Fall 2019 HIST 100 002 - Lecture notes 1 PDF

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Revised: October 2017

HIS 100 / EARLY AMERICAN HISTORY TERM: Fall 2019 CREDIT HOURS: 3

CARNEGIE UNITS: 3:3:0

CLASS MEETING TIME: T & R, 11:00 – 12:15

LOCATION: Evenden Tower 311

INSTRUCTOR NAME: Dr. Stephen Burwood

OFFICE PHONE: (607) 746-4131

OFFICE ADDRESS: Evenden Tower 614

EMAIL ADDRESS: [email protected]

OFFICE HOURS: Mondays 1:30 – 2:30; Tuesdays, 12:30 – 1:30;Wednesdays, 1:30 – 2:30; @ Learning Center

COURSE DESCRIPTION:

This course is a chronological survey of American history from early colonization through the end of the Civil War. The course examines economic, political, social and cultural institutions as they evolved during this period. Topics covered include but are not limited to: settlement of North America; interactions with Native Americans; slavery; American Revolution; founding of the Republic; Jacksonian democracy; Manifest Destiny; sectionalism; and the American Civil War. This course meets the University's General Education requirement for American history PRE-REQUISITES: None STUDENT LEARNING OUTCOMES:

1. Knowledge of a basic narrative of American history 2. Knowledge of common institutions in American society 3. Understanding America’s evolving relationship with the rest of the world COURSE OBJECTIVES:

1. Knowledge of the main contours of United States History from the age of European settlements to the end of the US Civil War.

Revised: October 2017

2. Knowledge of the United States Constitution, its institutions, and how they evolved before the US Civil War. 3. Understanding the influence of the rest of the world in the evolution of American democracy MEASUREMENT CRITERIA: (Criteria for measuring student learning outcomes should be listed here) GRADING CRITERIA: Class Participation

10%

Submissions of Answers to Reading Questions (5 )

10 + 10 +10+10+10

50%

Midterm Exam

20%

Final Exam

20%

Total

100%

CLASS SCHEDULE OF TOPICS: PLEASE NOTE: ALL READING IS REQUIRED. YOU WILL SEE READINGS ASSIGNED TO MOST CLASS SESSIONS. YOU ARE EXPECTED TO COMPLETE THE READING BEFORETHE CLASS. IN MOST CASES I WILL POST READING QUESTIONS TO HELP GUIDE YOU TO READ THE MATERIAL FOR THE CLASS DISCUSSIONS ON THEM. YOU WILL NOTICE 50% OF THE TOTAL GRADE IS BASED DIRECTLY ON THE READING.

Required Textbook: Eric Foner, Give Me Liberty! Volume 1. (Fifth Edition) ISBN 978-0-393-60342-2 August 26.

Welcome. Course Expectations. History & Myth. Why a Focus on Liberty? In- Class Exercise: Confederate Monuments

August 28

North America Beyond the British: Native Americans Reading: Eric Foner, Give Me Liberty! Chapter 1. Questions to discuss on Friday:  How did Indians live in North America before the Europeans arrived?  How did the Europeans view the Native American Indians?  What does Foner mean by Demographic Disaster?  Which European nations were present in what is now the United States before 1776? Where were they?

August 30

North America Beyond the British: The Spanish

Revised: October 2017

Reading: Eric Foner, Give Me Liberty! Chapter 1. Questions to discuss today:  How did Indians live in North America before the Europeans arrived?  How did the Europeans view the Native American Indians?  What does Foner mean by Demographic Disaster?  Which European nations were present in what is now the United States before 1776? Where were they?

September 2

NO CLASS = LABOR DAY

September 4

Why Did the British Become Successful and Thrive in North America? Reading: Foner, Give Me Liberty, Chapter 3. Questions to discuss today:  Why was Britain so keen to colonize North America?  Why was Britain able to expand in North America when other European nations had problems there (think population, people,)?  What were the national origins of the colonial population by 1775?

September 6

Trade Reading: Foner, Chapter 3 Questions to discuss today:  The success of the British American colonies rested firmly on trade. What does Foner mean when he talks about a Consumer Revolution?  What does Foner mean when he talks about an Atlantic World?  What social classes existed in British colonial America? Submit Answers to Reading Questions so far (September 4 & 6)

September 9

Religion in British North America

September 11

Slavery Reading: Foner, Give Me Liberty, Chapter 4 Questions to discuss today:  Foner talks about three slave systems in the British North American colonies. Describe them.

Revised: October 2017

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How did these different slave systems create different African-American cultures? In what ways did slaves resist slavery?

September 13

British North America on the Eve of Revolution: Slavery Reading: Foner, Give Me Liberty, Chapter 4 Questions to discuss today:  Foner talks about three slave systems in the British North American colonies. Describe them.  How did these different slave systems create different African-American cultures?  In what ways did slaves resist slavery?

