American History 2 2014 15 Semester 1 Tu
Dr Malcolm Craig
American History 2, 2014-2015
Semester 1: Tutorial Outlines
Contents
Tutorials
Week 2
Introduction
p.2
Week 3
Servitude & Slavery in Colonial America
p.8
Week 4
The American Revolution
p.11
Week 5
The Constitution
p.16
Week 6
The War of 1812
p.19
Week 7
Andrew Jackson & Indian Removal
p.22
Week 8
Ante-bellum Slave Narratives
p.28
Week 9
The Civil War
p.31
Week 10
Reconstruction
p.35
Week 11
The Jim Crow South
p.42
Appendices
Appendix A: Primary Source Databases
p.45
Appendix B: Citing Primary Sources
p.47
Appendix C: Citing Secondary Sources
p.49
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AH2/Semester 1/Week 2: Introduction
Tutor: Dr Malcolm Craig
Email: mcraig@staffmail.ed.ac.uk
Office hour: Fridays, 11.00 – 12.00, room 1.26
What is in this section?
•
Student responsibilities
•
Some basic guidelines
•
How tutorials will operate
•
Leading the discussion
•
Use of laptops and tablets in class
•
Key terms and key people
•
Office hour
Please ensure that you read all of the information below prior to our first class.
This will answer many of the basic questions that you might have about
tutorials, the way they operate, and what you can expect from our classes.
Student Responsibilities
Welcome to your American History 2 tutorials. My expectations for your
optimum preparation for, and participation in, classes are as follows:
•
You will have read the assigned primary and secondary sources before
class.
•
You will be able to articulate the central theses of key historiography and
the arguments that supported them.
•
You will actively share insights into, and interpretations of, the readings in
a respectful, collegial manner.
•
You will engage in a variety of individual and group activities. Active
participation from all students is critical to successfully achieving the
objectives of this class.
•
You will view your contributions in tutorials as essential to the education
and development of others.
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Some Basic Guidelines
During discussion, please be mindful of contributing to respectful class
dynamics. If you are courageous and rarely afraid to speak, remember not to
dominate discussion and to give fellow students the opportunity to express
their ideas and opinions. If you are shy and tentative about sharing your
thoughts, now is the time to cultivate courage. I expect everyone to be alert, to
ask questions, and to share their thoughts about the material with the class.
Our tutorial should be a place where we can share ideas without fear of
having our points summarily dismissed. Disagreement is different from
personal attacks. Disagreement is encouraged; personal attacks will not be
tolerated. In order to achieve this atmosphere, I expect everyone to treat each
other with respect and uphold the goal of expanding our knowledge and
contributing to the collective education of our group.
If you know you are going to miss class, you must email me in
advance citing the reason for absence. If you have not notified me in advance,
but miss a class, you should email me within twenty-four hours with your
reason for absence. Missing class and showing up late should be avoided,
because if you are not in class, you cannot participate and contribute to our
learning. If there is a mitigating circumstance — such as illness or
bereavement — that prevents you from attending class, you should contact
me in advance, as a courtesy to our group. Lateness disrupts learning and is
disrespectful to all who arrive on time and are prepared to contribute. If a
student is late, they should see me after class ends.
How Tutorials Will Operate
Each week we will focus our discussion around questions for consideration
and defined activities. Each tutorial outline is comprised of these questions,
primary source materials (which you must consult), a list of historiography,
class activities, and journal entry questions.
You should come to the tutorial each week prepared to discuss the
week’s question(s)/points(s) and participate in any activities in a scholarly
manner. You should read at least two secondary source items in preparation
(this is in addition to the primary source materials), taking into account the
questions posed and points for consideration raised.
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The class activity may be a structured debate, small group work, or the
consideration of primary sources. Taking a full part in these activities is a
good way of enhancing your understanding of a given topic. The class
activities will be:
o Week 3: How to critically examine a secondary source.
o Week 4: A debate on the American Revolution and whether or not it
can be considered revolutionary.
o Week 5: Research on major figures in the Constitutional era and their
positions with regard to the Constitution.
o Week 6: An in-depth, critical analysis of primary sources related to the
War of 1812
o Week 7: A debate on Andrew Jackson and the Indian Removal Act.
o Week 8: Discussion and analysis of excerpts you have chosen from
key fugitive slave narratives.
o Week 9: Discussion and critical analysis of photography from the
American Civil War.
o Week 10: Discussion and critical analysis of political cartoons from the
Reconstruction era.
Leading the Discussion
You will also be required to lead discussions for one week each semester.
This will involve setting the context of the week’s discussion with the group
through a short presentation focusing on an important aspect of the week’s
topic. This forms part of the assessment of your non-written skills. However, if
you are nervous about speaking in front of others, do not get too worried! It is
natural to feel nervous and all of this will be taken into account. Your content
and insights are more important than the style of your delivery.
During the first tutorial, you will get to pick which week you would like to
take the lead in. You do not have a to prepare a huge presentation when
you are leading the discussion! Four or five minutes maximum (based on
the guidelines below) are all that is required, plus a willingness to take a
prominent role in guiding the evolving discussion. In your presentation, do
not give an overall introduction to the topic. Through attendance at
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lectures and class reading, we should all have a basic familiarity with the
underlying events and concepts. Focus on something you found
particularly interesting and stimulating. Suggestions in this regard include:
o Offering a précis and analysis of a significant primary source related to
the topic (for example, a political pamphlet or speech.)
o Introducing and analysing key popular culture artefacts associated with
the topic (for example, political cartoons produced during the era under
study that highlight key issues or perhaps the ways in which clothing
has been used to express political allegiance.)
Furthermore, in your class introductions, I expect you to explicitly
bring in a selection of key historiography. You do not have to offer an indepth, journal-style analysis, but I do expect you to make it clear to me
that you have engaged with the wider historiography and not just
cribbed from Foner or Wikipedia! This – along with the rest of your
presentation – will help your fellow students to formulate questions and will
help spark debate.
In order to enhance our learning, all presentations will be posted on
LEARN. That being the case, it is a requirement that you submit the text of
your presentation (with appropriate bibliography) and your PowerPoint
presentation to me at least twenty-four hours in advance. I will then place your
work on LEARN for the benefit of your fellow students.
If you are worried about this aspect of the tutorials, please do not
hesitate to get in touch by email, after classes, or during my office hour. I have
been in similar situations many times and am happy to offer advice and
strategies to make it a more comfortable and rewarding experience for you
and the group as a whole.
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Laptops and Tablets in Class
Many classes will allow you to make use of your laptops and tablets during
the tutorial. This class is not one of them.1 Tutorials are for listening,
discussing, debating, and learning. They are not for tapping notes into your
computer or looking up the answers on Wikipedia.
In our classes, please keep your laptops, tablets, and phones in your bags.
Reading the PDF of a scholarly article during class will not do you any good.
You should have read and absorbed the key arguments before coming to
class. If you have a certified medical need to use a laptop or other electronic
device in class, you should approach Student Support who will put all the
necessary arrangements in place and make sure that I am notified of your
requirements.
Key Terms and Key People
One thing that you will notice is the inclusion of ‘Key Terms’ and ‘Key People’
sections at the start of each tutorial outline. These give pointers towards vital
information that you should know about each topic. During lectures, research
online, reading the course textbook, and reading of the wider historiography,
you should make an effort to find out what these terms mean and who the
various people are. This will not only benefit our in-class discussions, such
knowledge will also be extremely useful when it comes to the exam. Nuggets
of information such as this will demonstrate to the examiner that you have
knowledge of the subject and have substantively engaged with it.
For each tutorial, I expect you to know what the majority of the terms
mean and whom the majority of the people mentioned are. It is not a
requirement that you investigate absolutely everything, but it will be useful if
you take note of least some of it.
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
1
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Office Hour
You should feel free to approach me to discuss any aspect of our tutorials, the
course, or your studies in general. To facilitate this, I have an open office hour
each Friday between 11.00 and 12.00 in room 1.26 in the School of History,
Classics, and Archaeology. You do not have to make an appointment for my
office hour, just turn up! I realise that might not be a convenient time for
everybody, so if you require a face-to-face meeting outwith my office hour,
please to get in touch (by email or in class) and we can sort out a mutually
convenient time. I am also happy to answer queries by email, particularly
those that just require a quick answer or some clarification of a particular
point. Under most circumstances, I will try to provide an answer within 24
hours. On occasion (such as at weekends or at times when I'm immersed in
research and writing) things might take slightly longer.
Finally, I very much look forward to helping you learn about, and understand,
the broad sweep of American history. I hope that you will find AH2 both
beneficial and enjoyable throughout the two semesters we will be learning
together.
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AH2/Semester 1/Week 3: Slavery & Servitude in Colonial America
Key Terms: 1619, Bacon’s Rebellion, Chattel Slavery, Indentured Servitude,
Indigo, Tobacco, Triangular Trade.
Key People: Nathaniel Bacon, William Berkeley, James Oglethorpe, John
Rolfe.
Textbook: Foner, Give Me Liberty!, Chapters 1-3
Questions for consideration
•
With reference to primary and secondary sources, what role did the
institution of indentured servitude play in the rise of chattel slavery as a
phenomenon?
•
How did the institution of slavery contribute to economic growth and
what activities provided a profitable use of slavery?
Above: A contract of indenture from 1766
Above: An advertisement for newly arrived
(http://commons.wikimedia.org/wiki/
indentured servants.
File:William_Spencer_Apprenticeship_
4_Nov_1766.png)
Primary Sources
Letter from an Indentured Servant, 1623
http://historymatters.gmu.edu/d/6475
Diary of William Byrd, excerpts, 1709-1722
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http://www.indiana.edu/~h105swrd/readings/H105-documentsweb/week05/Byrd1709.html
Colonial Virginia Laws on Slavery
http://www.indiana.edu/~h105swrd/readings/H105-documentsweb/week03/VAlaws1643.html
Slave Auction Broadside, 1769
http://www.pbs.org/wgbh/aia/part1/1h304.html
Early American Newspaper Advertisements - The Virginia Gazette
http://www.history.org/foundation/journal/Autumn10/news/
Class Activity
Using the article by David Eltis listed below, consider how do we critically
analyse historiography. What argument(s) is Eltis making; how do we critically
engage with such work; what are the best strategies for divining such things?
Now, compare the Eltis article with others.
Historiography - Essentials
David Eltis, ‘Europeans and the Rise and Fall of African Slavery in the
Americas: An Interpretation’, American Historical Review 98 (1993),13991423.
Oscar Handlin and Mary F. Handlin, ‘Origins of the Southern Labor System,’
William and Mary Quarterly 7 (1950):199-222.
Edmund S. Morgan, ‘Slavery and Freedom: The American Paradox,’ Journal
of American History 59 (Jun 1972): 5-29.
Philip D. Morgan, ‘The Origins of American Slavery,’ OAH Magazine of
History 19 (2005): 51-56.
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Historiography – Further Reading
Ira Berlin, ‘From Creole to African: Atlantic Creoles and the Origins of AfricanAmerican Society in Mainland North America,’ William and Mary Quarterly, 53
(1996): 251-288.
Robin Blackburn, 'The Old World Background to European Colonial
Slavery',William and Mary Quarterly, 54 (1997), 65-102
Carl N. Degler, ‘Slavery and the Genesis of American Race Prejudice,’
Comparative Studies in Society and History 2 (October 1959):49-66.
Lorena Walsh, ‘The Transatlantic Slave Trade and Colonial Chesapeake
Slavery.’ OAH Magazine of History 17 (2003): 11-15.
There is a huge catalogue of scholarly work on early colonial slavery beyond
this very brief reading list. You are encouraged to look further afield and, as
with every topic, read as widely as you can.
Practice Journal Question
Remember that you must submit a journal entry on this question to me
in this class. I will then give you feedback to allow you to prepare for the five
marked journal entries you will submit this semester.
