1
HIST 11: Political and Social History of the United States I, 1492-1876
Fall 2012
Instructor: Jason Chiu
Email: wljchiu@gmail.com
Office: K5-102 (The Writing Center)
Office Hours: MW 9:00am — 10:00am and 11:30am — 12:30pm
Website: http://jasonchiu.elacstudentservices.org
Required Readings: Eric Foner. Give Me Liberty!: An American History,
Third Edition/Volume 1. W. W. Norton, 2010.
AND
Online resources, found via websites and the instructor’s website.
Questions to Think About:
The following questions are meant to direct class readings and discussion:
1.
Course Description and Purpose: This course is designed for students
interested in the first half of American history (approximately 1492 CE to
1876). This time period is extremely pertinent to understanding the
evolution of the United States. As such, many historical issues will be
addressed. They include class, gender, race, US foreign relations,
intellectual thought, national identity, as well as changing social and
cultural attitudes. Of course, not all of these topics will be covered in full.
However, it is the instructor’s intent to make these topics accessible to
students through course readings, written assignments, exams, and
discussions. This class fulfills the IGETC for Social Sciences.
This class is not for the feign-hearted nor the squeamish! Lectures and
readings deal with controversial topics and class material is approached
from a historical angle. Those students who are not comfortable discussing
religion, race, human sexuality, “graphic” descriptions, and other relevant
class topics are advised to drop this course.
This course requires students to come to class prepared to discuss the
assigned readings, including primary sources, charts and statistics,
secondary sources, and other relevant material. Since this is a transfer-level
course, students need to actively participate in class and complete
assignments on their due date. Expect college-level reading and writing!
Class Procedure: Students are required to attend class regularly and on
time. Talking, the use of a cell phone, and/or the use of any other electronic
equipment is/are not allowed during class. Students must turn off all
electronic devices prior to class. If any electronic device sounds off in class,
the owner of the device will be asked by the instructor to leave and return
only in the following class session. Students who do not arrive to class ontime will not be allowed to attend.
2.
3.
4.
5.
AMERICAN DILEMMAS: What political, cultural, and economic
debates dominated American society? Why?
THE AMERICAN PROMISE: How did various groups view the
“promise” of America? In what ways do these views inform us of
the conflicts that unraveled in America history?
SOCIAL ROLES: In what ways did race and gender impact people
of diverse backgrounds? How did they shape the social outlook of
American
GOVERNMENT AND SOCIETY: What role did the government
play in American society? In what ways did the government help
improve the livelihood of the average American? In which ways
did it fall short?
PROGRESS AND CHANGE: Does “progress” define American
history?
Grade Evaluation:
Quizzes (8 out of 12):
Class Participation:
Long Essays (2)
Short Essays (2):
Midterm:
Final (mandatory):
2% each (16% total)
7%
14% each (28% total)
7% each (14% total)
15%
20%
No assignment will be accepted via email nor will any grade be sent out via
email. All assignments MUST be written using academic formatting (MLA,
APA, or Chicago) and handed in to the instructor in person.
Note: The instructor reserves the right to deviate from the course schedule
and the policies stated herein this syllabus so long as the changes are
reasonable and such changes are announced promptly.
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Class Participation and Attendance:
To get a high class participation grade, students are encouraged to voice
their opinion, so long as it is relevant to class topics. Since attendance is
mandatory, there is no grade for coming to class. However, students who
are absent 5 or more times will be automatically excluded from the course.
Each tardy will count as 1/3 of an absence and will be assessed when
determining exclusions. Additionally, it is in the students’ interest to get to
class on time since quizzes are always given at the beginning of class.
Quizzes (8 out of 12):
A total of 12 quizzes will be randomly given. Held at the start of class to
test students’ knowledge of the reading material, each quiz involves one or
two broad questions and will be graded based on how well the question(s)
is/are answered. Although only 8 quizzes make up the quiz portion of the
grade, additional points scored will be added to students’ final grade.