September 16

British North America on the Eve of Revolution: A Collection of Colonies

September 18

Revolution or Tax Revolt? Reading: Foner, Give Me Liberty, Chapter 5 Questions to discuss today:  In re-organizing their empire after the Seven Years’ War, the British alienated their colonists in North America. How?  Why did American colonists refuse to pay taxes and what did “liberty” have to do with it?  What were the Intolerable Acts and why did they lead to open rebellion? Submit Answers to Reading Questions from September 9 through September 18

September 20

Why Did the World’s Greatest Military Power Lose the North American Colonies?

September 23

“These United States:” The First Constitution and Why It Fell Short. Reading: Foner, Give Me Liberty, Chapter 7 Questions to discuss today: 1. What were the problems and achievements of the Confederation government? 2. What was the Northwest Ordinance? 3. What was Shay’s Rebellion?

September 25

The Constitution: A Country By Compromise Reading: Foner, Give Me Liberty, Chapter 7 Questions to discuss today: 1. What were the Virginia and New Jersey Plans?

Revised: October 2017

2. 3. 4. 5.

How was democracy limited by the Constitution? How did slavery make it into the Constitution? Who were “the people” referred to by the Constitution? What was the role of Native American Indians in the new nation?

September 27

The Constitution: A Country But Only Just Reading: Foner,Give Me Liberty, Chapter 8 Questions to discuss today: 1. What political issues made the 1790s so divisive? 2. What impact did the French Revolution have on the United States? 3. What role did women play in the early Republic? 4. What were the Alien & Sedition Acts and the Virginia & Kentucky Resolves? 5. What was the “Revolution of 1800?”

September 30

America’s Founding Documents: Are They Really So Important? A Discussion  Is the Declaration of Independence still important to Americans today?  Does the Constitution Still Work in Today’s USA?  Is the Bill of Rights Worth Much?  Are the Founding Documents of the United States More Valuable as Symbols of the Country (perhaps like the flag) Than As Accurate Reflections of the Values of Our Country? Type up your thoughts (with factual support) to bring to the class discussion and to hand in at the end of class.

October 4

MIDTERM EXAM

October 7

The Louisiana Purchase

October 9

Making Money: The Market Revolution Reading: Foner, Give Me Liberty, Chapter 9. From the beginning of the chapter through “The Mill Girls.” Questions to discuss today:  What is meant by the term “Market Revolution?”  How were changes in transportation and communication paid for?  How did the Market Revolution stimulate commercial farming, the growth of cities, and the factory system?  How did the market revolution change the way Americans thought of time?

Revised: October 2017

Submit Answers to Reading Questions September 20 through October 9

October 11

Andrew Jackson, National Hero

October 14

FALL BREAK—No Meeting

October 16

An Empire of Liberty: How the United States Grew by 1828

October 18

Andrew Jackson’s America Reading: Foner, Give Me Liberty, Chapter 10. From the beginning of the chapter through “Race and Class” and from “The Age of Jackson” through the end of the chapter. Questions for discussion today:  Who was Andrew Jackson and why was he so controversial?  What was the Dorr War?  What did Alexis de Tocqueville think about American democracy?  What were the limits of democracy in the United States during Andrew Jackson’s presidency?  What did the Whigs believe?  How did Jackson enhance the power of the presidency?

October 21

Porkopolis and the Rise of the American City

October 23

Immigration Reading: Give Me Liberty, Chapter 9. From “The Growth of Immigration to “The Transformation of Law.” Questions for discussion today:  Who were most of the immigrants to the United States from 1840 – 1860 and where did they go?  Why did they come?  Why was the Catholic Church considered such a threat to the United States?  Explain what “nativists” thought.

October 25

How Cotton Became King Reading: Foner, Give Me Liberty, Chapter 11. Questions to discuss today:  What did people mean when they said “Cotton is King?”  What was the “Second Middle Passage?”  How did poor whites (“plain folk”) who were not

Revised: October 2017

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slaveholders fit into the slave system? How did slavery affect conceptions of masculinity and femininity among whites in the South? How did whites reconcile slavery and liberty? Why were slaves in the South generally healthier than slaves in the Caribbean and South America? What did slaves in the cities do? How did slaves resist slavery?

October 28

First Nations: The Fate of the Eastern Woodland Indians Reading: TBA (watch Vancko Hall)

October 30

Battles Over Slavery Reading: Foner, Give Me Liberty, Chapter 12 Questions to discuss today:  The early 1800s were a time of reform—what kinds of reform?  What was the purpose of founding Liberia?  How was the abolitionist movement of the 1830s and after different from what came before?  According to Foner, the greatest oration (speech) on American slavery and American freedom was delivered by Frederick Douglass in Rochester, NY, in 1852. What did he say?

November 1

The Rent War

November 4

The Forgotten War: The Mexican-American War Reading: Foner, Give Me Liberty, Chapter 13 Questions to discuss today:  How did Texas become part of the United States?  Why did the USA go to war with Mexico in the 1840s?  Why was Abraham Lincoln opposed to the war with Mexico?  When California became a state of the union in 1850, how did it impact the lives of non-whites— Mexicans, Indians, Chinese, and blacks?