Do historians agree that racial motives account for both the introduction of
slavery to the North American colonies and its development as an institution?
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AH2/Semester 1/Week 4: The American Revolution
Key Terms: Boston Tea Party, ‘Common Sense’ (pamphlet), Intolerable Acts,
Loyalists, Patriots, Stamp Act, Boston Massacre, Homespun Movement
Key People: Mercy Otis Warren, Phillis Wheatley, Betsy Ross, Abigail
Adams, Crispus Attucks, George Robert Twelves Hewes, Minutemen, Lord
Dunmore, ‘Molly Pitcher,’ James Armistead Lafayette, Salem Poor
Textbook: Foner, Give Me Liberty!, Chapters 4-5
Questions for consideration
•
What were the differences and similarities between the American
colonies and Britain, and between the thirteen American colonies
themselves?
•
How did concepts of freedom and slavery work their way into the
relationship between the Colonies and Britain? How did slaves and free
blacks participate in the Revolution?
•
What roles did women play in the Revolution?
Above: A magazine rendering of ‘The women
Above: An 1846 artists impression of the
of ’76: “Molly Pitcher” the heroine of
December 16, 1773 event which came to be
Monmouth’ first published in Currier & Ives.
known as the Boston Tea Party.
(http://commons.wikimedia.org/wiki/File:Molly
(http://commons.wikimedia.org/wiki/File:Bosto
_Pitcher_currier_ives.jpg)
n_tea_party.jpg)
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Primary Sources
Account of the Boston Massacre (1770)
http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=3&psid=1191
Patrick Henry, ‘Give Me Liberty or Give Me Death,’ (1775)
http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=3&psid=3917
Declaration of Independence (1776)
http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=3&psid=149
Hector St. Jean de Crevecoeur, Letters from an American Farmer (1782)
http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=3&psid=3644
The Poetry of Mercy Otis Warren:
http://books.google.co.uk/books?id=oYAEAAAAYAAJ&pg=PR4IA3#v=onepage&q&f=false (Poem IX is about the Boston Tea Party)
The Poetry of Phillis Wheatley:
General information: http://www.poets.org/viewmedia.php/prmMID/21710
Select Poems brought together by Ann M. Woodlief, Emerita Associate
Professor at Virginia Commonwealth University:
http://www.vcu.edu/engweb/webtexts/Wheatley/phil.htm
Class Activity
The activity for this class will be a structured debate, examining the
proposition that “Because women, African-Americans, and others were
politically marginalised, the American Revolution can not be considered
revolutionary.”
Three students will be asked to support the proposition, and three students
will be asked to speak against the proposition. The rest of the class will be
expected to ask questions of both sides after the debate proper. Sides will be
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assigned in the week before this class. There will be a further debate later in
the semester, so everyone will be expected to take part in such an activity.
Each side in the debate will have 10 minutes to present their case, broken
down into one 5 minute primary statement and one 5 minute rebuttal. Once
both sides have had a chance to present their case, there will be
approximately 15 minutes for questions from the audience.
Teams can allocate their time among their members as they see fit. Nonparticipants will be responsible for asking questions at the end of the debate.
If no questions are forthcoming from the audience, I will ask questions.
Teams and individuals will be evaluated on the persuasiveness of the
argument, the evidence brought forth in support of that argument, and the
quality of the presentation (organization, clarity, rhetoric, etc.).
Some rules:
•
Time limits will be strictly enforced. Do not exceed the allotted time.
•
The evidence should be drawn primarily from the assigned primary and
secondary sources. Teams that wish to use other sources must supply
a list of those sources to the other team and to me at least 24 hours
before the debate. Debaters should be able to cite the sources of their
information.
•
Novel arguments should not be introduced in the rebuttal. Instead, this
time should be to clarify arguments previously made or to respond to
arguments made by the other team.
Historiography - Essentials
T. H. Breen, ‘Ideology and Nationalism on the Eve of the American
Revolution: Revisions Once More in Need of Revising,’ Journal of American
History, 84 (1997), 13-39.
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Francis D. Cogliano, Revolutionary America 1763 - 1815, A Political History,
2nd edition (New York, NY: Routledge, 2009), Chp. 3-4 [e-book available on
library website]
Mary Beth Norton, ‘Eighteenth-Century American Women in Peace and War:
The Case of the Loyalists,’ William and Mary Quarterly, 33, No. 3 (July 1976),
386-409.
Historiography – Further Reading
Bernard Bailyn, ‘The Logic of Rebellion’ from Bailyn, The Ideological Origins
of the American Revolution Cambridge, Mass.: Belknap Press of Harvard
University Press, 1992), 94-159. [E-reserve]
Michael A. McDonnell & Woody Holton, ‘Patriot vs. Patriot: Social Conflict in
Virginia and the Origins of the American Revolution,’ Journal of American
Studies Vol.34, No.2 (2000), 231-256.
Gary B. Nash, ‘African Americans in the Early Republic,’ OAH Magazine of
History 14 (2000), 12-16.
Al Young, ‘George Robert Twelves Hewes: A Boston Shoemaker and the
Memory of the American Revolution,’ William and Mary Quarterly 38 (1981),
561-623.
Multimedia
Photographic Portraits of Revolutionary War Veterans:
http://lightbox.time.com/2013/07/03/faces-of-the-american-revolution/#1
Sounds of the Revolutionary War:
http://www.youtube.com/watch?v=BMmouP3TM9g&ytsession=3P3_a0Lnom8
3xWFqFyiZGRu9N1uM7ZnNaiQStOzgOo-po6oPihk0CyeRM4UeJKazhKuKHqfLW4b2zegEAMFnnfNXB6xsPHhORsn_wCvVQKRInEN4XutTcnBYSIiStZ8I
9bTE5VQXkrvxRl-q1eRs_FiFNcMaY00TtKOn-3SXjzXgmPiPt2dx-
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e_Mt7bTXtJtjknTyMlFh (This is a YouTube video of music produced in 1976
of songs that were used during the revolution)
Journal Questions
How revolutionary do historians assess the American Revolution as being?
Or
How have historians assessed the contribution of politically marginalized
groups (such as women or African-Americans) to the Revolution?
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AH2/Semester 1/Week 5: The US Constitution
Key Terms: Anti-Federalists, Articles of Confederation, Bill of Rights,
Constitution, Constitutional Convention, Federalists, Federalist Papers.
Key People: John Adams, Alexander Hamilton, Patrick Henry, Thomas
Jefferson, James Madison. Edmund Randolph, Sam Adams, Benjamin
Franklin, Patrick Henry, Thomas Jefferson, Gouverneur Morris, Thomas
Paine, Paul Revere, George Washington.
Textbook: Foner, Give Me Liberty!, Chps. 6-7
Questions for consideration
•
Characterize and analyse the Constitution: Did it realise or betray the
principles of the Revolution?
•
To what extent was the Constitution a compromise between big and
small states? Rich and poor states? Slave and free states?
•
Should the Founding Fathers and their documents (i.e. the Declaration
of Independence and the Constitution) be credited as crippling the
institution of slavery or strengthening its existence?
Above: Thomas Jefferson,
Above: The Constitutional Convention, c.1787, as
painted by Mather Brown
envisaged by painter Junius Brutus Stearns in 1856
c.1786(commons.wikimedia.org
(commons.wikimedia.org/wiki/File:Washington_Constitution
/wiki/File:Thomas_Jefferson_by
al_Convention_1787.jpg)
_Mather_Brown.jpg)
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Primary Sources
United States Constitution (1787)
http://www.archives.gov/exhibits/charters/constitution.html
Federalist #10 (1787)
http://teachingamericanhistory.org/library/document/federalist-no-10/
Letters from a Federal Farmer (1787)
http://teachingamericanhistory.org/library/document/federal-farmer-ii/
George Washington, Farewell Address (1796)
http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=3&psid=3644
Class Activity
Last week you will been assigned a major figure in the debates on the
constitution and researched their position on the creation and ratification of
the document.
The major figures are: John Adams, Samuel Adams, John Dickinson, Elbridge
Gerry, Alexander Hamilton, John Hancock, Patrick Henry, James Madison,
Gouverneur Morris, Charles Pinckney, Edmund Randolph, John Rutledge.
Your task this week is to present the position of that person to the class and
argue for their particular take on the constitution. How do the views interact
with the stances of other major figures and what do the compromises made
mean for the document itself? You should present your findings in the first
person.
Historiography – Essentials
Francis D. Cogliano, Revolutionary America 1763 - 1815, A Political History,
2nd edition (New York, NY: Routledge, 2009), Chps. 5-6 [e-book available
on library website]
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Kenneth Morgan, ‘Slavery and the Debate over Ratification of the United
States Constitution’, Slavery and Abolition 22 (2001), 40-65.
Jack N. Rakove, ‘The Great Compromise: Ideas, Interests and the Politics of
Constitution Making,’ William and Mary Quarterly 44 (1987), 424-457.
Historiography – Further Reading
Lance Banning, ‘Republican Ideology and the Triumph of the Constitution,
1789 to 1793,’ William and Mary Quarterly 31 (1974), 167-188.
Saul Cornell, ‘Aristocracy Assailed: The Ideology of Backcountry AntiFederalism,’ Journal of American History 76 (1990), 1148-1172.
Isaac Kramnick, ‘”The Great National Discussion”: The Discourse of Politics in
1787,’ William and Mary Quarterly, 45 (1988), 3-32.
William M. Wiecek, 'The Witch at the Christening: Slavery and the
Constitution's Origins,' in Leonard W. Levy and Dennis J. Mahoney (eds.),
The Framing and Ratification of the Constitution (New York, NY, 1987), 167184
Journal Questions
Compare and contrast differing historiographical perspectives on the creation
of the Constitution.
Or
To what extent do scholars see the Constitution as a series of compromises?
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AH2/Semester 1/Week 6: The War of 1812
Key Terms: Anti-Federalists, Barbary Wars, Democratic-Republican Party,
Federalists, Federalist Party, First Party System, Lewis & Clark Expedition,
Louisiana Purchase, Monroe Doctrine, Quasi War, War of 1812.
Key People: John Adams, William Clark, Stephen Decatur, Alexander
Hamilton, Thomas Jefferson, Meriwether Lewis, James Madison, George
Washington.
Textbook: Foner, Give Me Liberty!, Chapters 7-8
Questions for consideration
•
What were the foundations of United States foreign policy prior to the
War of 1812? After the War of 1812? Were there noticeable changes?
•
What caused the United States to go to war in 1812?
•
Did the War of 1812 contribute to the creation of a genuinely
‘American’ identity?
Above: The USS Constitution versus HMS
Above: The bombardment of Fort
Guerriere, August 19, 1812.
McHenry, September 13, 1814, an event
that would give rise to the American
national anthem, the ‘Star Spangled
Banner’ by Francis Scott Key.
Primary Sources
‘The Chesapeake and The Leopard,’ New York Evening Post (1807)
http://teachingamericanhistory.org/library/document/the-chesapeake-and-theleopard-2/
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Tecumseh to William Henry Harrison (1810)
http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=3&psid=662
President James Madison’s State of the Union Address, November 5, 1811:
http://memory.loc.gov/cgibin/query/r?ammem/hlaw:@field(DOCID+@lit(hj0084))
President James Madison’s War Message to Congress, June 1, 1812:
www.presidentialrhetoric.com/historicspeeches/madison/warmessage.html
‘War!’ Columbia Sentinel (1812)
http://teachingamericanhistory.org/library/document/war/
Class Activity
Using the first and last primary sources listed above, consider how we use
and interpret primary sources. How do the articles report events? How do they
portray America’s relationship with Britain? How is Britain portrayed? What
factors should we consider when examining newspaper sources. Additionally,
compare these media accounts with the other primary sources list above.
How do we compare, contrast, and make use of sources?