Quizzes must be written in ink.
Long Essays (2):
There are two 3.5—6 page essays assigned for this class. To get a good
grade, the essays need to include information from both class lectures AND
assigned readings. Students are encouraged to submit drafts and/or outlines
for my personal review. Late essays: Papers will be docked one step down
(A becomes A-, A- becomes B+, and so on) for each class meeting they are
late. Late papers can only be turned in within two weeks of the original due
date. Because the essays can be turned in up to two weeks late, no make-up
essays will be given nor will late papers qualify for the essay rewrite.
Rewrites for Long Essays:
A rewrite is allowed once for each long essay. However, students can only
rewrite an essay under three conditions: 1) a complete paper must have been
turned in on time and received at least a grade of D, 2) the student has met
and discussed with the instructor his or her strategy for improving the paper,
and 3) the old copy must be stapled to the back of the rewrite and turned in
on the due date. Higher grades on rewrites will replace the “old” scores.
Short Essays (2):
Students are expected to write two 1.5—2.5 page essay responses. To get a
good grade, the essays need to include information from BOTH class
lectures and assigned readings. There is one major difference between the
short essays and their longer counterparts: the short essays are no eligible
for rewrites. While one objective of assigning these short essays is to get
students to engage with the readings and the lecture material, the real
purpose of these papers is to prepare students for writing the long essays.
Please note that short essays are not eligible for the rewrite option.
Exams (Midterm and Final):
Both the midterm and final are essay exams. The essay must be supported
by both lectures AND reading material. Be sure to turn in a green book (any
size) indicating your name and class a few class sessions before the exam. It
will be given back on the day of the exam. Students who fail to turn in a
green book may lose exam time on the date of the exam. No make-up exam
will be given. Exams must be written in ink.
Plagiarism and Cheating: No tolerance for plagiarism will be given to any
student for any reason. This includes taking passages from a writer without
giving him/her full credit as well as passing an assignment written by
another person as one’s own. Students who participate in academic fraud
will receive an F for the class and be reported to the proper academic
authorities. Since this class emphasizes primary source analysis and
students are provided open access to these sources, any unauthorized
research is prohibited and will fall under the plagiarism provision stated
here-in. The penalties for plagiarism stated above also apply to cheating.
Disabled Students: Students who have special needs should speak to the
instructor ahead of time if accommodations are required. They are also
encouraged to visit the campus Disabled Student Program and Services
(DSPS) for support should they need additional help.
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Course Schedule:
Please note: All reading assignments listed are on the dates when they are
due. Writing assignments’ due dates are in bold.
M, 9/10: Puritanism and the “Exodus” to New England
Short Essay 1 Assigned
William Bradford compared Church of England with Satan
*FONER indicates the textbook
M, 8/27: Class Introduction
Syllabus
W, 8/29: European Empires and the Americas
http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=669
M , 9/3: LABOR DAY (NO CLASS)
W, 9/5: Jamestown and the Chesapeake Colonial Enterprise
Arthur Barlowe, First Voyage to Virginia (1584)
