Autumn 2007
HIST 241-01
E-mail: fortinja@oneonta.edu
Office Hours: Monday 12-2
Weds. 10-12 (and by appt.)
Dr. Jeffrey Fortin
Tues. & Thurs.: 4-5:15pm
Office: Netzer Rm. 230
Revolutionary America, 1750-1800
The American Revolution is one of the most important events in modern history. This course explores
the Revolution in the broader context of the Atlantic World. We will consider the American Revolution’s
origins, the extent to which it altered American society and politics, the ways in which the forces driving the
Revolution influenced the history of the United States during its first two decades, and how the American
Revolution shaped – and in turn shaped by – global events. Because the American Revolution was in the first
instance a political event, we will discuss questions of political ideology and constitutional thought. However,
we will also explore the social and economic events surrounding the American Revolution, as well as how
“ordinary” people – women, slaves, Native Americans – who were excluded from the formal exercise of
political power managed to participate in and impact the war.
Together we will begin our examination of the American Revolution a few decades prior to the actual
war itself in order to expose the larger themes and trends that influenced what was to become America’s War for
Independence. The middle portion of the course will directly examine the events that led to the outbreak of war,
as well as the actual war itself. Next, we will examine the formation of government and the first decade of
existence for this government in our quest to understand how a nation is constructed. Finally, we will examine the
global influence of America’s revolution. Throughout the semester all of our studies, discussions, and writing
will focus on this key question, in one form or another: was the American Revolution revolutionary, or was it
really a war for independence?
Required Texts:
Jack P. Greene, Colonies to a Nation, 1763-1789: A Documentary Reader of the
American Revolution
Colin Calloway, The Scratch of a Pen: 1763 and the Transformation of North America
Colin Calloway, The American Revolution in Indian Country
Gary B. Nash, The Unknown American Revolution: The Unruly Birth of Democracy and
the Struggle to Create America
Jack N. Rakove, Original Meanings: Politics and Ideas in the Making of the Constitution
Linda K. Kerber, Women of the Republic: Intellect and Ideology in Revolutionary
America
David Armitage, The Declaration of Independence: A Global History
Cassandra Pybus, Epic Journeys of Freedom: Runaway Slaves of the American
Revolution and their Global Quest for Freedom
Assessment:
There are two long-term goals for this course: to improve your writing skills and to improve your critical
thinking skills. Each assignment on the syllabus is intended to contribute to your reaching these two goals.
This course will consist of 50% lecture and 50% discussion, which means, you will be asked to participate in
class each and every day.
Please refer to the grading standards sheet that I will hand out in class and post on ANGEL. The sheet
explains the general definitions of what makes an A, B, C, D, and F. You should view this sheet as the key to
your success. Indeed, the grading sheet not only clarifies why you receive each grade you do, but it also
provides a clear outline on how to get an A!
Assignment:
Response Papers (4)
Paper
Mid-Term
Class Participation/ Discussion Group
Final
Percentage of Final Grade:
20%
30%
10%
20%
10%
****Attendance is mandatory. You are allowed three unexcused absences, for each additional unexcused
absence your FINAL GRADE will be deducted a partial letter grade. For example, if you miss 3 + 1 classes,
an “A-“ becomes a “B+”. Excused absences include, but are not limited to: death or illness in the family,
personal illness, personal trauma, and participation in SUNY sanctioned events. However, students must notify
me before class of their absence (except in the case of emergency) and all excused absences must be
accompanied by the appropriate doctor’s, coach’s or advisor's note.
Academic Honesty and Classroom Citizenship:
Academic dishonesty, as defined by the SUCO Code of Student Conduct, is “any act by a student that
misrepresents or attempts to misrepresent to an instructor or any College official, the proficiency or
achievement of that student or another student in any academic exercise for the purpose of influencing a grade
on a piece of assigned work, on an examination or quiz or in a Course as a whole, or that is intended to alter
any record of a student's academic performance by unauthorized means. A Student deemed guilty of an act of
academic dishonesty may, depending on the nature of the offense, be subject to one or more of the following
measures: failure of the assignment or examination, failure of the course, or dismissal from the College.