Historiography – Essentials
‘Interchange: The War of 1812,’ Journal of American History 99 (2012), 520555.
Francis D. Cogliano, Revolutionary America 1763 - 1815, A Political History,
2nd edition (New York, NY, 2009), Chps.7 and 8 [this volume is available as
an electronic resource through the library website]
Paul A. Gilje, ‘”Free Trade and Sailors' Rights?”: The Rhetoric of the War of
1812,’ Journal of the Early Republic, 30 (2010), 1-23.
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Historiography – Further Reading
Amanda Foreman, ‘The British View the War of 1812 Quite Differently than
Americans Do,’ Smithsonian Magazine (May 2014)
http://www.smithsonianmag.com/history/british-view-war-1812-quitedifferently-americans-do-180951852/
Donald R. Hickey, ‘The War of 1812: Still A Forgotten Conflict,’ The Journal of
Military History, 65 (2001), 741-69.
Richard Jensen, ‘Military History on the Electronic Frontier: Wikipedia Fights
the War of 1812,’ Journal of Military History, 76 (2012), 523-56.
Journal Questions
How have historians assessed the War of 1812 in terms of its position in
consolidating and defining a truly ‘American’ sense of national identity?
Or
Do historians see the War of 1812 as a ‘forgotten conflict’?
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AH2/Semester 1/Week 7: Andrew Jackson and Indian Removal
Key Terms: Democratic Party, Indian Removal Act, Jacksonian Democracy,
Second Party System, Trail of Tears, Whigs.
Key People: John C. Calhoun, Henry Clay, William Henry Harrison, Andrew
Jackson, Martin Van Buren, Daniel Webster.
Textbook: Foner, Give Me Liberty!, Chapters 8-9
Questions for consideration
•
Was Jackson’s Indian removal policy an act akin to ‘protective custody’
or was it an act of ethnic cleansing?
•
What conflicts can you identify in the scholarship on the Jackson’s
Indian policy? How have different historians approached the topic?
Above: ‘Old Hickory’ himself
Above: Unruly goings on and widespread drunkenness at
(http://commons.wikimedia.org/
the first inauguration of Andrew Jackson in 1829
wiki/File:Andrew_Jackson_Portr
(http://commons.wikimedia.org/wiki/File:Jackson_inaugurat
ait.jpg)
ion_crop.jpg)
Primary Sources
Andrew Jackson on Indian Removal
http://www.ucl.ac.uk/USHistory/Building/docs/Jackson.htm)
Indian Removal Act (1830)
https://www.mtholyoke.edu/acad/intrel/removal.htm
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Cherokee Nation v. Georgia (1831)
https://www.mtholyoke.edu/acad/intrel/cherokee.htm
Jackson's speech on Indian Removal (begins in paragraph 2 of column 2 and
continues across the subsequent page.)
http://memory.loc.gov/cgibin/ampage?collId=llrd&fileName=010/llrd010.db&recNum=438
John Ross Protests Removal (1836)
http://historymatters.gmu.edu/d/6598/
General Winfield Scott to Cherokees
http://georgiainfo.galileo.usg.edu/scottadd.htm
Soldier Recalls Trail of Tears
http://www.learnnc.org/lp/editions/nchist-newnation/4532
Class Activity
The activity for this class will be a structured debate, examining the
proposition that "Andrew Jackson was a humanitarian who had the best
interests of Native American peoples at heart."
Three students will be asked to support the proposition, and three students
will be asked to speak against the proposition. The rest of the class will be
expected to ask questions of both sides after the debate proper. Sides will be
assigned in the week before this class. If you were a debater in our discussion
of the American Revolution, you will be the audience for this debate and vice
versa.
Each side in the debate will have 10 minutes to present their case, broken
down into one 5 minute primary statement and one 5 minute rebuttal. Once
both sides have had a chance to present their case, there will be
approximately 15 minutes for questions from the audience.
!
24!
Teams can allocate their time among their members as they see fit. Nonparticipants will be responsible for asking questions at the end of the debate.
If no questions are forthcoming from the audience, I will ask questions.
Teams and individuals will be evaluated on the persuasiveness of the
argument, the evidence brought forth in support of that argument, and the
quality of the presentation (organization, clarity, rhetoric, etc.).
Some rules:
•
Time limits will be strictly enforced. Do not exceed the allotted time.
•
The evidence should be drawn primarily from the assigned primary and
secondary sources. Teams that wish to use other sources must supply
a list of those sources to the other team and to me at least 24 hours
before the debate. Debaters should be able to cite the sources of their
information.
•
Novel arguments should not be introduced in the rebuttal. Instead, this
time should be to clarify arguments previously made or to respond to
arguments made by the other team.
Historiography
Francis Paul Prucha, ‘Andrew Jackson’s Indian Policy: A Reassessment’,
Journal of American History, 56 (1969), 527-539 (available on JSTOR).
Ronald N Satz, ‘Indian Policy in the Jacksonian Era,’ in Leonard Dinnerstein
and Kenneth T. Jackson (eds.), American Vistas 1607-1877 (New York and
Oxford, Oxford University Press, 1995), 211-227. [E-reserves]
Alexander,Saxton, ‘Equality, Racism, and Jacksonian Democracy’ in Sean
Wilentz (ed), Major Problems in the Early Republic, 1787-1848 (Lexington,
Mass.: D.C. Heath and Company, 1992), 407-414. [E-reserves]
Historiography – Further Reading
Mary Hershberger, ‘Mobilizing Women, Anticipating Abolition: The Struggle
against Indian Removal in the 1830s’, Journal of American History 86 (1999),
15-40.
!
25!
Michael Morris, ‘Georgia and the Conversation Over Indian Removal,’ The
Georgia Historical Quarterly, Vol. 91, No. 4 (Winter 2007), 403-423
Theda Perdue, ‘The Legacy of Indian Removal,’ Journal of Southern History
78 (2012), 3-36.
Mary Young, ‘The Cherokee Nation: Mirror of the Republic,’ American
Quarterly, 33 (1981): 502-24.
Robert V. Remini, ‘Andrew Jackson and Jacksonian Democracy,’ in Sean
Wilentz (ed.), Major Problems in the Early Republic (Lexington, Mass.: D.C.
Heath and Company, 1992), 399-406. [E-reserves]
Journal Questions
“The plan for their removal and reestablishment is founded upon the
knowledge we have gained of their character and habits, and has been
dictated by a spirit of enlarged liberality” (Andrew Jackson, December 7,
1835).2 Do historians see this statement as accurately describing the motives
underlying Andrew Jackson's Indian policy?
Or
Do historians see Indian Removal as founded in racism?
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
2!This!is!an!excerpt!from!Andrew!Jackson,!‘Seventh!Annual!Message!to!Congress,’!December!7,!1835,!PBS!
New%Perspectives%on%the%West!www.pbs.org/weta/thewest/resources/archives/two/removal.htm!(accessed!
on!September!17,!2014)!
!
A humourous (but reasonably accurate) look at the life of Jackson
by cartoonist Kate Beaton (http://www.harkavagrant.com/index.php)
26!
!
27!
!
28!
AH2/Semester1/Week 8: Ante-bellum Slave Narratives
Key Terms: Abolitionism, American Colonization Society, Antebellum South,
Black Codes, Colonization, Fugitive Slave Law of 1850, John Brown’s Raid,
Underground Railroad, Uncle Tom’s Cabin (novel.)
Key People: John Brown, John C. Calhoun, Frederick Douglass, William
Lloyd Garrison, Harriet Jacobs, Wendell Phillips, Harriet Beecher Stowe,
Harriet Tubman, Amy Post, Sojourner Truth.
Textbook: Foner, Give Me Liberty!, Chapters 11-12
Questions for consideration
•
What problems have historians identified with the ‘slave narratives’ as
primary sources?
•
How might the female perspective on slavery differ from the male
perspective? Does, for example, Harriet Jacobs articulate particularly
gendered concerns in her narrative?
Above: Advertisement from 1858, offering a
Above: Harriet Jacobs in 1894
substantial reward for a runaway female slave
(http://commons.wikimedia.org/wiki/File:Ha
(http://commons.wikimedia.org/wiki/File:SlaveR
rriet_Ann_Jacobs1894.png)
ewardWashington1858.jpg)
!
29!
Primary Sources
Frederick Douglass, Narrative of the Life of Frederick Douglass (1845)
http://docsouth.unc.edu/neh/douglass/douglass.html
Harriet Jacobs, Incidents in the Life of a Slave Girl (1861)
http://docsouth.unc.edu/fpn/jacobs/jacobs.html
Solomon Northup, Twelve Years a Slave (1853)
http://docsouth.unc.edu/fpn/northup/northup.html
Class Activity
I would like you to come prepared with at least two excerpts (no more than
one or two paragraphs long and you should not offer two excerpts from the
same volume) from Douglas, Jacobs, or Northrup that, for you, highlight key
parts of the slave experience - what these key parts might be is up to you. I
would like everyone to present one of these excerpts to the class and offer a
brief comment on why you feel it is significant and what historiographical
issues there might be with using your chosen excerpt as evidence.
Historiography – Essentials
William L. Andrews, ‘An Introduction to the Slave Narrative’
http://docsouth.unc.edu/neh/intro.html
John W. Blassingame, 'Using the Testimony of Ex-Slaves: Approaches and
Problems', The Journal of Southern History, Vol.41, No.4 (Nov., 1975), 473492
Carl N. Degler, ‘Why Historians Change their Minds,’ Pacific Historical Review
45 (1976), 167-184.
Drew Gilpin Faust, ‘The Meaning of Power on an Antebellum Plantation,’ in
Michael Perman (ed.), Perspectives on the American Past: Readings and
Commentary Vol.1: To 1877, 2nd ed. (Lexington MA, 1996), 255-265. [Ereserve]
!
30!
Journal Questions
For this journal you can EITHER submit a historiographical analysis of work
done by historians on slave narratives OR a textual analysis of the primary
sources.
Historiographical Analysis Question
How have scholars assessed slave narratives and the contribution they make
to our understanding of the past?
Or
Textual Analysis Question
Assess the core differences between the account of Fredrick Douglass OR
Solomon Northrup and the account provided by Harriet Jacobs.
!
31!
AH2/Semester 1/Week 9: The Civil War
Key Terms: Confederate States of America (CSA), Emancipation
Proclamation, Sectionalism, States Rights.
Key People: James Buchanan, Jefferson Davis, Robert E. Lee, Abraham
Lincoln, William T. Sherman.
Textbook: Foner, Give Me Liberty!, Chapters 13-14
Questions for consideration
•
Was the Civil War an ‘irrepressible’ conflict? (a term used by William
Henry Seward in 1858: http://www.nyhistory.com/central/conflict.htm)
•
How have historians assessed the Civil War experiences of rich and
poor, black and white, Northern and Southern?
•
What do the primary sources listed below tell us about the role of
slavery as an issue in the Civil War?
Above: President Lincoln and General
Above: African-American soldiers at Dutch
McLellan at the Battle of Antietam, September,
Gap, Virginia
1862
(http://commons.wikimedia.org/wiki/File:Dut
(http://commons.wikimedia.org/wiki/File:Maryla
chGapb.jpg)
nd,_Antietam,_President_Lincoln_on_the_Batt
lefield_-_NARA_-_533297.jpg)
!
32!