November 6

Mexican-Americans in the United States

November 8

The Way West

November 11

“What About the Women?” Reading: Foner, Give Me Liberty, Chapter 12 Questions to discuss today:

Revised: October 2017

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How were women active in the public sphere when they could not vote or stand for public office? What inspired the early movement for women’s rights? Who was Sojourner Truth? What did early feminists mean by “the slavery of sex?”

Submit Answers to Reading Questions October 18 through November 11

November 13

Anti-Slavery, Abolitionism and Southern Nationalism

November 15

The Failure of Compromise and the Coming of Civil War Reading: Foner, Give Me Liberty, Chapter 14

November 18

One Nation or Many? Reading: Colin Woodard, American Nations, Introduction (on Vancko Hall)

November 20

Capitalism, Slavery and Civil War

November 22

Abraham Lincoln vs. Jefferson Davis Reading: Foner, Give Me Liberty, Chapter 14

November 25

Carnage Reading: Foner, Give Me Liberty, Chapter 14 Last Reading Questions Due. November 15 through November 29.

November 27

THANKSGIVING BREAK – No Meeting

November 29

THANKSGIVING BREAK – No Meeting

December 2

African Americans and the Civil War

December 4

The Significance of the Civil War in American History.

December 9

Taking Stock: The USA in 1865

December 9

Review

December 10 – 13

FINAL EXAM. Final Exam schedule not yet published. As soon as it is I will let you know the day and time of the exam.

Revised: October 2017

As with the Midterm exam it will be held in our classroom.

Required Materials TEXT: Eric Foner, Give Me Liberty! Volume 1. (Fifth Edition) MATERIALS REQUIRED: None LAB FEE: Not Applicable INTERNET/COMPUTER REQUIREMENTS: EMAIL: You will be expected to access your College e-mail account. To find your email address: Log into Bronco Web, click ‘Personal Information’, then ‘View E -Mail Addresses’, look under ‘SUNY Delhi Student E -mail System’. Your email address should be your initials followed by a number and then @live.delhi.edu (ex: [email protected]) To login to your email account: Go to www.delhi.edu,, click ‘Mydelhi Students’ and click ‘Email’. Enter your username (ex: gd23) or full email address. Your password is your Bronco Web PIN.

Class Policies ATTENDANCE POLICY: (List your attendance policy, including whether or not you track tardiness) ACADEMIC HONESTY: (If your academic honesty policy goes beyond the Academic Integrity Policy below, insert it here; otherwise, delete) STUDENT CONDUCT IN THE CLASSROOM: The instructor in the classroom and in conference will encourage free discussion, inquiry and expression. Student performance will be evaluated wholly on an academic basis, not on opinions or political ideas unrelated to academic standards. However, in instances where a student does not comply with the Code of Student Behavior or with an instructor's reasonable conduct expectations in the classroom, such non-compliance can affect the student's evaluation and be cause for permanent removal from class or dismissal from College. ACADEMIC INTEGRITY: If a faculty member discovers that a student has committed an academic integrity violation that warrants a sanction beyond a verbal warning, such as cheating or plagiarizing, the procedures outlined in the Academic Integrity Policy will be followed: http://www.delhi.edu/academics/provost/academic-integrity/index.php CELL PHONES/TAPE RECORDERS/ELECTRONIC DEVICES IN THE CLASSROOM: Students are required to turn off cell phones (blackberries, etc.) in class and may not use recording devices, unless the student has a documented disability which permits recording, or permission of the course instructor. A student's refusal to turn off a cell phone will be cause for dismissal from class. In addition, the use of ANY electronic device which disrupts class will also be cause for dismissal from class. NEW YORK STATE EDUCATION LAW - ABSENCES FOR RELIGIOUS REASONS: Section 224-A allows a student to be excused from any examination or study or work requirements because of religious holidays. Each student must notify the instructor in advance so that an equivalent opportunity to

Revised: October 2017

make up any examination, study or work requirements he or she may have missed because of such absence may be given. INCLEMENT WEATHER: SUNY Delhi is a residential campus and stays open unless the Governor closes the College. Simply stated, class will rarely be canceled. ACADEMIC ADJUSTMENTS FOR STUDENTS WITH DISABILITIES: Academic Adjustments will be provided to qualified students with documented disabilities. If you have a disability requiring academic adjustments in any class, contact and meet with the Coordinator of Access and Equity Services. The office is in the Resnick Academic Achievement Center in Bush Hall and the office number is 607-746-4744. Your request for academic adjustment will be discussed and if determined equitable, you will be provided with the verification letter that must be sent to your course instructor and returned to the Access and Equity Office. COURSE SAFETY POLICY (where applicable): OTHER: (List other course specific policies here, ensuring that nothing in this section conflicts with the college -wide policies above)...