Furthermore, for a second offense, referral of the case to the Standing Disciplinary Board is mandatory. The
penalties that may be assessed by the Board are listed under the Procedures of the Standing Disciplinary Board
as published in this publication; however, the normal penalty is suspension or dismissal. It is the Student's
responsibility to read and understand the policy on all aspects of academic dishonesty as published in this
publication and the Undergraduate Catalog. However, individual faculty members may wish to explain the
policy as it relates to their courses. It is emphasized that a student who has any questions about what constitutes
academic dishonesty has the responsibility of clarifying them by conferring with his/her instructors.” (Article
II: Student Conduct)
For more details, please see http://www.oneonta.edu/development/judicial/code.asp - conduct
Finally, positive classroom citizenship consists of non-disruptive behavior while class is in session.
Just as you should be trying to earn a high score for participating in class discussions, you should also be aware
that minor disruptive behavior earns you low grades in class participation. For example, disruptive behavior
during lectures or discussions includes, but is not limited to the following: a ringing wireless phone, chatting
about last night’s party, or whining about your smelly roommate’s incredible ability to go days without a
shower. Such behavior, as well as more serious offenses, will give you a grade of D for the day, or cause me to
ask you to leave the class and eventually subtract from your class participation grade (which is 20% of your
final grade).
Students with Disabilities and Special Needs:
ALL INDIVIDUALS WHO ARE DIAGNOSED WITH A DISABILITY ARE PROTECTED UNDER THE AMERICANS
WITH DISABILITIES ACT, AND SECTION 504 OF THE REHABILITATION ACT OF 1973. AS SUCH, YOU MAY BE
ENTITLED TO CERTAIN ACCOMMODATIONS WITHIN THIS CLASS. IF YOU ARE DIAGNOSED WITH A DISABILITY,
PLEASE MAKE AN APPOINTMENT TO MEET WITH STUDENT DISABILITY SERVICES (SDS), 209 ALUMNI HALL, EXT.
2137. ALL STUDENTS WITH THE NECESSARY SUPPORTING DOCUMENTATION WILL BE PROVIDED APPROPRIATE
ACCOMMODATIONS AS DETERMINED BY THE SDS OFFICE. IT IS ENTIRELY YOUR RESPONSIBILITY TO CONTACT
SDS AND CONCURRENTLY SUPPLY ME WITH YOUR ACCOMMODATION PLAN, WHICH WILL INFORM ME EXACTLY
WHAT ACCOMMODATIONS YOU ARE ENTITLED TO. YOU WILL ONLY RECEIVE ACCOMMODATIONS ONCE YOU
PROVIDE ME WITH A SDS ACCOMMODATION PLAN.
Although any previously recorded grades will not be changed, I will happily make any accommodations
outlined once a SDS Plan is in place. Be proactive!
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Weekly Assignments:
Each weekly assignment must be completed by the day it is assigned. Please be prepared to discuss each
week’s assignment in class: Being prepared is the key to your success in this course.
***I reserve the right to make changes to the syllabus as the semester unfolds; so pay attention to any
announcements made during class.
Week 1: Introduction: “The Roots of Protest & Radicalism”
August 30: First Day Introduction
Reading: Nash, The Unknown American Revolution, ch. 1, p. 1-43
Week 2: “The Seven Years War and the Transformation of North America”
September 4:, Calloway, The Scratch of a Pen, chs. 1-4 + Introduction
September 6: Calloway, The Scratch of a Pen, chs. 5-7 + Epilogue
Primary Documents:
“General View of the Conduct of the French in America, of Our Settlements there”
1755, http://www.digitalhistory.uh.edu/documents/documents_p2.cfm?doc=241
Marquis de la Galissoniere, “Memoir on the French Colonies in North America, 1750”
http://www.let.rug.nl/usa/D/1726-1750/7yearswar/galis.htm
“Albany Plan of Union,” http://www.let.rug.nl/usa/D/1751-1775/7yearswar/albany.htm
Week 3: “Tightening the Reins of Empire”
September 11: Nash, The Unknown American Revolution, ch. 2, p. 44-87
Greene, Colonies to Nation, ch. 1 ALL Documents + Introduction
Primary Document: Governor Glen (South Carolina) “The Role of the Indians in the
Rivalry between France, Spain, and England, 1761” http://www.let.rug.nl/usa/D/17511775/indians/glen.htm
Week 4: “The Stamp Act Crisis”
September 18: Greene, Colonies to Nation, ch. 2, ALL Documents
September 20: Greene, Colonies to Nation, ch. 3, ALL Documents
Colonial Williamsburg Timeline of Events (Feel free to refer to this timeline throughout the
semester): http://www.history.org/History/teaching/tchcrtme.cfm
“Politics in Colonial Williamsburg:” http://www.history.org/Almanack/life/politics/polhis.cfm
Response Paper Due (1-2 pages single-spaced): For what reasons were colonial citizens opposed to the
Stamp Act?