Primary Sources
Thomas Henry Thornwell, ‘A Southern Christian View of Slavery’ (1861)
http://teachingamericanhistory.org/library/document/a-southern-christian-viewof-slavery/
Alexander Stephens, Cornerstone Speech (1861)
http://teachingamericanhistory.org/library/document/corner-stone-speechexcerpt/
Abraham Lincoln, First Inaugural Address (1861)
http://teachingamericanhistory.org/library/document/first-inaugural-address-2/
Account of the Battle of Shiloh (1862)
http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=3&psid=403
Abraham Lincoln to Horace Greeley (1862)
http://teachingamericanhistory.org/library/document/letter-to-horace-greeley/
Samuel Cox, ‘Emancipation and Its Consequences – Is Ohio to be
Africanized?’ (1862)
http://teachingamericanhistory.org/library/document/emancipation-and-itsresults-is-ohio-to-be-africanized/
Abraham Lincoln, The Emancipation Proclamation (1862)
http://www.civilwar.org/education/history/primarysources/emancipation.html
Abraham Lincoln, Gettysburg Address (1863)
http://teachingamericanhistory.org/library/document/gettysburg-address/
Abraham Lincoln, Second Inaugural Address (1865)
http://teachingamericanhistory.org/library/document/second-inauguraladdress/
!
33!
Class Activity
Do a bit of research on photography and photographers (such as Mathew
Brady and Alexander Gardner) in the Civil War. Why was it important? Was
the Civil War the first ‘photographic war’? Find a photograph that you feel
expresses some of the themes of the war, print it out, and bring it to class.
You must be prepared to talk about your chosen photograph: why you choose
it, when it was taken, what it represents, etc. How can we use and analyse
photographs as primary sources and what are the pitfalls of such sources?
Historiography – Essentials
Joseph T. Glatthaar, ‘Everyman's War: A Rich and Poor Man's Fight in Lee's
Army,’ Civil War History 54:3 (2008), 229-246.
Mark Neely, Jr. ‘Was the Civil War a Total War?’ Civil War History 50:4
(2004), 5-28.
David Silkenat, ‘‘A Typical Negro’: Gordon, Peter, Vincent Colyer, and the
Story behind Slavery’s Most Famous Photograph,’ American Nineteenth
Century History (2014)
Historiography – Further Reading
Carole Emberton, ‘Only Murder Makes Men: Reconsidering the Black Military
Experience,’ Journal of the Civil War Era 2 (2012), 369-393
Drew Gilpin Faust, ‘The Dread Void of Uncertainty: Naming the Dead in the
American Civil War,’ Southern Cultures, Summer 2005.
Gary J. Kornblith, 'Rethinking the Coming of the Civil War: A Counterfactual
Exercise', Journal of American History, Vol.90, No.1 (Jun., 2003), 76-105.
James M. McPherson, ‘Antebellum Southern Exceptionalism: A New Look at
an Old Question’ Civil War History 1983, reprinted in Civil War History vol. 50
(2004): 418-433. Also available as chap. 1 of McPherson’s Drawn with the
Sword (New York, NY, 1996) (available online through the Library catalogue).
!
34!
Journal Questions
How have historians assessed the experiences of different groups involved in
the Civil War?
Or
Using two or more pieces of scholarship, explain the different ways in which
historians have explained the origins of the Civil War.
!
35!
AH2/Semester 1/Week 10: Reconstruction
Key Terms: Carpetbaggers, Freedmen’s Bureau, Jim Crow Laws,
Presidential Reconstruction, Radical Reconstruction, Redeemers,
Scallawags.
Key People: Ulysses S. Grant, Andrew Johnson, Thomas Nast, Charles
Sumner.
Textbook: Foner, Give Me Liberty!, Chapter 15
Questions for consideration
•
Compare the visions for Reconstruction advanced by President
Andrew Johnson and the congressional Republicans. What are the
main differences/similarities?
•
With reference to primary sources, how would you consider the
treatment of black Americans during Reconstruction?
Primary Sources
Mississippi Black Code
http://teachingamericanhistory.org/library/document/black-codes-ofmississippi/
Texas Black Code
http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=3&psid=3681
An African American Recalls the Origins of Sharecropping
http://www.pbs.org/wgbh/amex/reconstruction/sharecrop/ps_adams.html
An African American Recalls Violence during Reconstruction
http://www.pbs.org/wgbh/amex/reconstruction/activism/ps_calhoun.html
Report on Memphis Race Riot
http://www.etsu.edu/cas/tahg/pictures/CivilWar/documents/1866Reportof
MemphisRiot.pdf
!
36!
Class Activity
As part of this reading list, you will see four examples of work by noted
political cartoonist Thomas Nast.
You should examine the two cartoons assigned to you in detail, annotating
them with your own thoughts, and bringing them to class. What is represented
in the cartoon? What is it saying? What/who do the figures represent? What
are the organisations represented? What does the cartoon say to you about
the post-Civil War period? How did the cartoons of Thomas Nast frame
reconstruction? How did he portray the various parties with an interest in the
reconstruction process? How does Nast’s portrayal of Reconstruction align
with the portrayal given by the other primary sources?
You should also examine the two cartoons that are not assigned to you, just
so you are aware of what fellow students are referring to.
Historiography – Essentials
As an aid to understanding political cartoons, the following article will be
helpful: Thomas Milton Kemnitz, 'The Cartoon as a Historical Source', Journal
of Interdisciplinary History (Summer, 1973), pp. 81-93
Michael Les Benedict, ‘Preserving the Constitution: The Conservative Basis of
Radical Reconstruction,’ Journal of American History, 61 (1974): 65-90.
Eric Foner, ‘The Failure of Presidential Reconstruction’ from Foner,
Reconstruction: America’s Unfinished Revolution (New York: Perennial
Classics, 2002), 176-227. [E-reserves]
Historiography – Further Reading
Armstead L. Robinson, ‘Beyond the Realm of Social Consensus: New
Meanings of Reconstruction for American History,’ Journal of American
History, 68 (1981), 276-297.
!
37!
Harold D. Woodman, ‘Class, Race, Politics, and the Modernization of the
Postbellum South,’ Journal of Southern History 63 (1997), 3-22.
Adam Fairclough, ‘Was the Grant of Black Suffrage a Political Error?’ Journal
of the Historical Society 12 (2012), 155-188.
Michael W. Fitzgerald, ‘Reconstruction Re-Engineered: Or, Is Doubting Black
Suffrage a Mistake,’ Journal of the Historical Society 12 (2012), 241-247.
!
38!
!
39!
!
40!
!
41!
!
42!
AH2/Semester 1/Week 11: The Jim Crow South
Key Terms: Civil Rights Act of 1875, Compromise of 1877, Interstate
Commerce Commission, Jim Crow Laws, Ku Klux Klan, Lynching, Plessy vs.
Ferguson Decision, Poll Tax, Redeemers, Southern Democrats
Key People: W E B DuBois, Reverend W H Heard, Homer Plessy, Thomas D
Rice, Booker T Washington.
Textbook: Foner, Give Me Liberty!, Chapters 16-17
Questions for consideration
•
Was politics or race more important in the creation of the Jim Crow
South?
•
To what extent were the black and white communities unified and/or
divided by Jim Crow?
•
What did major figures in African-American life – such as Booker T.
Washington or W.E.B. DuBois – have to say about the Jim Crow era?
Above: George Meadows, lynched in
Above: Booker T Washington, a former slave
Alabama, January 15, 1889
who became the foremost leader for black
(http://commons.wikimedia.org/
Americans in the late nineteenth and early
wiki/File:Lynching-1889.jpg)
twentieth centuries
(http://commons.wikimedia.org/wiki/
!
43!
File:Booker_T_Washington_retouched_
flattened-crop.jpg)
Primary Sources
Ida B. Wells, ‘Lynch Law in America’ (1900)
http://courses.washington.edu/spcmu/speeches/idabwells.htm
Booker T. Washington, Atlanta Exposition Address (1895)
http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=3&psid=3613
W.E.B. DuBois, ‘On Booker T. Washington and Others’ (1903)
http://historymatters.gmu.edu/d/40/
Plessy v. Ferguson (1896)
http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=3&psid=1103
Lynching photos
http://withoutsanctuary.org/
Class Activity
There is no assigned class activity for this week. However, we will take time to
discuss what you have enjoyed about this semester, what parts of the course
you found more or less engaging, any feedback you might have on our
classes, and what you are most looking forward to studying next semester.
Historiography – Essentials
W. Fitzhugh Brundage, ‘The Ultimate Shame: Lynch-Law in Post-Civil War
American South,’ Social Alternatives 25 (2006), 28-32.
Howard N. Rabinowitz, ‘From Exclusion to Segregation: Southern Race
Relations, 1865-1890,’ Journal of American History 63 (1976), 325-350.
C Vann Woodward, The Strange Career of Jim Crow, 3rd edition (New York,
NY: Oxford University Press, 1974), Chp.3 [E-reserve]
!
44!
Historiography – Further Reading
Adam Fairclough, ‘Being in the Field of Education and Also Being a Negro...,’
Journal of American History (2000), 65-91.
Anne E. Marshall, ‘The 1906 Uncle Tom's Cabin Law and the Politics of Race
and Memory in Early-Twentieth Century Kentucky,’ Journal of the Civil War
Era (2011), 368-393.
Barbara Welke, ‘When All the Women Were White, and All the Blacks Were
Men,’ Law and History Review 13 (1995), 295-313
Amy Wood, ‘Lynching Photography and the Visual Reproduction of White
Supremacy,’ American Nineteenth Century History 6 (2005), 373-399.
!
45!
Appendix A: Useful Primary Source Databases
The American Founding Era
A digital database of the papers of many of the founding era’s leading figures.
Currently the University of Edinburgh only has access to the general public
collection (called ‘Early Access’), which still contains thousands of interesting
primary source documents from the likes of John Adams, George
Washington, Thomas Jefferson, Abigail Adams, and Mercy Otis Warren.
http://rotunda.upress.virginia.edu/founders/FGEA.html
America’s Historical Newspapers (via library website)
A vast database of many newspapers from American history.
http://infoweb.newsbank.com.ezproxy.is.ed.ac.uk/iw-search/we/HistArchive
The American State Papers
Comprising a total of thirty-eight physical volumes, contain the legislative and
executive documents of Congress during the period 1789 to 1838.
http://memory.loc.gov/ammem/amlaw/lwsp.html
Eigtheenth Century Collections Online (via library website)
A database of primary sources from the eighteenth century, including
newpapers, speeches, letters, and published materials.
http://find.galegroup.com.ezproxy.is.ed.ac.uk/ecco/start.do?prodId=ECCO&us
erGroupName=ed_itw
Eighteenth Century Journals (via library website)
Much like the above, but with a focus on rare journals and periodicals.
http://www.18thcjournals.amdigital.co.uk.ezproxy.is.ed.ac.uk/index.aspx
Electronic Enlightenment (via library website)
Correspondence between eighteenth century ‘thinkers and writers.’
http://www.e-enlightenment.com.ezproxy.is.ed.ac.uk
!
46!
Foreign Relations of the United States
An extremely useful collection of documents relating to American foreign
policy matters from the mid nineteenth century to the 1960s.
http://uwdc.library.wisc.edu/collections/FRUS
The Historical Washington Post (1877-1994)
One of the key American newspapers of record and the main news organ of
the nations capital. Access through the library databases website at:
http://www.ed.ac.uk/schools-departments/informationservices/services/library-museum-gallery/finding-resources/librarydatabases/databases-subject-a-z/database-newspapers
Online Library of Liberty
This website brings together digitized versions – that are searchable! – of all
manner of primary and secondary sources in American History and Literature,
though their early collection is particularly rich.
http://oll.libertyfund.org
!
47!
Appendix B: Citing Primary Sources in Footnotes
This citation method is taken from the Chicago Manual of Style website:
www.chicagomanualofstyle.org/tools_citationguide.html and The Research
and Documentation Online 5th Edition for Chicago documentation:
http://bcs.bedfordstmartins.com/resdoc5e/RES5e_ch10_s10001.html#RES5e_ch10_p0193
Cartoons, Works of Art, and Photographs
For an original, make su
American History 2, 2014-2015
Semester 1: Tutorial Outlines
Contents
Tutorials
Week 2
Introduction
p.2
Week 3
Servitude & Slavery in Colonial America
p.8
Week 4
The American Revolution
p.11
Week 5
The Constitution
p.16
Week 6
The War of 1812
p.19
Week 7
Andrew Jackson & Indian Removal
p.22
Week 8
Ante-bellum Slave Narratives
p.28
Week 9
The Civil War
p.31
Week 10
Reconstruction
p.35
Week 11
The Jim Crow South
p.42
Appendices
Appendix A: Primary Source Databases
p.45
Appendix B: Citing Primary Sources
p.47
Appendix C: Citing Secondary Sources
p.49
!