http://www.swarthmore.edu/SocSci/bdorsey1/41docs/04-bar.html
Richard Hakluyt, Discourse of Western Planting (1584)
http://www.swarthmore.edu/SocSci/bdorsey1/41docs/03-hak.html
Instructions for the Virginia Colony (1606)
http://odur.let.rug.nl/~usa/D/1601-1650/virginia/instru.htm
John Smith, “The Starving Time” (1624)
http://historymatters.gmu.edu/d/6593
Indentured Servant Contract
http://etext.lib.virginia.edu/etcbin/jamestown-browse?id=J1046
John Winthrop, A Model of Christian Charity (1630)
http://history.hanover.edu/texts/winthmod.html
John Winthrop, Reasons for Emigrating to New England (1631)
http://www.swarthmore.edu/SocSci/bdorsey1/41docs/15-win.html
John Winthrop’s Journal (Sept. 1639)
http://www.swarthmore.edu/SocSci/bdorsey1/41docs/20-cot.html
Connecticut “Blue Laws” (1672)
http://www.csulb.edu/~jlawler/Course%20DW/BlueLaws.htm
William Penn, Some Account of the Province of Pennsylvania (1681)
http://www.swarthmore.edu/SocSci/bdorsey1/41docs/38-pen.html
Benjamin Wadsworth, A Well-Ordered Family (1712)
http://www.swarthmore.edu/SocSci/bdorsey1/41docs/48-wad.html
http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=674
http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=675
W, 9/12: Contact and Conflict with Native Americans
Edward Waterhouse, “Race War in Virginia” (1622)
http://www.digitalhistory.uh.edu/documents/documents_p2.cfm?doc=215
George Alsop, A Character of the Province of Maryland (1666)
http://historymatters.gmu.edu/d/5815
The Indians of the Six Nations to William & Mary College (1744)
http://faculty.sanjuancollege.edu/krobison/documents/SixNationsWilliam&Mary.htm
Richard Frethorne, letter to his father and mother (March 20, April 2 & 3,
1623)
http://historymatters.gmu.edu/d/6475
M, 9/17: Colonial American Society
William Johnson
http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=670
http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=671
Bacon’s Rebellion: The Declaration (1676)
http://historymatters.gmu.edu/d/5800
4
Virginia Slave Laws (1660s)
http://www.swarthmore.edu/SocSci/bdorsey1/41docs/24-sla.html
http://staff.imsa.edu/socsci/jvictory/txt_pgs_colonial/transportation_col/tran
sportation5.htm
James Oglethorpe, Founding Vision for Georgia (1733)
http://www.swarthmore.edu/SocSci/bdorsey1/41docs/29-ogl.html
British taxation and laws meant to establish more direct control over
colonies: duties from Townshend Acts used to pay British colonial judges
and governors, overriding authority of colonial assemblies.
Alexander Falconbridge, An Account of the Slave Trade on the Coast of
Africa (1788)
www.danvers.mec.edu/.../SlaveryWQ/AfrSlvTrdAFalconbrdg1788.pdf
Venture Smith, A Narrative of the Life and Adventures of Venture, A Native
of Africa, But Resident Above Sixty Years in the United States of America
(1798)
http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=672
http://www.swarthmore.edu/SocSci/bdorsey1/41docs/26-ven.html
Robert Beverley, The History and Present State of Virginia (1705)
http://www.swarthmore.edu/SocSci/bdorsey1/41docs/59-bev.html
Elizabeth Sprigs, “Letter to Mr. John Sprigs in White Cross Street near
Cripple Gate, London” (September 22, 1756)
http://chnm.gmu.edu/fairfaxtah/lessons/documents/Elizabeth_Sprigs2.pdf
Thomas Hutchinson Recounts the Mob Reaction to the Stamp Act in Boston
(1765)
http://investigatinghistory.ashp.cuny.edu/m2d.html
William Pitt, “Speech on the Stamp Act” (1766)
http://odur.let.rug.nl/~usa/D/1751-1775/stampact/sapitt.htm
http://odur.let.rug.nl/~usa/E/sugar_stamp/act01.htm
http://odur.let.rug.nl/~usa/E/tax/davisxx.htm
Soame Jenyns, “The Objections to the Taxation of our American Colonies
by the Legislature of Great Britain, briefly consider'd” (1765)
http://homepages.udayton.edu/~alexanrs/SOAME.html
