

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—a certitude that has been earned!
Class participation
This will be a discussion class. Discussions work well if everyone comes to class on time with
the reading assignment completed, with some ideas to talk about, and with the books in hand to
refer to when talking about the ideas. Your regular attendance and consistent, thoughtful, informed
participation will be important in determining both the success of the course and the grade you
receive in it. Be ready to join the conversation. Put your insights out there for others to endorse,
challenge, and transform. Be willing to ask a question, confess confusion, take a stand, and change
your mind when presented with better evidence and reasoning. Also be prepared to listen
attentively and respond respectfully to what your classmates have to say. Speaking directly to them
(rather than through me) is a way of showing that you take them and their ideas seriously.
After every class, I’ll evaluate each student’s contribution to classmates’ learning. I judge the
quality of what is said, not the frequency of speaking. Students whose contribution was outstanding
get a 4; those who contributed significantly get a 3; those who came to class and listened attentively
but did not join the conversation get a 2; those whose behavior made it harder for themselves or
others to learn get a 1; and those who were not in the classroom get a 0. These daily scores will be
used to calculate a participation grade, which will count for 20% of the course grade.
Absences
There comes a point when a student has missed so many classes that I cannot in good conscience
place a grade on a transcript testifying to the world that he or she has performed adequately in the
course. For me, that point arrives when a student misses more than 20% of the classes (in this
course, more than eight). 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 the student has completed.
Grades will be calculated on a 100-point scale: 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 when a score is within 0.2 points of the cutoff (e.g., an 89.8 will get an A-).
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Graded work
 Weekly sheets. Students will be divided into three groups (Monday, Wednesday, and Friday
groups). Once a week (10 times in all), each student will prepare a 1-page single-spaced
commentary on how the preceding week’s readings can help answer the final exam question
about the radicalism of the Revolution. The weekly sheets will get a √-, √, or √+ mark if
submitted on time. Collectively, the 10 weekly sheets will count for 10% of the course grade.
 Revolutionary encounters. Twice during the semester (once before midterm and once after
it), students will submit a 3-page double-spaced comparison of two individuals, revealing
thereby some aspect of the Revolution. For example, Benjamin Franklin might be compared
with Thomas Hutchinson or with Ebenezer Mackintosh. No additional research will be
required beyond the assigned readings. Each essay will count for 10% of the course grade.
 Paper on civilians and soldiers. Based on assigned articles by Charles Royster and Barbara
Clark Smith, and drawing on materials assigned for classes 18-23, this 6-page paper will
analyze the struggle between American civilians and soldiers over their claims to civic virtue.
The paper will be due on Thursday, October 31. It will count for 20% of the course grade.
 Take-home final exam. A typed final exam (12 pages, double-spaced) on the radicalism (or
non-radicalism) of the American Revolution will be due at my office (Wyatt 141) at 2:00
p.m. on Monday, December 12. It will count for 30% of the course grade.
 Class participation. As noted above, participation will count for 20% of the course grade.
Late work and missing work
Normally I do not grant make-ups, extensions, or “Incomplete” grades, except for weighty
reasons like a family emergency or a serious illness. If you are facing circumstances beyond your
control that might prevent you from finishing a paper or exam on time, talk to me in advance
about the possibility of getting an extension. As appropriate, please provide written
documentation supporting your request from a medical professional; the Counseling, Health, and
Wellness Services; the Academic Advising Office; or the Dean of Students Office.
Late papers should be slipped under my office door at Wyatt 141. If Wyatt is locked, you
should send the paper by email to stop the penalty clock, but you must subsequently give me an
unaltered hard copy. Late papers will be docked 3.5 points on a 100-point scale (⅓ of a letter
grade) if submitted in 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 (another ⅔ of a letter grade). For each
additional 24-hour period, papers will lose 10 points (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 the Office of Accessibility and Accommodations,
105 Howarth, 253-879-3395. She will determine with you what accommodations are necessary
and appropriate. All information and documentation are confidential.
Students who want to withdraw from the course should read the rules in the Academic
Handbook (link below). Monday, October 14, is the last day to drop with an automatic W;
thereafter it is much harder to avoid a WF. Students who just abandon the course will get a WF.
Students who cheat or plagiarize, help others cheat or plagiarize, mark or steal library
materials, or otherwise violate the university’s standards of academic integrity will be given an F
for the course and will be reported to the Registrar. Before turning in your first paper, read the
discussion of 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 matters not covered by this syllabus, I follow the policies in the current Academic
Handbook, which is available online at http://pugetsound.edu/student-life/studenthandbook/academic-handbook/.