2!
AH2/Semester 1/Week 2: Introduction
Tutor: Dr Malcolm Craig
Email: mcraig@staffmail.ed.ac.uk
Office hour: Fridays, 11.00 – 12.00, room 1.26
What is in this section?
•
Student responsibilities
•
Some basic guidelines
•
How tutorials will operate
•
Leading the discussion
•
Use of laptops and tablets in class
•
Key terms and key people
•
Office hour
Please ensure that you read all of the information below prior to our first class.
This will answer many of the basic questions that you might have about
tutorials, the way they operate, and what you can expect from our classes.
Student Responsibilities
Welcome to your American History 2 tutorials. My expectations for your
optimum preparation for, and participation in, classes are as follows:
•
You will have read the assigned primary and secondary sources before
class.
•
You will be able to articulate the central theses of key historiography and
the arguments that supported them.
•
You will actively share insights into, and interpretations of, the readings in
a respectful, collegial manner.
•
You will engage in a variety of individual and group activities. Active
participation from all students is critical to successfully achieving the
objectives of this class.
•
You will view your contributions in tutorials as essential to the education
and development of others.
!
3!
Some Basic Guidelines
During discussion, please be mindful of contributing to respectful class
dynamics. If you are courageous and rarely afraid to speak, remember not to
dominate discussion and to give fellow students the opportunity to express
their ideas and opinions. If you are shy and tentative about sharing your
thoughts, now is the time to cultivate courage. I expect everyone to be alert, to
ask questions, and to share their thoughts about the material with the class.
Our tutorial should be a place where we can share ideas without fear of
having our points summarily dismissed. Disagreement is different from
personal attacks. Disagreement is encouraged; personal attacks will not be
tolerated. In order to achieve this atmosphere, I expect everyone to treat each
other with respect and uphold the goal of expanding our knowledge and
contributing to the collective education of our group.
If you know you are going to miss class, you must email me in
advance citing the reason for absence. If you have not notified me in advance,
but miss a class, you should email me within twenty-four hours with your
reason for absence. Missing class and showing up late should be avoided,
because if you are not in class, you cannot participate and contribute to our
learning. If there is a mitigating circumstance — such as illness or
bereavement — that prevents you from attending class, you should contact
me in advance, as a courtesy to our group. Lateness disrupts learning and is
disrespectful to all who arrive on time and are prepared to contribute. If a
student is late, they should see me after class ends.
How Tutorials Will Operate
Each week we will focus our discussion around questions for consideration
and defined activities. Each tutorial outline is comprised of these questions,
primary source materials (which you must consult), a list of historiography,
class activities, and journal entry questions.
You should come to the tutorial each week prepared to discuss the
week’s question(s)/points(s) and participate in any activities in a scholarly
manner. You should read at least two secondary source items in preparation
(this is in addition to the primary source materials), taking into account the
questions posed and points for consideration raised.
!
4!
The class activity may be a structured debate, small group work, or the
consideration of primary sources. Taking a full part in these activities is a
good way of enhancing your understanding of a given topic. The class
activities will be:
o Week 3: How to critically examine a secondary source.
o Week 4: A debate on the American Revolution and whether or not it
can be considered revolutionary.
o Week 5: Research on major figures in the Constitutional era and their
positions with regard to the Constitution.
o Week 6: An in-depth, critical analysis of primary sources related to the
War of 1812
o Week 7: A debate on Andrew Jackson and the Indian Removal Act.
o Week 8: Discussion and analysis of excerpts you have chosen from
key fugitive slave narratives.
o Week 9: Discussion and critical analysis of photography from the
American Civil War.
o Week 10: Discussion and critical analysis of political cartoons from the
Reconstruction era.
Leading the Discussion
You will also be required to lead discussions for one week each semester.
This will involve setting the context of the week’s discussion with the group
through a short presentation focusing on an important aspect of the week’s
topic. This forms part of the assessment of your non-written skills. However, if
you are nervous about speaking in front of others, do not get too worried! It is
natural to feel nervous and all of this will be taken into account. Your content
and insights are more important than the style of your delivery.
During the first tutorial, you will get to pick which week you would like to
take the lead in. You do not have a to prepare a huge presentation when
you are leading the discussion! Four or five minutes maximum (based on
the guidelines below) are all that is required, plus a willingness to take a
prominent role in guiding the evolving discussion. In your presentation, do
not give an overall introduction to the topic. Through attendance at
!
5!
lectures and class reading, we should all have a basic familiarity with the
underlying events and concepts. Focus on something you found
particularly interesting and stimulating. Suggestions in this regard include:
o Offering a précis and analysis of a significant primary source related to
the topic (for example, a political pamphlet or speech.)
o Introducing and analysing key popular culture artefacts associated with
the topic (for example, political cartoons produced during the era under
study that highlight key issues or perhaps the ways in which clothing
has been used to express political allegiance.)
Furthermore, in your class introductions, I expect you to explicitly
bring in a selection of key historiography. You do not have to offer an indepth, journal-style analysis, but I do expect you to make it clear to me
that you have engaged with the wider historiography and not just
cribbed from Foner or Wikipedia! This – along with the rest of your
presentation – will help your fellow students to formulate questions and will
help spark debate.
In order to enhance our learning, all presentations will be posted on
LEARN. That being the case, it is a requirement that you submit the text of
your presentation (with appropriate bibliography) and your PowerPoint
presentation to me at least twenty-four hours in advance. I will then place your
work on LEARN for the benefit of your fellow students.
If you are worried about this aspect of the tutorials, please do not
hesitate to get in touch by email, after classes, or during my office hour. I have
been in similar situations many times and am happy to offer advice and
strategies to make it a more comfortable and rewarding experience for you
and the group as a whole.
!
6!
Laptops and Tablets in Class
Many classes will allow you to make use of your laptops and tablets during
the tutorial. This class is not one of them.1 Tutorials are for listening,
discussing, debating, and learning. They are not for tapping notes into your
computer or looking up the answers on Wikipedia.
In our classes, please keep your laptops, tablets, and phones in your bags.
Reading the PDF of a scholarly article during class will not do you any good.
You should have read and absorbed the key arguments before coming to
class. If you have a certified medical need to use a laptop or other electronic
device in class, you should approach Student Support who will put all the
necessary arrangements in place and make sure that I am notified of your
requirements.
Key Terms and Key People
One thing that you will notice is the inclusion of ‘Key Terms’ and ‘Key People’
sections at the start of each tutorial outline. These give pointers towards vital
information that you should know about each topic. During lectures, research
online, reading the course textbook, and reading of the wider historiography,
you should make an effort to find out what these terms mean and who the
various people are. This will not only benefit our in-class discussions, such
knowledge will also be extremely useful when it comes to the exam. Nuggets
of information such as this will demonstrate to the examiner that you have
knowledge of the subject and have substantively engaged with it.
For each tutorial, I expect you to know what the majority of the terms
mean and whom the majority of the people mentioned are. It is not a
requirement that you investigate absolutely everything, but it will be useful if
you take note of least some of it.
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
1
"For"the"science"underpinning"this"decision,"see"Pam"A."Mueller"and"Daniel"M."Oppenheimer,"‘The"Pen"Is"
Mightier"Than"The"Keyboard:"Advantages"of"Longhand"Over"Laptop"Note"Taking,’"Psychological+Science,"25"(June,"
2014),"1159P1168"
!
7!
Office Hour
You should feel free to approach me to discuss any aspect of our tutorials, the
course, or your studies in general. To facilitate this, I have an open office hour
each Friday between 11.00 and 12.00 in room 1.26 in the School of History,
Classics, and Archaeology. You do not have to make an appointment for my
office hour, just turn up! I realise that might not be a convenient time for
everybody, so if you require a face-to-face meeting outwith my office hour,
please to get in touch (by email or in class) and we can sort out a mutually
convenient time. I am also happy to answer queries by email, particularly
those that just require a quick answer or some clarification of a particular
point. Under most circumstances, I will try to provide an answer within 24
hours. On occasion (such as at weekends or at times when I'm immersed in
research and writing) things might take slightly longer.
Finally, I very much look forward to helping you learn about, and understand,
the broad sweep of American history. I hope that you will find AH2 both
beneficial and enjoyable throughout the two semesters we will be learning
together.
!
8!
AH2/Semester 1/Week 3: Slavery & Servitude in Colonial America
Key Terms: 1619, Bacon’s Rebellion, Chattel Slavery, Indentured Servitude,
Indigo, Tobacco, Triangular Trade.
Key People: Nathaniel Bacon, William Berkeley, James Oglethorpe, John
Rolfe.
Textbook: Foner, Give Me Liberty!, Chapters 1-3
Questions for consideration
•
With reference to primary and secondary sources, what role did the
institution of indentured servitude play in the rise of chattel slavery as a
phenomenon?
•
How did the institution of slavery contribute to economic growth and
what activities provided a profitable use of slavery?
Above: A contract of indenture from 1766
Above: An advertisement for newly arrived
(http://commons.wikimedia.org/wiki/
indentured servants.
File:William_Spencer_Apprenticeship_
4_Nov_1766.png)
Primary Sources
Letter from an Indentured Servant, 1623
http://historymatters.gmu.edu/d/6475
Diary of William Byrd, excerpts, 1709-1722
!
9!
http://www.indiana.edu/~h105swrd/readings/H105-documentsweb/week05/Byrd1709.html
Colonial Virginia Laws on Slavery
http://www.indiana.edu/~h105swrd/readings/H105-documentsweb/week03/VAlaws1643.html
Slave Auction Broadside, 1769
http://www.pbs.org/wgbh/aia/part1/1h304.html
Early American Newspaper Advertisements - The Virginia Gazette
http://www.history.org/foundation/journal/Autumn10/news/
Class Activity
Using the article by David Eltis listed below, consider how do we critically
analyse historiography. What argument(s) is Eltis making; how do we critically
engage with such work; what are the best strategies for divining such things?
Now, compare the Eltis article with others.
Historiography - Essentials
David Eltis, ‘Europeans and the Rise and Fall of African Slavery in the
Americas: An Interpretation’, American Historical Review 98 (1993),13991423.
Oscar Handlin and Mary F. Handlin, ‘Origins of the Southern Labor System,’
William and Mary Quarterly 7 (1950):199-222.
Edmund S. Morgan, ‘Slavery and Freedom: The American Paradox,’ Journal
of American History 59 (Jun 1972): 5-29.
Philip D. Morgan, ‘The Origins of American Slavery,’ OAH Magazine of
History 19 (2005): 51-56.
!
10!
Historiography – Further Reading
Ira Berlin, ‘From Creole to African: Atlantic Creoles and the Origins of AfricanAmerican Society in Mainland North America,’ William and Mary Quarterly, 53
(1996): 251-288.
Robin Blackburn, 'The Old World Background to European Colonial
Slavery',William and Mary Quarterly, 54 (1997), 65-102
Carl N. Degler, ‘Slavery and the Genesis of American Race Prejudice,’
Comparative Studies in Society and History 2 (October 1959):49-66.
Lorena Walsh, ‘The Transatlantic Slave Trade and Colonial Chesapeake
Slavery.’ OAH Magazine of History 17 (2003): 11-15.
There is a huge catalogue of scholarly work on early colonial slavery beyond
this very brief reading list. You are encouraged to look further afield and, as
with every topic, read as widely as you can.