M, 9/24: The American War of Independence
http://odur.let.rug.nl/~usa/E/revolution/revo1.htm
Gottlieb Mittelberger, Journey to Pennsylvania in the Year 1750 and Return
to Germany in the Year 1754 (1750)
http://historymatters.gmu.edu/d/5713
“Declaration of Independence” (1776)
http://avalon.law.yale.edu/18th_century/declare.asp
Benjamin Franklin, “The Way to Wealth” (1758)
http://www.swarthmore.edu/SocSci/bdorsey1/41docs/52-fra.html
John Dickinson, “Favoring a Condition of Union with England” (1776)
http://www.csulb.edu/~jlawler/Course%20DW/JohnDickinson.htm
Benjamin Franklin, Advice to a Young Man on the Choice of a Mistress
(1745)
http://www.swarthmore.edu/SocSci/bdorsey1/41docs/51-fra.html
J. Hector St. John de Crèvecoeur, What is an American? (1782)
http://www.fordham.edu/halsall/mod/crevecour2.html
http://odur.let.rug.nl/~usa/D/1776-1800/independence/doi.htm
ttp://www.slavevoyages.org/tast/assessment/essays-intro-01.faces
W, 9/19: The Road to the American War of Independence
Short Essay 1 Due
The Navigation Act of 1660
http://teachingamericanhistory.org/library/index.asp?document=2165http://t
eachingamericanhistory.org/library/index.asp?document=2165
W, 9/26: Creating a Constitution I
Montesquieu, Spirit of the Laws (1748)
5
http://web.archive.org/web/19990225170826/http://pluto.clinch.edu/history/
wciv2/civ2ref/esprit.html
Debates over the Constitution (1787-1790) @ instructor’s website
http://memory.loc.gov/learn//features/timeline/newnatn/usconst/debates.htm
l
http://memory.loc.gov/learn//features/timeline/newnatn/usconst/debpenn.ht
ml
http://memory.loc.gov/learn//features/timeline/newnatn/usconst/egerry.html
http://www.teachingamericanhistory.org/institutes/2003/character_readings.
html#7
M, 10/1: Creating a Constitution II
Long Essay 1 Assigned
Benjamin Franklin, A Narrative of the Late Massacres in Lancaster County
(1764)
http://74.6.117.48/search/srpcache?ei=UTF8&p=phobos.ramapo.edu%2F~theed%2F...%2Fsessions%2F...%2Fviolence
_indians.pdf&fr=yfp-t701&u=http://cc.bingj.com/cache.aspx?q=phobos.ramapo.edu%2f~theed%2
f...%2fsessions%2f...%2fviolence_indians.pdf&d=4759545704354620&mk
t=en-US&setlang=enUS&w=1fea466,d28f7cbf&icp=1&.intl=us&sig=sQdHznpLFqfSu1Oxz24R
Ew-Elizabeth Dixon Smith Greer, Journal (1847-1850)
http://occawlonline.pearsoned.com/bookbind/pubbooks/divine5e/chapter12/
medialib/primarysources2_12_1.html
Thomas Corwin (1847)
http://faculty.tnstate.edu/tcorse/20210/thomas_corwin.htm
Alexander Hamilton, Report on Manufactures (1791)
http://www.digitalhistory.uh.edu/documents/documents_p2.cfm?doc=326
Thomas J. Green
Thomas Jefferson, Notes on the State of Virginia (1787)
http://xroads.virginia.edu/~hyper/hns/yoeman/qxix.html
M, 10/15: Midterm
W, 10/3: Lesson on History Writing I
M, 10/8: Formation of American Identity
George Washington, Farewell Address (1796)
http://www.digitalhistory.uh.edu/documents/documents_p2.cfm?doc=336
Thomas Jefferson to James Monroe, October 24, 1823
http://memory.loc.gov/cgibin/query/r?ammem/mtj:@field(DOCID+@lit(jm
040139))
W, 10/17: The Republic and Native Americans
Short Essay 2 Assigned
George Washington to Senate, August 11, 1790, Cherokee Indians
http://memory.loc.gov/learn//features/timeline/newnatn/nativeam/gwletter.h
tml
Andrew Jackson, Second Annual Message to Congress (1830)
www.hist.umn.edu/hist1301/documents/jackson.doc
http://odur.let.rug.nl/~usa/E/manifest/manifxx.htm
W, 10/10: The West in the American Imagination
John L. O’Sullivan, “The Great Nation of Futurity” (1845)
http://www.mtholyoke.edu/acad/intrel/osulliva.htm
“Memorial of the Cherokee Nation,” Nile’s Weekly Register (1830)
http://lincoln.lib.niu.edu/teachers/lesson5-groupd.html
Chief Seattle’s Speech (1854)
http://faculty.sanjuancollege.edu/krobison/documents/ChiefSeattlesSpeech.