Week 5: “Imperials Crises/Colonial Dissent”
September 25: Greene, Colonies to Nation, ch. 4, ALL Documents
September 27: What Really Happened during the Boston Massacre?
http://www.bostonhistory.org/bostonmassacre/
Week 6: “Building Momentum in the Backcountry”
October 2: Nash, The Unknown American Revolution, ch. 3
October 4: The Regulators: http://www.tamu.edu/ccbn/dewitt/mckstmerreg1.htm (read both web-pages)
Greene, Colonies to Nation, ch. 5, ALL Documents
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Week 7: “Tea: That Other Caffeinated Drink”
October 9: Nash, The Unknown American Revolution, ch. 4
October 11: Greene, Colonies to Nation, ch 6, ALL Documents
Response Paper (1-2 pages single-spaced): Is the Boston Tea Party the most important event prior to
1775?
Week 8: “From Lexington to Philadelphia: Declaring Independence”
October 16: Mid-term
October 18: Greene, Colonies to Nation, ch. 7, ALL Documents
Week 9: “Wages of War: Fighting the Revolution”
October 23: Greene, Colonies to Nation, ch. 10 ***THIS READING IS OUT OF ORDER
“Road to Revolution” http://www.pbs.org/ktca/liberty/road.html
October 25: Nash, The Unknown American Revolution, chs. 5 & 6
Week 10: “We the People…”
October 30: Kerber, Women of the Republic: Intellect and Ideology in Revolutionary
America
November 1: Greene, Colonies to Nation, ch. 8
Response Paper (1-2 pages single-spaced): What role did women have in the American Revolution
and the formation of the republic?
Week 11: “Dissent, Loyalty, and the Losers of the War”
November 6: Calloway, American Revolution in Indian Country (selections)
Nash, The Unknown American Revolution, chs. 7 & 8
November 8: Pybus, Epic Journeys of Freedom, chs. 1-4 + Prologue
Greene, Colonies to Nation, ch. 9, “Remembering the Black Loyalists”
http://museum.gov.ns.ca/blackloyalists/
Week 12: The Patriot – Critiquing Hollywood’s Historical Interpretation
November 13: The Patriot, begin viewing in-class
November 15: The Patriot, view in-class
In-Class Response Paper: Many movies, television shows, novels and other forms of popular media
that depict historical events use poetic license. What is poetic license? Discuss whether or not it should
be allowed in popular culture depictions of historical events?
Week 13: “Confederation Nation”
November 27: Rakove, Original Meanings: Politics and Ideas in the Making of the Constitution, chs. 1-5
Greene, Colonies to Nation, ch. 11
November 29: Rakove, Original Meanings, chs. 5-11, Explore America’s Founding Documents while you
read: http://www.archives.gov/national-archives-experience/charters/charters.html
Week 14: “A Second Revolution?”
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December 4: Greene, Colonies to Nation, ch. 12
December 6: Nash, The Unknown American Revolution, EPILOGUE
Week 15: “The Global Influence of the Declaration of Independence”
December 11: Armitage, The Declaration of Independence: A Global History BEGIN
December 13: Armitage, The Declaration of Independence: A Global History FINISH
Paper Due: See In-Class Handout
******Important Note: As professor, I reserve the right to amend the syllabus at any point during the
semester if necessary. If this situation arises, I will make multiple announcements and include an updated
syllabus on Blackboard.
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