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CLASS SCHEDULE
Reading assignments are to be completed before the class meeting for which they are listed.
Bring this syllabus to every class meeting, along with the readings that are assigned for the day.
Unit 1. Historiographical Background
1. Wed 9/4: Introduction
History 352 syllabus
Eric Herschthal, “Revolution Blues,” Slate.com, July 3, 2013 [M]
2. Fri 9/6: Historiography: Progressives, Counter-Progressives, New Left, New Social History
Young and Nobles, Whose American Revolution, 1-18, 31m-95
3. Mon 9/9: Historiography: Neo-Progressives, Founders Chic, and Slavery
Young and Nobles, Whose American Revolution, 96-172
4. Wed 9/11: Historiography: Native Americans, Class Analysis, and Women
Young and Nobles, Whose American Revolution, 172b-263
Unit 2. Some Sweeping Interpretations of the American Revolution
5. Fri 9/13: Social Change and Resistance
Wood, American Revolution, xiii-44
Gary J. Kornblith and John M. Murrin, “The Making and Unmaking of an American Ruling
Class,” in Alfred F. Young, ed., Beyond the American Revolution, read 29-34, 43-45 [M]
Jack P. Greene, “The American Revolution,” American Historical Review 105 (Feb. 2000):
93-102 [M & JSTOR]
6. Mon 9/16: Revolution and War
Last day to drop without record
Wood, American Revolution, 45-88
Gary J. Kornblith and John M. Murrin, “The Making and Unmaking of an American Ruling
Class,” in Alfred F. Young, ed., Beyond the American Revolution, read 45-54 [M]
7. Wed 9/18: Republican Society and Government
Wood, American Revolution, 89-166
Gary J. Kornblith and John M. Murrin, “The Making and Unmaking of an American Ruling
Class,” in Alfred F. Young, ed., Beyond the American Revolution, read 54-65 [M]
8. Fri 9/20: Monarchism, Imperial Reform, and Elite Response
Countryman, American Revolution, rev. ed., xiii-66
9. Mon 9/23: Popular Resistance, Independence, Revolution
Countryman, American Revolution, rev. ed., 67-159
10. Wed 9/25: Republicanism and a New American Order
Countryman, American Revolution, rev. ed., 159-236
11. Fri 9/27: Introductions, Assumptions, and Interpretive Claims
Raphael, People’s History, xi-xiv, 1-11
Wood, Revolutionary Characters, 1-28
Young, Nash, and Raphael, Revolutionary Founders, 3-12; and 389-95 (by Eric Foner)
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Unit 3. Protest, Insurgency, and Independence, 1763-1776
12. Mon 9/30: Rank-and-File Rebels: Ebenezer Mackintosh and the Stamp Act Crisis
Raphael, People’s History, 13-58
Young, Nash, and Raphael, Revolutionary Founders, 15-33 (by Alfred F. Young)
13. Wed 10/2: Imperial Crisis: Thomas Hutchinson and Benjamin Franklin
Bernard Bailyn, “Thomas Hutchinson,” in Faces of Revolution, 42-66 [M]
Peter Oliver, Origin and Progress of the American Rebellion, 29b-35b, 39-41 [M]
Wood, Revolutionary Characters, 65-90 (Franklin)
14. Fri 10/4: Mary Silliman and Her Divided Community in Time of Civil War
Video in class: “Mary Silliman’s War” (first half)
15. Mon 10/7: American Insurgents: Hewes, Bigelow, and Thompson
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): only 561-64, 570-600 [M & JSTOR]
Paul Revere, engraving of the Boston Massacre (1770) [M]
Cartoon of the tarring and feathering of John Malcom (1774) [M]
Ann Hulton, letter on the tarring and feathering of Malcom (1774) [M]
Young, Nash, and Raphael, Revolutionary Founders, 35-52 (by Ray Raphael); and 53-66
(by T. H. Breen)
16. Wed 10/9: Thomas Jefferson, the Continental Congress, and the Association
Jefferson, “A Summary View of the Rights of British-America” (Aug. 1774) [M]