htm
6
Red Jacket to Reverend Cram (1805)
http://historymatters.gmu.edu/d/5790/
http://memory.loc.gov/learn//features/timeline/newnatn/nativeam/report.htm
l
Dee Brown “The Trail of Tears”
http://www.faulkner.edu/academics/artsandsciences/socialandbehavioral/rea
dings/hy/trail.asp
Zitkala-Sa, “The Cutting of My Long Hair,” The School Days of An Indian
Girl (1900)
http://etext.virginia.edu/etcbin/toccernew2?id=ZitGirl.sgm&images=images/modeng&data=/texts/english/moden
g/parsed&tag=public&part=2&division=div1
M, 10/22: Industrialization and Urbanization
Long Essay 1 Due
http://courses.cvcc.vccs.edu/history_mcgee/courses/his121/Primary%20Sou
rce%20Documents/us1d21.htm
Many documents, choose
http://chnm.gmu.edu/mcpstah/wordpress/wpcontent/themes/tah/files/mckee_primary-sources.pdf
W, 10/24: Immigration and Nativism
Tyler Anbinder, “From Famine to Five Points: Lord Lansdowne's Irish
Tenants Encounter North America's Most Notorious”
http://www.historycooperative.org/journals/ahr/107.2/ah0202000351.html
Samuel F. B. Morse, Imminent Dangers to the Free Institutions of the
United States (1835)
http://people.sunyulster.edu/voughth/antebellum_immopinions.htm
The Know-Nothing Party Platform (1856)
http://www.yale.edu/glc/archive/974.htm
http://historicaltextarchive.com/sections.php?action=read&artid=785
http://b-womeninamericanhistory19.blogspot.com/2010/01/investigationinto-conditions-at-lowell.html
Thomas Dublin, “Women, Work, and Protest in the Early Lowell Mills”
http://f.asp2.si.edu/centerpieces/whole_cloth/u2ei/u2materials/dublin.html
Josephine L. Baker, The Lowell Offering (1845)
http://www.albany.edu/history/history316/SecondPeepatFactoryLife.html
Factory Rules from Hamilton Manufacturing Company (1848)
http://library.uml.edu/clh/All/ham2.htm
Harriet Hanson Robinson, Loom and Spindle or Life Among the Early Mill
Girls (1898)
http://historymatters.gmu.edu/d/5714/
http://www.fordham.edu/halsall/mod/robinson-lowell.html
M, 10/29: Slavery and the Political Economy of the South
Short Essay 2 Due
“Go Down, Moses”
http://zorak.monmouth.edu/~afam/go_down_moses.htm
W, 10/31: The Second Great Awakening and Reform
Charles Grandison Finney, Lectures on Revivals of Religion (1835)
http://chnm.gmu.edu/lostmuseum/lm/370/
Worcester, T.W. Higginson Consistent Democracy. Boston, R.F. Wallcut,
1858.