Practice Journal Question
Remember that you must submit a journal entry on this question to me
in this class. I will then give you feedback to allow you to prepare for the five
marked journal entries you will submit this semester.
Do historians agree that racial motives account for both the introduction of
slavery to the North American colonies and its development as an institution?
!
11!
AH2/Semester 1/Week 4: The American Revolution
Key Terms: Boston Tea Party, ‘Common Sense’ (pamphlet), Intolerable Acts,
Loyalists, Patriots, Stamp Act, Boston Massacre, Homespun Movement
Key People: Mercy Otis Warren, Phillis Wheatley, Betsy Ross, Abigail
Adams, Crispus Attucks, George Robert Twelves Hewes, Minutemen, Lord
Dunmore, ‘Molly Pitcher,’ James Armistead Lafayette, Salem Poor
Textbook: Foner, Give Me Liberty!, Chapters 4-5
Questions for consideration
•
What were the differences and similarities between the American
colonies and Britain, and between the thirteen American colonies
themselves?
•
How did concepts of freedom and slavery work their way into the
relationship between the Colonies and Britain? How did slaves and free
blacks participate in the Revolution?
•
What roles did women play in the Revolution?
Above: A magazine rendering of ‘The women
Above: An 1846 artists impression of the
of ’76: “Molly Pitcher” the heroine of
December 16, 1773 event which came to be
Monmouth’ first published in Currier & Ives.
known as the Boston Tea Party.
(http://commons.wikimedia.org/wiki/File:Molly
(http://commons.wikimedia.org/wiki/File:Bosto
_Pitcher_currier_ives.jpg)
n_tea_party.jpg)
!
12!
Primary Sources
Account of the Boston Massacre (1770)
http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=3&psid=1191
Patrick Henry, ‘Give Me Liberty or Give Me Death,’ (1775)
http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=3&psid=3917
Declaration of Independence (1776)
http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=3&psid=149
Hector St. Jean de Crevecoeur, Letters from an American Farmer (1782)
http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=3&psid=3644
The Poetry of Mercy Otis Warren:
http://books.google.co.uk/books?id=oYAEAAAAYAAJ&pg=PR4IA3#v=onepage&q&f=false (Poem IX is about the Boston Tea Party)
The Poetry of Phillis Wheatley:
General information: http://www.poets.org/viewmedia.php/prmMID/21710
Select Poems brought together by Ann M. Woodlief, Emerita Associate
Professor at Virginia Commonwealth University:
http://www.vcu.edu/engweb/webtexts/Wheatley/phil.htm
Class Activity
The activity for this class will be a structured debate, examining the
proposition that “Because women, African-Americans, and others were
politically marginalised, the American Revolution can not be considered
revolutionary.”
Three students will be asked to support the proposition, and three students
will be asked to speak against the proposition. The rest of the class will be
expected to ask questions of both sides after the debate proper. Sides will be
!
13!
assigned in the week before this class. There will be a further debate later in
the semester, so everyone will be expected to take part in such an activity.
Each side in the debate will have 10 minutes to present their case, broken
down into one 5 minute primary statement and one 5 minute rebuttal. Once
both sides have had a chance to present their case, there will be
approximately 15 minutes for questions from the audience.
Teams can allocate their time among their members as they see fit. Nonparticipants will be responsible for asking questions at the end of the debate.
If no questions are forthcoming from the audience, I will ask questions.
Teams and individuals will be evaluated on the persuasiveness of the
argument, the evidence brought forth in support of that argument, and the
quality of the presentation (organization, clarity, rhetoric, etc.).
Some rules:
•
Time limits will be strictly enforced. Do not exceed the allotted time.
•
The evidence should be drawn primarily from the assigned primary and
secondary sources. Teams that wish to use other sources must supply
a list of those sources to the other team and to me at least 24 hours
before the debate. Debaters should be able to cite the sources of their
information.
•
Novel arguments should not be introduced in the rebuttal. Instead, this
time should be to clarify arguments previously made or to respond to
arguments made by the other team.
Historiography - Essentials
T. H. Breen, ‘Ideology and Nationalism on the Eve of the American
Revolution: Revisions Once More in Need of Revising,’ Journal of American
History, 84 (1997), 13-39.
!
14!
Francis D. Cogliano, Revolutionary America 1763 - 1815, A Political History,
2nd edition (New York, NY: Routledge, 2009), Chp. 3-4 [e-book available on
library website]
Mary Beth Norton, ‘Eighteenth-Century American Women in Peace and War:
The Case of the Loyalists,’ William and Mary Quarterly, 33, No. 3 (July 1976),
386-409.
Historiography – Further Reading
Bernard Bailyn, ‘The Logic of Rebellion’ from Bailyn, The Ideological Origins
of the American Revolution Cambridge, Mass.: Belknap Press of Harvard
University Press, 1992), 94-159. [E-reserve]
Michael A. McDonnell & Woody Holton, ‘Patriot vs. Patriot: Social Conflict in
Virginia and the Origins of the American Revolution,’ Journal of American
Studies Vol.34, No.2 (2000), 231-256.
Gary B. Nash, ‘African Americans in the Early Republic,’ OAH Magazine of
History 14 (2000), 12-16.
Al Young, ‘George Robert Twelves Hewes: A Boston Shoemaker and the
Memory of the American Revolution,’ William and Mary Quarterly 38 (1981),
561-623.
Multimedia
Photographic Portraits of Revolutionary War Veterans:
http://lightbox.time.com/2013/07/03/faces-of-the-american-revolution/#1
Sounds of the Revolutionary War:
http://www.youtube.com/watch?v=BMmouP3TM9g&ytsession=3P3_a0Lnom8
3xWFqFyiZGRu9N1uM7ZnNaiQStOzgOo-po6oPihk0CyeRM4UeJKazhKuKHqfLW4b2zegEAMFnnfNXB6xsPHhORsn_wCvVQKRInEN4XutTcnBYSIiStZ8I
9bTE5VQXkrvxRl-q1eRs_FiFNcMaY00TtKOn-3SXjzXgmPiPt2dx-
!
15!
e_Mt7bTXtJtjknTyMlFh (This is a YouTube video of music produced in 1976
of songs that were used during the revolution)
Journal Questions
How revolutionary do historians assess the American Revolution as being?
Or
How have historians assessed the contribution of politically marginalized
groups (such as women or African-Americans) to the Revolution?
!
16!
AH2/Semester 1/Week 5: The US Constitution
Key Terms: Anti-Federalists, Articles of Confederation, Bill of Rights,
Constitution, Constitutional Convention, Federalists, Federalist Papers.
Key People: John Adams, Alexander Hamilton, Patrick Henry, Thomas
Jefferson, James Madison. Edmund Randolph, Sam Adams, Benjamin
Franklin, Patrick Henry, Thomas Jefferson, Gouverneur Morris, Thomas
Paine, Paul Revere, George Washington.
Textbook: Foner, Give Me Liberty!, Chps. 6-7
Questions for consideration
•
Characterize and analyse the Constitution: Did it realise or betray the
principles of the Revolution?
•
To what extent was the Constitution a compromise between big and
small states? Rich and poor states? Slave and free states?
•
Should the Founding Fathers and their documents (i.e. the Declaration
of Independence and the Constitution) be credited as crippling the
institution of slavery or strengthening its existence?
Above: Thomas Jefferson,
Above: The Constitutional Convention, c.1787, as
painted by Mather Brown
envisaged by painter Junius Brutus Stearns in 1856
c.1786(commons.wikimedia.org
(commons.wikimedia.org/wiki/File:Washington_Constitution
/wiki/File:Thomas_Jefferson_by
al_Convention_1787.jpg)
_Mather_Brown.jpg)
!
17!
Primary Sources
United States Constitution (1787)
http://www.archives.gov/exhibits/charters/constitution.html
Federalist #10 (1787)
http://teachingamericanhistory.org/library/document/federalist-no-10/
Letters from a Federal Farmer (1787)
http://teachingamericanhistory.org/library/document/federal-farmer-ii/
George Washington, Farewell Address (1796)
http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=3&psid=3644
Class Activity
Last week you will been assigned a major figure in the debates on the
constitution and researched their position on the creation and ratification of
the document.
The major figures are: John Adams, Samuel Adams, John Dickinson, Elbridge
Gerry, Alexander Hamilton, John Hancock, Patrick Henry, James Madison,
Gouverneur Morris, Charles Pinckney, Edmund Randolph, John Rutledge.
Your task this week is to present the position of that person to the class and
argue for their particular take on the constitution. How do the views interact
with the stances of other major figures and what do the compromises made
mean for the document itself? You should present your findings in the first
person.
Historiography – Essentials
Francis D. Cogliano, Revolutionary America 1763 - 1815, A Political History,
2nd edition (New York, NY: Routledge, 2009), Chps. 5-6 [e-book available
on library website]
!
18!
Kenneth Morgan, ‘Slavery and the Debate over Ratification of the United
States Constitution’, Slavery and Abolition 22 (2001), 40-65.
Jack N. Rakove, ‘The Great Compromise: Ideas, Interests and the Politics of
Constitution Making,’ William and Mary Quarterly 44 (1987), 424-457.
Historiography – Further Reading
Lance Banning, ‘Republican Ideology and the Triumph of the Constitution,
1789 to 1793,’ William and Mary Quarterly 31 (1974), 167-188.
Saul Cornell, ‘Aristocracy Assailed: The Ideology of Backcountry AntiFederalism,’ Journal of American History 76 (1990), 1148-1172.
Isaac Kramnick, ‘”The Great National Discussion”: The Discourse of Politics in
1787,’ William and Mary Quarterly, 45 (1988), 3-32.
William M. Wiecek, 'The Witch at the Christening: Slavery and the
Constitution's Origins,' in Leonard W. Levy and Dennis J. Mahoney (eds.),
The Framing and Ratification of the Constitution (New York, NY, 1987), 167184
Journal Questions
Compare and contrast differing historiographical perspectives on the creation
of the Constitution.
Or
To what extent do scholars see the Constitution as a series of compromises?
!
19!
AH2/Semester 1/Week 6: The War of 1812
Key Terms: Anti-Federalists, Barbary Wars, Democratic-Republican Party,
Federalists, Federalist Party, First Party System, Lewis & Clark Expedition,
Louisiana Purchase, Monroe Doctrine, Quasi War, War of 1812.
Key People: John Adams, William Clark, Stephen Decatur, Alexander
Hamilton, Thomas Jefferson, Meriwether Lewis, James Madison, George
Washington.
Textbook: Foner, Give Me Liberty!, Chapters 7-8
Questions for consideration
•
What were the foundations of United States foreign policy prior to the
War of 1812? After the War of 1812? Were there noticeable changes?
•
What caused the United States to go to war in 1812?
•
Did the War of 1812 contribute to the creation of a genuinely
‘American’ identity?
Above: The USS Constitution versus HMS
Above: The bombardment of Fort
Guerriere, August 19, 1812.
McHenry, September 13, 1814, an event
that would give rise to the American
national anthem, the ‘Star Spangled
Banner’ by Francis Scott Key.
Primary Sources
‘The Chesapeake and The Leopard,’ New York Evening Post (1807)
http://teachingamericanhistory.org/library/document/the-chesapeake-and-theleopard-2/
!
20!
Tecumseh to William Henry Harrison (1810)
http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=3&psid=662
President James Madison’s State of the Union Address, November 5, 1811:
http://memory.loc.gov/cgibin/query/r?ammem/hlaw:@field(DOCID+@lit(hj0084))
President James Madison’s War Message to Congress, June 1, 1812:
www.presidentialrhetoric.com/historicspeeches/madison/warmessage.html
‘War!’ Columbia Sentinel (1812)
http://teachingamericanhistory.org/library/document/war/
Class Activity
Using the first and last primary sources listed above, consider how we use
and interpret primary sources. How do the articles report events? How do they
portray America’s relationship with Britain? How is Britain portrayed? What
factors should we consider when examining newspaper sources. Additionally,
compare these media accounts with the other primary sources list above.