“Suffolk Resolves” (Sept. 9, 1774) [M]
“Continental Association” (Oct. 20, 1774) [M]
17. Fri 10/11: Thomas Paine and Common Sense
Young, Nash, and Raphael, Revolutionary Founders, 67-85 (by Gary B. Nash); and 87-96
(by Jill Lepore)
Wood, Revolutionary Characters, 203-22 (Paine)
Thomas Paine, Common Sense, excerpts [M]
18. Mon 10/14: Declarations of Independence
“Declaration of Independence” (1776) [M]
Peter Oliver, Origin and Progress of the American Rebellion, 145-49 [M]
Raphael, People’s History, 309-30
Jack P. Greene, “All Men Are Created Equal: Some Reflections on the Character of the
American Revolution,” in Imperatives, Behaviors, and Identities, read only 236-46t,
248m-50, 254-59 [M]
Unit 4. Revolutionary War, 1775-1783
19. Wed 10/16: Fighting Men
Last day to drop with automatic W
Raphael, People’s History, 59-116
Robert Middlekauff, The Glorious Cause, 297-301, 575-81 [M]
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20. Fri 10/18: The Home Front: Militia and Civilians
Raphael, People’s History, 116-24
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): only 601-08 [M & JSTOR]
Young, Nash, and Raphael, Revolutionary Founders, 135-54 (by Michael A. McDonnell)
John Shy, “Hearts and Minds in the American Revolution: The Case of ‘Long Bill’ Scott
and Peterborough, New Hampshire,” in A People Numerous and Armed, 165-79 [M]
Monday, October 21: Fall Break. No class
21. Wed 10/23: The Continental Army and the Price of Civic Virtue
Charles Royster, “‘The Nature of Treason’: Revolutionary Virtue and American Reactions to
Benedict Arnold,” William and Mary Quarterly 36 (April 1979): 163-93 [M & JSTOR]
Young, Nash, and Raphael, Revolutionary Founders, 117-34 (by Philip Mead)
Raphael, People’s History, 124-33
Joseph Plumb Martin, Ordinary Courage, read only 160-68 [M]
22. Fri 10/25: Women in the Revolutionary War
Raphael, People’s History, 135-51
Abigail Adams and John Adams, three letters [M]
Esther DeBerdt Reed, “The Sentiments of an American Woman” [M]
Barbara Clark Smith, “Food Rioters and the American Revolution,” William and Mary
Quarterly 51 (Jan. 1994): 3-38 [M & JSTOR]
23. Mon 10/28: Mary Silliman’s Revolution?
Raphael, People’s History, 151-81
Linda K. Kerber, “The Revolution and Women’s Rights,” 302-05 [M]
Video in class: “Mary Silliman’s War” (second half)
24. Wed 10/30: Discussion of Women, Civilians, and Soldiers in the Revolution.
No new assigned reading. Bring a draft of your paper to class.
PAPER DUE by 12:00 noon on Thursday, Oct. 31, at Wyatt 141
25. Fri 11/1: Loyalists, Partisans, and Pacifists
Raphael, People’s History, 183-233
26. Mon 11/4: Native Americans’ Wars for Independence
Raphael, People’s History, 242-89, 301m-307
Young, Nash, and Raphael, Revolutionary Founders, 185-98 (by Colin G. Calloway); and
199-211 (by James K. Martin)
Bernard Bailyn, “An American Tragedy,” New York Review of Books, 5 Oct. 1995 [M]
27. Wed 11/6: African Americans
Raphael, People’s History, 330-79
Petition of New Hampshire slaves in 1779 [M]
Edmund S. Morgan, American Slavery, American Freedom, 380-87 [M]
Young, Nash, and Raphael, Revolutionary Founders, 155-68 (by Cassandra Pybus)
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Unit 5. The Revolutionary Settlement, 1783 to 1800 and Beyond
28. Fri 11/8: Rural Regulators and Rebels
Young, Nash, and Raphael, Revolutionary Founders, 215-31 (by Gregory Nobles); and
233-51 (by Terry Bouton)
Video: “The People versus Job Shattuck” (29 mins.), watch it on Moodle before class. Use
Firefox, not Chrome or Internet Explorer.