http://memory.loc.gov/learn//features/timeline/expref/crusader/democrcy.ht
ml
M, 11/5: Reform and Women
Long Essay 2 Assigned
The Harbinger (November 14, 1836)
Declaration of Sentiments (1848)
7
http://www.fordham.edu/halsall/mod/Senecafalls.html
the south vindicated from the treason and fanaticism of the northern
http://womhist.alexanderstreet.com/teacher/fmrs.htm
Arguments in Support of Slavery
http://www1.assumption.edu/users/lknoles/douglassproslaveryargs.html
W, 11/7: Lesson on History Writing II
Long Essay 1 Rewrite Due
M, 11/12: VETERANS’ DAY (NO CLASS)
W, 11/14: Antebellum Slavery and Abolitionism
Uncle Tom’s Cabin (eventually 1 million copies sold)
Appeal to Thomas Gage, Royal Governor of Massachusetts, (May 25 1774)
http://www.fordham.edu/halsall/mod/1774slavesappeal.html
Benjamin Drew, Testimony of the Canadian Fugitives (1850)
http://odur.let.rug.nl/~usa/D/1826-1850/slavery/fugitxx.htm
James Stirling, The Life of Plantation Field Hands (1857)
http://www.fordham.edu/halsall/mod/1857stirling.html
Frederick Law Olmsted, A journey in the Seaboard States (1856)
http://odur.let.rug.nl/~usa/D/1851-1875/olmsted/jourxx.htm (select one or
two sections) may have one section on poor whites
William Lloyd Garrison, Declaration of Sentiments of the American AntiSlavery Convention (1833)
http://utc.iath.virginia.edu/abolitn/abeswlgct.html
Frederick Douglass, “The Hypocrisy of American Slavery” (1852)
http://www.ucs.louisiana.edu/~ras2777/amgov/douglass.html
http://docsouth.unc.edu/neh/randol55/randol55.html#rando6
http://docsouth.unc.edu/neh/henson81/ill2.html
http://www.fordham.edu/halsall/mod/douglass-hypo.html
http://mac110.assumption.edu/aas/Manuscripts/ase183612.html
M, 11/19: Defending Slavery
http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=683
George Fitzhugh, "The Blessings of Slavery" (1857)
http://occawlonline.pearsoned.com/bookbind/pubbooks/divine5e/medialib/ti
meline/docs/sources/theme_primarysources_Slavery_16.html
“The Negroes and the Poor” Atlanta Southern Confederacy Editorial
(October 30, 1862).
http://teachingamericanhistory.org/library/index.asp?document=1468
“The Happiest Laboring Class in the World”: Two Virginia Slaveholders
Debate Methods of Slave Management (1837)
http://historymatters.gmu.edu/d/5801/
W, 11/21: The Road to the Civil War, I
Long Essay 2 Due
1820 Missouri Compromise, 1850 Compromise (Western States)
Kansas Nebraska Act (1854)- emergence of republican party
Dred Scott Case (1857)
South Carolina Ordinance of Nullification (1832)
http://avalon.law.yale.edu/19th_century/ordnull.asp
“Southern Policy,” Vicksburg Daily Whig (1860)
http://www.historians.org/projects/SecessionEditorials/Editorials/Vicksburg
DWhig_01_18_60.htm
M, 11/26: The Road to the Civil War, II
John Brown
1860 Presidential Election (Lincoln offered to pay for South’s emancipated
slaves as a compromise) (colonization plan to Latin America/W. Africa)
http://odur.let.rug.nl/~usa/E/1850s/polixx.htm
Daniel Webster, “Second Speech on Foot’s Resolution” (1830)
8
http://www.bpi.edu/ourpages/auto/2010/11/24/49099928/Webster_Primary
_Source.pdf
“Meet Brute Force With Brute Force,” Atlanta News (1874)
http://www.auburn.edu/~lakwean/hist2010/doc1874_atlnews.html
John C. Calhoun, Proposal to Preserve the Union (1850)
http://web.utk.edu/~mfitzge1/docs/374/jcc1850.pdf
Mary Ames, A New England Woman’s Diary in Dixie in 1865
W, 11/28: The American Civil War
“Declaration of Causes” (1860)
http://sunsite.utk.edu/civil-war/reasons.html
Thaddeus Stevens, Speech on Reconstruction (1865)
http://www2.volstate.edu/socialscience/FinalDocs/Civil%20War%20&%20
Reconstruction/stevens.htm
Alexander H. Stephens, “Cornerstone Speech” (1861)
http://www.fordham.edu/halsall/mod/1861stephens.html