How do we compare, contrast, and make use of sources?
Historiography – Essentials
‘Interchange: The War of 1812,’ Journal of American History 99 (2012), 520555.
Francis D. Cogliano, Revolutionary America 1763 - 1815, A Political History,
2nd edition (New York, NY, 2009), Chps.7 and 8 [this volume is available as
an electronic resource through the library website]
Paul A. Gilje, ‘”Free Trade and Sailors' Rights?”: The Rhetoric of the War of
1812,’ Journal of the Early Republic, 30 (2010), 1-23.
!
21!
Historiography – Further Reading
Amanda Foreman, ‘The British View the War of 1812 Quite Differently than
Americans Do,’ Smithsonian Magazine (May 2014)
http://www.smithsonianmag.com/history/british-view-war-1812-quitedifferently-americans-do-180951852/
Donald R. Hickey, ‘The War of 1812: Still A Forgotten Conflict,’ The Journal of
Military History, 65 (2001), 741-69.
Richard Jensen, ‘Military History on the Electronic Frontier: Wikipedia Fights
the War of 1812,’ Journal of Military History, 76 (2012), 523-56.
Journal Questions
How have historians assessed the War of 1812 in terms of its position in
consolidating and defining a truly ‘American’ sense of national identity?
Or
Do historians see the War of 1812 as a ‘forgotten conflict’?
!
22!
AH2/Semester 1/Week 7: Andrew Jackson and Indian Removal
Key Terms: Democratic Party, Indian Removal Act, Jacksonian Democracy,
Second Party System, Trail of Tears, Whigs.
Key People: John C. Calhoun, Henry Clay, William Henry Harrison, Andrew
Jackson, Martin Van Buren, Daniel Webster.
Textbook: Foner, Give Me Liberty!, Chapters 8-9
Questions for consideration
•
Was Jackson’s Indian removal policy an act akin to ‘protective custody’
or was it an act of ethnic cleansing?
•
What conflicts can you identify in the scholarship on the Jackson’s
Indian policy? How have different historians approached the topic?
Above: ‘Old Hickory’ himself
Above: Unruly goings on and widespread drunkenness at
(http://commons.wikimedia.org/
the first inauguration of Andrew Jackson in 1829
wiki/File:Andrew_Jackson_Portr
(http://commons.wikimedia.org/wiki/File:Jackson_inaugurat
ait.jpg)
ion_crop.jpg)
Primary Sources
Andrew Jackson on Indian Removal
http://www.ucl.ac.uk/USHistory/Building/docs/Jackson.htm)
Indian Removal Act (1830)
https://www.mtholyoke.edu/acad/intrel/removal.htm
!
23!
Cherokee Nation v. Georgia (1831)
https://www.mtholyoke.edu/acad/intrel/cherokee.htm
Jackson's speech on Indian Removal (begins in paragraph 2 of column 2 and
continues across the subsequent page.)
http://memory.loc.gov/cgibin/ampage?collId=llrd&fileName=010/llrd010.db&recNum=438
John Ross Protests Removal (1836)
http://historymatters.gmu.edu/d/6598/
General Winfield Scott to Cherokees
http://georgiainfo.galileo.usg.edu/scottadd.htm
Soldier Recalls Trail of Tears
http://www.learnnc.org/lp/editions/nchist-newnation/4532
Class Activity
The activity for this class will be a structured debate, examining the
proposition that "Andrew Jackson was a humanitarian who had the best
interests of Native American peoples at heart."
Three students will be asked to support the proposition, and three students
will be asked to speak against the proposition. The rest of the class will be
expected to ask questions of both sides after the debate proper. Sides will be
assigned in the week before this class. If you were a debater in our discussion
of the American Revolution, you will be the audience for this debate and vice
versa.
Each side in the debate will have 10 minutes to present their case, broken
down into one 5 minute primary statement and one 5 minute rebuttal. Once
both sides have had a chance to present their case, there will be
approximately 15 minutes for questions from the audience.
!
24!
Teams can allocate their time among their members as they see fit. Nonparticipants will be responsible for asking questions at the end of the debate.
If no questions are forthcoming from the audience, I will ask questions.
Teams and individuals will be evaluated on the persuasiveness of the
argument, the evidence brought forth in support of that argument, and the
quality of the presentation (organization, clarity, rhetoric, etc.).
Some rules:
•
Time limits will be strictly enforced. Do not exceed the allotted time.
•
The evidence should be drawn primarily from the assigned primary and
secondary sources. Teams that wish to use other sources must supply
a list of those sources to the other team and to me at least 24 hours
before the debate. Debaters should be able to cite the sources of their
information.
•
Novel arguments should not be introduced in the rebuttal. Instead, this
time should be to clarify arguments previously made or to respond to
arguments made by the other team.
Historiography
Francis Paul Prucha, ‘Andrew Jackson’s Indian Policy: A Reassessment’,
Journal of American History, 56 (1969), 527-539 (available on JSTOR).
Ronald N Satz, ‘Indian Policy in the Jacksonian Era,’ in Leonard Dinnerstein
and Kenneth T. Jackson (eds.), American Vistas 1607-1877 (New York and
Oxford, Oxford University Press, 1995), 211-227. [E-reserves]
Alexander,Saxton, ‘Equality, Racism, and Jacksonian Democracy’ in Sean
Wilentz (ed), Major Problems in the Early Republic, 1787-1848 (Lexington,
Mass.: D.C. Heath and Company, 1992), 407-414. [E-reserves]
Historiography – Further Reading
Mary Hershberger, ‘Mobilizing Women, Anticipating Abolition: The Struggle
against Indian Removal in the 1830s’, Journal of American History 86 (1999),
15-40.
!
25!
Michael Morris, ‘Georgia and the Conversation Over Indian Removal,’ The
Georgia Historical Quarterly, Vol. 91, No. 4 (Winter 2007), 403-423
Theda Perdue, ‘The Legacy of Indian Removal,’ Journal of Southern History
78 (2012), 3-36.
Mary Young, ‘The Cherokee Nation: Mirror of the Republic,’ American
Quarterly, 33 (1981): 502-24.
Robert V. Remini, ‘Andrew Jackson and Jacksonian Democracy,’ in Sean
Wilentz (ed.), Major Problems in the Early Republic (Lexington, Mass.: D.C.
Heath and Company, 1992), 399-406. [E-reserves]
Journal Questions
“The plan for their removal and reestablishment is founded upon the
knowledge we have gained of their character and habits, and has been
dictated by a spirit of enlarged liberality” (Andrew Jackson, December 7,
1835).2 Do historians see this statement as accurately describing the motives
underlying Andrew Jackson's Indian policy?
Or
Do historians see Indian Removal as founded in racism?
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
2!This!is!an!excerpt!from!Andrew!Jackson,!‘Seventh!Annual!Message!to!Congress,’!December!7,!1835,!PBS!
New%Perspectives%on%the%West!www.pbs.org/weta/thewest/resources/archives/two/removal.htm!(accessed!
on!September!17,!2014)!
!
A humourous (but reasonably accurate) look at the life of Jackson
by cartoonist Kate Beaton (http://www.harkavagrant.com/index.php)
26!
!
27!
!
28!
AH2/Semester1/Week 8: Ante-bellum Slave Narratives
Key Terms: Abolitionism, American Colonization Society, Antebellum South,
Black Codes, Colonization, Fugitive Slave Law of 1850, John Brown’s Raid,
Underground Railroad, Uncle Tom’s Cabin (novel.)
Key People: John Brown, John C. Calhoun, Frederick Douglass, William
Lloyd Garrison, Harriet Jacobs, Wendell Phillips, Harriet Beecher Stowe,
Harriet Tubman, Amy Post, Sojourner Truth.
Textbook: Foner, Give Me Liberty!, Chapters 11-12
Questions for consideration
•
What problems have historians identified with the ‘slave narratives’ as
primary sources?
•
How might the female perspective on slavery differ from the male
perspective? Does, for example, Harriet Jacobs articulate particularly
gendered concerns in her narrative?
Above: Advertisement from 1858, offering a
Above: Harriet Jacobs in 1894
substantial reward for a runaway female slave
(http://commons.wikimedia.org/wiki/File:Ha
(http://commons.wikimedia.org/wiki/File:SlaveR
rriet_Ann_Jacobs1894.png)
ewardWashington1858.jpg)
!
29!
Primary Sources
Frederick Douglass, Narrative of the Life of Frederick Douglass (1845)
http://docsouth.unc.edu/neh/douglass/douglass.html
Harriet Jacobs, Incidents in the Life of a Slave Girl (1861)
http://docsouth.unc.edu/fpn/jacobs/jacobs.html
Solomon Northup, Twelve Years a Slave (1853)
http://docsouth.unc.edu/fpn/northup/northup.html
Class Activity
I would like you to come prepared with at least two excerpts (no more than
one or two paragraphs long and you should not offer two excerpts from the
same volume) from Douglas, Jacobs, or Northrup that, for you, highlight key
parts of the slave experience - what these key parts might be is up to you. I
would like everyone to present one of these excerpts to the class and offer a
brief comment on why you feel it is significant and what historiographical
issues there might be with using your chosen excerpt as evidence.
Historiography – Essentials
William L. Andrews, ‘An Introduction to the Slave Narrative’
http://docsouth.unc.edu/neh/intro.html
John W. Blassingame, 'Using the Testimony of Ex-Slaves: Approaches and
Problems', The Journal of Southern History, Vol.41, No.4 (Nov., 1975), 473492
Carl N. Degler, ‘Why Historians Change their Minds,’ Pacific Historical Review
45 (1976), 167-184.
Drew Gilpin Faust, ‘The Meaning of Power on an Antebellum Plantation,’ in
Michael Perman (ed.), Perspectives on the American Past: Readings and
Commentary Vol.1: To 1877, 2nd ed. (Lexington MA, 1996), 255-265. [Ereserve]
!
30!
Journal Questions
For this journal you can EITHER submit a historiographical analysis of work
done by historians on slave narratives OR a textual analysis of the primary
sources.
Historiographical Analysis Question
How have scholars assessed slave narratives and the contribution they make
to our understanding of the past?
Or
Textual Analysis Question
Assess the core differences between the account of Fredrick Douglass OR
Solomon Northrup and the account provided by Harriet Jacobs.
!
31!
AH2/Semester 1/Week 9: The Civil War
Key Terms: Confederate States of America (CSA), Emancipation
Proclamation, Sectionalism, States Rights.
Key People: James Buchanan, Jefferson Davis, Robert E. Lee, Abraham
Lincoln, William T. Sherman.
Textbook: Foner, Give Me Liberty!, Chapters 13-14
Questions for consideration
•
Was the Civil War an ‘irrepressible’ conflict? (a term used by William
Henry Seward in 1858: http://www.nyhistory.com/central/conflict.htm)
•
How have historians assessed the Civil War experiences of rich and
poor, black and white, Northern and Southern?
•
What do the primary sources listed below tell us about the role of
slavery as an issue in the Civil War?
Above: President Lincoln and General
Above: African-American soldiers at Dutch
McLellan at the Battle of Antietam, September,
Gap, Virginia
1862
(http://commons.wikimedia.org/wiki/File:Dut
(http://commons.wikimedia.org/wiki/File:Maryla
chGapb.jpg)
nd,_Antietam,_President_Lincoln_on_the_Batt
lefield_-_NARA_-_533297.jpg)
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32!