29. Mon 11/11: The Federal Constitution
Articles of Confederation http://press-pubs.uchicago.edu/founders/documents/v1ch1s7.html [M]
James Madison, “Vices of the Political System of the United States, 1787,” available at
http://press-pubs.uchicago.edu/founders/documents/v1ch5s16.html [M]
Constitution of the United States of America http://presspubs.uchicago.edu/founders/documents/v1ch1s9.html [M]
William Bennett Turner, “‘Democracy’ and Other Words You Won’t Find in the
Constitution,” Harvard Magazine, Nov.-Dec. 1987, 34-37 [M]
30. Wed 11/13: The Ratification Debate
Federalist, 1, 6, 10, 15, 23, 39, 51, 70, 84, www.constitution.org/fed/federa00.htm [M]
Patrick Henry, “Speech at the Virginia State Ratifying Convention” [M]
“Centinel,” number 1, at www.constitution.org/afp/centin01.htm [M]
“Brutus,” number 1, at www.constitution.org/afp/brutus01.htm [M]
Bill of Rights, www.archives.gov/exhibits/charters/bill_of_rights_transcript.html [M]
31. Fri 11/15: Two Federalist Visions: Alexander Hamilton and James Madison
Wood, Revolutionary Characters, 119-40 (Hamilton); and 141-72 (Madison)
32. Mon 11/18: Deviant Founders: John Adams and Aaron Burr
Wood, Revolutionary Characters, 173-202 (Adams); and 223-42 (Burr)
33. Wed 11/20: Republican Radicals: William Manning, Robert Coram, Jedediah Peck
William Manning, The Key of Libberty (1798) [M]
Young, Nash, and Raphael, Revolutionary Founders, 337-53 (by Seth Cotlar); and 375-87
(by Alan Taylor)
34. Fri 11/22: Political Leadership and Public Opinion
Wood, Revolutionary Characters, 243-74
Young, Nash, and Raphael, Revolutionary Founders, 355-73 (by Jeffrey L. Pasley)
35. Mon 11/25: Religious Freedoms and Public Opinions
Young, Nash, and Raphael, Revolutionary Founders, 169-84 (by Jon Butler); and 253-72
(by Wythe Holt)
Thomas Jefferson, Virginia Statute of Religious Liberty, 1786 [M]
First Amendment to the Constitution of the United States of America http://presspubs.uchicago.edu/founders/documents/bill_of_rightss13.html [M]
THANKSGIVING BREAK: Wednesday, Nov. 27, and Friday, Nov. 29. No class
36. Mon 12/2: Founding Mothers: Abigail Adams and Judith Sargent Murray
Young, Nash, and Raphael, Revolutionary Founders, 273-87 (by Woody Holton); and 289303 (by Sheila Skemp)
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37. Wed 12/4: Black Founders: The Revolution, Slavery, and Race
Young, Nash, and Raphael, Revolutionary Founders, 305-21 (by Richard S. Newman); and
323-36 (by Melvin Patrick Ely)
William W. Freehling, “The Founding Fathers and Slavery,” American Historical Review
77 (Feb. 1972): read only 81-84, 91-93 [M & JSTOR]
Paul Finkelman, “Slavery and the Constitutional Convention: Making a Covenant with
Death,” read only 188-93, 223-25 [M]
38. Fri 12/6: American Symbols: Thomas Jefferson and Phillis Wheatley
Wood, Revolutionary Characters, 91-117 (Jefferson)
Young, Nash, and Raphael, Revolutionary Founders, 97-113 (by David Waldstreicher)
39. Mon 12/9: Veterans: Washington and Hewes
Wood, Revolutionary Characters, 29-63 (Washington)
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): only 608-23 [M & JSTOR]
40. Wed 12/11: Legacies: How Radical Was the American Revolution?
Jack P. Greene, “All Men Are Created Equal: Some Reflections on the Character of the
American Revolution,” in Imperatives, Behaviors, and Identities, read 259m-66 [M]
Raphael, People’s History, 381-99
Alfred F. Young, “Afterword: How Radical Was the American Revolution?” in Young, ed.,
Beyond the American Revolution, read only 318, 332b-34, 350 [handout, M]
Gordon S. Wood, The Radicalism of the American Revolution, ix, 3-8 [M]
“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):
read 684-716 (the essays by Barbara Clark Smith and Michael Zuckerman, and Wood’s
response) [M & JSTOR]
Gordon S. Wood, “Colonial Correctness,” review of The Unknown American Revolution,
by Gary B. Nash, in The New Republic, June 6-13, 2005, 34-42 [M]
TAKE-HOME FINAL EXAM: due at Wyatt 141 by 2:00 p.m. on Monday, December 16.
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 and laboratory
buildings.
If building evacuation becomes necessary (e.g. earthquake), meet your instructor at the
designated gathering area 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 or lab 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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