Howell Cobb to J. D. Hoover (January 4, 1868)
Abraham Lincoln, "Emancipation or Preservation of the Union?," The New
York Times, New York, August 25, 1862
http://mac110.assumption.edu/aas/Manuscripts/lincoln.html
1863 March, Conscription Act (20-45 age unless $300) to raise troops and
funds led to class and race tension (July, NY draft riots)
Fear of blacks overtaking Irish (often poor working class) jobs after
emancipation (11 lynched)
Abraham Lincoln, "The Emancipation Proclamation," January 1, 1863
http://mac110.assumption.edu/aas/Manuscripts/ep.html
Debate Between Sen. John Coit Spooner and Sen. Benjamin Tillman
(January 1908)
http://history.hanover.edu/courses/excerpts/336tillman.html
A Sharecrop Contract (1882)
http://chnm.gmu.edu/courses/122/recon/contract.htm
W, 12/5: Review
Final Exam:
7:00am - 9:00am
Wednesday, December 12th
Long Essay 2 Rewrite Due
http://teachingamericanhistory.org/library/index.asp?document=433
http://teachingamericanhistory.org/institutes/2002/lincoln_readings.html#3
http://mac110.assumption.edu/aas/Reports/harpriots.html
General guidelines to writing a well-argued history paper:
M, 12/3: Reconstruction
Equality before the law protected by national statute
http://memory.loc.gov/learn//features/timeline/civilwar/recontwo/sumner.ht
ml
Be specific! Do not use words such as “good” or “bad” to express your
ideas. Make sure to pinpoint the exact topic you are addressing.
Use MLA or CMS. Do not ever use Wikipedia for citations!
Civil War Amendments
Keith Weldon Medley, “Birth of ‘Separate But Equal’”
Jourdon Anderson, Letter to “My Old Master” (1865)
http://historymatters.gmu.edu/d/6369/
Answer the prompt with notes taken from class lectures, discussions and
readings by linking different historical events/persons/ideas that influenced
each other. Note: making valid and thought-provoking historical
connections will drastically improve a student’s grade (e.g. The
Nationalists’ defeat in 1949 were both caused by the corruption and
9
ineptitude of the Jiang regime as well as the Japanese invasion of China that
took place in 1937) while making over-generalized statements such as
“automobile culture is the mainstay of Californian life and will always be”
will not.


Contrast the views of Europeans of the fifteenth and sixteenth centuries
with those of Native Americans and Africans they encountered on such
topics as the environment, social relations, religious beliefs, and slavery.
Which group do you consider "savage," "heathen," or "barbarian"? Explain
your position.
How and why did the Stamp Act politicize American colonists as never
before?

Identify and discuss the components that contributed to American economic
growth from 1820 to 1860: The North, The South.

Identify and discuss the reform era in antebellum America, the types of
reform pursued, and the motivations of the reformers. What impact did
these reform movements have on the coming split in the Union?
Analyze the major developments between 1848 and 1861 that contributed to
the Civil War.

Compare the development of agriculture in the New England, mid-Atlantic,
and southern colonies. How did different types of farming contribute to the
formation of different types of societies in the three regions? Although far
more European colonists came to the Chesapeake and Carolina colonies
than to New England or Pennsylvania during the seventeenth century, life
proved to be much more secure in the Puritan and Quaker colonies. Analyze
how and why this was so.
http://faculty.utep.edu/LinkClick.aspx?link=US_Documents.pdf&tabid=20250&mid=66166
Jonathan Edwards, “Sinners in the Hands of an
Angry God” (1741)
http://www.mesacc.edu/~toms
hoemaker/handouts/edwards.ht
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