Primary Sources
Thomas Henry Thornwell, ‘A Southern Christian View of Slavery’ (1861)
http://teachingamericanhistory.org/library/document/a-southern-christian-viewof-slavery/
Alexander Stephens, Cornerstone Speech (1861)
http://teachingamericanhistory.org/library/document/corner-stone-speechexcerpt/
Abraham Lincoln, First Inaugural Address (1861)
http://teachingamericanhistory.org/library/document/first-inaugural-address-2/
Account of the Battle of Shiloh (1862)
http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=3&psid=403
Abraham Lincoln to Horace Greeley (1862)
http://teachingamericanhistory.org/library/document/letter-to-horace-greeley/
Samuel Cox, ‘Emancipation and Its Consequences – Is Ohio to be
Africanized?’ (1862)
http://teachingamericanhistory.org/library/document/emancipation-and-itsresults-is-ohio-to-be-africanized/
Abraham Lincoln, The Emancipation Proclamation (1862)
http://www.civilwar.org/education/history/primarysources/emancipation.html
Abraham Lincoln, Gettysburg Address (1863)
http://teachingamericanhistory.org/library/document/gettysburg-address/
Abraham Lincoln, Second Inaugural Address (1865)
http://teachingamericanhistory.org/library/document/second-inauguraladdress/
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33!
Class Activity
Do a bit of research on photography and photographers (such as Mathew
Brady and Alexander Gardner) in the Civil War. Why was it important? Was
the Civil War the first ‘photographic war’? Find a photograph that you feel
expresses some of the themes of the war, print it out, and bring it to class.
You must be prepared to talk about your chosen photograph: why you choose
it, when it was taken, what it represents, etc. How can we use and analyse
photographs as primary sources and what are the pitfalls of such sources?
Historiography – Essentials
Joseph T. Glatthaar, ‘Everyman's War: A Rich and Poor Man's Fight in Lee's
Army,’ Civil War History 54:3 (2008), 229-246.
Mark Neely, Jr. ‘Was the Civil War a Total War?’ Civil War History 50:4
(2004), 5-28.
David Silkenat, ‘‘A Typical Negro’: Gordon, Peter, Vincent Colyer, and the
Story behind Slavery’s Most Famous Photograph,’ American Nineteenth
Century History (2014)
Historiography – Further Reading
Carole Emberton, ‘Only Murder Makes Men: Reconsidering the Black Military
Experience,’ Journal of the Civil War Era 2 (2012), 369-393
Drew Gilpin Faust, ‘The Dread Void of Uncertainty: Naming the Dead in the
American Civil War,’ Southern Cultures, Summer 2005.
Gary J. Kornblith, 'Rethinking the Coming of the Civil War: A Counterfactual
Exercise', Journal of American History, Vol.90, No.1 (Jun., 2003), 76-105.
James M. McPherson, ‘Antebellum Southern Exceptionalism: A New Look at
an Old Question’ Civil War History 1983, reprinted in Civil War History vol. 50
(2004): 418-433. Also available as chap. 1 of McPherson’s Drawn with the
Sword (New York, NY, 1996) (available online through the Library catalogue).
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34!
Journal Questions
How have historians assessed the experiences of different groups involved in
the Civil War?
Or
Using two or more pieces of scholarship, explain the different ways in which
historians have explained the origins of the Civil War.
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35!
AH2/Semester 1/Week 10: Reconstruction
Key Terms: Carpetbaggers, Freedmen’s Bureau, Jim Crow Laws,
Presidential Reconstruction, Radical Reconstruction, Redeemers,
Scallawags.
Key People: Ulysses S. Grant, Andrew Johnson, Thomas Nast, Charles
Sumner.
Textbook: Foner, Give Me Liberty!, Chapter 15
Questions for consideration
•
Compare the visions for Reconstruction advanced by President
Andrew Johnson and the congressional Republicans. What are the
main differences/similarities?
•
With reference to primary sources, how would you consider the
treatment of black Americans during Reconstruction?
Primary Sources
Mississippi Black Code
http://teachingamericanhistory.org/library/document/black-codes-ofmississippi/
Texas Black Code
http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=3&psid=3681
An African American Recalls the Origins of Sharecropping
http://www.pbs.org/wgbh/amex/reconstruction/sharecrop/ps_adams.html
An African American Recalls Violence during Reconstruction
http://www.pbs.org/wgbh/amex/reconstruction/activism/ps_calhoun.html
Report on Memphis Race Riot
http://www.etsu.edu/cas/tahg/pictures/CivilWar/documents/1866Reportof
MemphisRiot.pdf
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36!
Class Activity
As part of this reading list, you will see four examples of work by noted
political cartoonist Thomas Nast.
You should examine the two cartoons assigned to you in detail, annotating
them with your own thoughts, and bringing them to class. What is represented
in the cartoon? What is it saying? What/who do the figures represent? What
are the organisations represented? What does the cartoon say to you about
the post-Civil War period? How did the cartoons of Thomas Nast frame
reconstruction? How did he portray the various parties with an interest in the
reconstruction process? How does Nast’s portrayal of Reconstruction align
with the portrayal given by the other primary sources?
You should also examine the two cartoons that are not assigned to you, just
so you are aware of what fellow students are referring to.
Historiography – Essentials
As an aid to understanding political cartoons, the following article will be
helpful: Thomas Milton Kemnitz, 'The Cartoon as a Historical Source', Journal
of Interdisciplinary History (Summer, 1973), pp. 81-93
Michael Les Benedict, ‘Preserving the Constitution: The Conservative Basis of
Radical Reconstruction,’ Journal of American History, 61 (1974): 65-90.
Eric Foner, ‘The Failure of Presidential Reconstruction’ from Foner,
Reconstruction: America’s Unfinished Revolution (New York: Perennial
Classics, 2002), 176-227. [E-reserves]
Historiography – Further Reading
Armstead L. Robinson, ‘Beyond the Realm of Social Consensus: New
Meanings of Reconstruction for American History,’ Journal of American
History, 68 (1981), 276-297.
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37!
Harold D. Woodman, ‘Class, Race, Politics, and the Modernization of the
Postbellum South,’ Journal of Southern History 63 (1997), 3-22.
Adam Fairclough, ‘Was the Grant of Black Suffrage a Political Error?’ Journal
of the Historical Society 12 (2012), 155-188.
Michael W. Fitzgerald, ‘Reconstruction Re-Engineered: Or, Is Doubting Black
Suffrage a Mistake,’ Journal of the Historical Society 12 (2012), 241-247.
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38!
!
39!
!
40!
!
41!
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42!
AH2/Semester 1/Week 11: The Jim Crow South
Key Terms: Civil Rights Act of 1875, Compromise of 1877, Interstate
Commerce Commission, Jim Crow Laws, Ku Klux Klan, Lynching, Plessy vs.
Ferguson Decision, Poll Tax, Redeemers, Southern Democrats
Key People: W E B DuBois, Reverend W H Heard, Homer Plessy, Thomas D
Rice, Booker T Washington.
Textbook: Foner, Give Me Liberty!, Chapters 16-17
Questions for consideration
•
Was politics or race more important in the creation of the Jim Crow
South?
•
To what extent were the black and white communities unified and/or
divided by Jim Crow?
•
What did major figures in African-American life – such as Booker T.
Washington or W.E.B. DuBois – have to say about the Jim Crow era?
Above: George Meadows, lynched in
Above: Booker T Washington, a former slave
Alabama, January 15, 1889
who became the foremost leader for black
(http://commons.wikimedia.org/
Americans in the late nineteenth and early
wiki/File:Lynching-1889.jpg)
twentieth centuries
(http://commons.wikimedia.org/wiki/
!
43!
File:Booker_T_Washington_retouched_
flattened-crop.jpg)
Primary Sources
Ida B. Wells, ‘Lynch Law in America’ (1900)
http://courses.washington.edu/spcmu/speeches/idabwells.htm
Booker T. Washington, Atlanta Exposition Address (1895)
http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=3&psid=3613
W.E.B. DuBois, ‘On Booker T. Washington and Others’ (1903)
http://historymatters.gmu.edu/d/40/
Plessy v. Ferguson (1896)
http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=3&psid=1103
Lynching photos
http://withoutsanctuary.org/
Class Activity
There is no assigned class activity for this week. However, we will take time to
discuss what you have enjoyed about this semester, what parts of the course
you found more or less engaging, any feedback you might have on our
classes, and what you are most looking forward to studying next semester.
Historiography – Essentials
W. Fitzhugh Brundage, ‘The Ultimate Shame: Lynch-Law in Post-Civil War
American South,’ Social Alternatives 25 (2006), 28-32.
Howard N. Rabinowitz, ‘From Exclusion to Segregation: Southern Race
Relations, 1865-1890,’ Journal of American History 63 (1976), 325-350.
C Vann Woodward, The Strange Career of Jim Crow, 3rd edition (New York,
NY: Oxford University Press, 1974), Chp.3 [E-reserve]
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44!
Historiography – Further Reading
Adam Fairclough, ‘Being in the Field of Education and Also Being a Negro...,’
Journal of American History (2000), 65-91.
Anne E. Marshall, ‘The 1906 Uncle Tom's Cabin Law and the Politics of Race
and Memory in Early-Twentieth Century Kentucky,’ Journal of the Civil War
Era (2011), 368-393.
Barbara Welke, ‘When All the Women Were White, and All the Blacks Were
Men,’ Law and History Review 13 (1995), 295-313
Amy Wood, ‘Lynching Photography and the Visual Reproduction of White
Supremacy,’ American Nineteenth Century History 6 (2005), 373-399.
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45!
Appendix A: Useful Primary Source Databases
The American Founding Era
A digital database of the papers of many of the founding era’s leading figures.
Currently the University of Edinburgh only has access to the general public
collection (called ‘Early Access’), which still contains thousands of interesting
primary source documents from the likes of John Adams, George
Washington, Thomas Jefferson, Abigail Adams, and Mercy Otis Warren.
http://rotunda.upress.virginia.edu/founders/FGEA.html
America’s Historical Newspapers (via library website)
A vast database of many newspapers from American history.
http://infoweb.newsbank.com.ezproxy.is.ed.ac.uk/iw-search/we/HistArchive
The American State Papers
Comprising a total of thirty-eight physical volumes, contain the legislative and
executive documents of Congress during the period 1789 to 1838.
http://memory.loc.gov/ammem/amlaw/lwsp.html
Eigtheenth Century Collections Online (via library website)
A database of primary sources from the eighteenth century, including
newpapers, speeches, letters, and published materials.
http://find.galegroup.com.ezproxy.is.ed.ac.uk/ecco/start.do?prodId=ECCO&us
erGroupName=ed_itw
Eighteenth Century Journals (via library website)
Much like the above, but with a focus on rare journals and periodicals.
http://www.18thcjournals.amdigital.co.uk.ezproxy.is.ed.ac.uk/index.aspx
Electronic Enlightenment (via library website)
Correspondence between eighteenth century ‘thinkers and writers.’
http://www.e-enlightenment.com.ezproxy.is.ed.ac.uk
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46!
Foreign Relations of the United States
An extremely useful collection of documents relating to American foreign
policy matters from the mid nineteenth century to the 1960s.
http://uwdc.library.wisc.edu/collections/FRUS
The Historical Washington Post (1877-1994)
One of the key American newspapers of record and the main news organ of
the nations capital. Access through the library databases website at:
http://www.ed.ac.uk/schools-departments/informationservices/services/library-museum-gallery/finding-resources/librarydatabases/databases-subject-a-z/database-newspapers
Online Library of Liberty
This website brings together digitized versions – that are searchable! – of all
manner of primary and secondary sources in American History and Literature,
though their early collection is particularly rich.
http://oll.libertyfund.org
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47!
Appendix B: Citing Primary Sources in Footnotes
This citation method is taken from the Chicago Manual of Style website:
www.chicagomanualofstyle.org/tools_citationguide.html and The Research
and Documentation Online 5th Edition for Chicago documentation:
http://bcs.bedfordstmartins.com/resdoc5e/RES5e_ch10_s10001.html#RES5e_ch10_p0193
Cartoons, Works of Art, and Photographs
For an original, make su