America: A Concise History

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Overview: This class will focus on the history of the United States from the ... for the course are from James A. Henretta, et al, America: A Concise History, Vol.
HIST 105 – U.S. History to 1865 Eric Petenbrink ([email protected])

Cavanaugh Hall 215, MW 12:00–1:15 Office Hours: MW 1:30-2:30, Cavanaugh Hall 503-B

Overview: This class will focus on the history of the United States from the colonial period to the Civil War, with an emphasis on the creation of national identity and the evolution of American citizenship. Throughout the course, we will discuss not only the relevant events, individuals, and movements that have occurred in American history, but also how ideas about the nation and its citizens, its goals, and its role in the international community have changed over time. In addition to readings and lectures, classroom discussion (especially of primary sources) will be a major part of the learning environment, as students engage in conversations about the continuities and changes from the age of exploration to the end of the Civil War. Course Objectives: History is a discipline that not only involves accumulating knowledge about the past, but also developing critical reading, critical thinking, and critical writing skills. Through your textbook and primary source readings, our classroom discussion, and the writing assignments for the course, you will improve in each of these areas as you begin to think like historians. Preparation before class allows us to go into deeper questions of interpretation and significance about a time period that is still frequently referenced and of great importance to our contemporary society and its issues. Readings: Major readings for the course are from James A. Henretta, et al, America: A Concise History, Vol. 1 (5th edition, Bedford/St. Martin’s Press, ISBN: 978-0-312-64328-7). Primary sources readings are available in PDF format on Oncourse. Readings should be finished in preparation for class each day, and the textbook and readings should be brought to class by each student. Grading: Midterm Exam: Final Exam: Grade Scale:

25% 25%

A 100-93 C 76-73

Primary Source Responses (5 total): 35% Participation: 15% A- 92-90 C- 72-70

B+ 89-87 D+ 69-67

B 86-83 D 66-63

B- 82-80 D- 62-60

C+ 79-77 F < 60

Exams contain four sections: multiple choice, short identifications, document commentaries, and an essay. Information on the structure can be found in the appendix to this syllabus, and exam study guides will be posted to Blackboard at the beginning of each unit. Students are encouraged to come to office hours or make individual appointments in preparation for exams. Students will complete 5 responses of 1-2 pages in length based on the primary source documents we will read alongside the textbook. Students may select whatever readings they wish and should construct a short, well-organized essay addressing the questions posed at the end of each document. Guidelines for interpreting primary sources and completing the responses can be found in the appendix to the syllabus. Completed assignments for the documents should be submitted at the beginning of the class for which it was assigned. An additional 2 responses may be submitted to replace lower scores, but no late responses will be accepted. Note: Students are expected to read all primary sources for class discussion, but only write on 5 of them. Participation in class is essential. Students should come to each class prepared to discuss the assigned readings, raise questions, and draw connections between different topics. Opportunities for small group discussion will be provided, but even full-class discussion is low-risk. I care more that you think and talk than whether you are “right.” Students should engage in civil discourse at all times: avoid personal attacks, use of evidence to support your claims, and exhibit general respect for your peers. Attendance and Classroom Policies: 1) Attendance is mandatory and requires students to come to class on time and stay for the duration of the meeting. If you need to depart before class ends, see me beforehand. 2) For emergencies and illnesses, students are granted 4 absences without penalty for the semester. For each unexcused absence beyond those four, ½ of a letter grade will be deducted from your final grade. 3) Additional excused absences will only be granted for confirmed university-sponsored events (such as sporting events for athletes) or with documentation of a medical reason for missing class. 4) All electronic devices, including laptops and cell phones, are prohibited. The use of cell phones for texting, in particular, is distracting and will not be allowed. If you are caught texting, you will automatically be marked absent for that day. 5) Out of courtesy to me and your fellow classmates, students should try to be on time to class and never pack up early until class is dismissed.

Academic Misconduct: All work completed in this course—on both take-home assignments and in-class exams—should be your own. Guidelines for the proper citation of writing assignments are outlined in the appendix to this syllabus and should be followed. Cheating, plagiarism, and other forms of academic misconduct will not be tolerated and disciplinary action will follow the university’s guidelines: http://www.iupui.edu/code/. For Students with Disabilities: IUPUI provides effective services and accommodation for qualified individuals with documented disabilities. If you need an accommodation because of a documented disability, please contact Adaptive Educational Services (http://aes.iupui.edu/). This includes, but is not limited, special accommodations for class assignments and examinations. Class Schedule: “Key Questions” are to be considered as you complete the reading and take notes—they are a self-check on whether you have understood the assigned reading for class. You do not need to bring written answers for them to class, but you should be prepared with ideas of how you might answer these questions for discussion. PowerPoint slides will be used with lecture each day. At the end of the week, these slides will be uploaded to the Study Guide Tab in OnCourse, where students may download or print them out to help review their notes. Week 1 August 20: Introduction August 22: Native America and European Conquest – Henretta, pp. 6-23 Key Questions: 1) What kinds of societies and cultures did indigenous Americans establish prior to the age of exploration? 2) Why factors contributed to the European age of exploration by the early 16th century? Week 2 August 27: New Spain in North America – Henretta, pp. 23-40 Key Questions: 1) Why was Spain so successful in conquering large parts of the New World? 2) What were the goals and social structure of New Spain in the context of the global Spanish empire? August 29: English Settlement in the Chesapeake – Henretta, pp. 40-53 Key Questions: 1) What motivated England to settle in Virginia during the early 17th century? 2) What obstacles to their survival did early Chesapeake settlements face? Week 3 September 3: Labor Day (No Class) September 5: The Puritan Experiment in New England – Henretta, pp. 53-74 • Primary Source: John Winthrop and Anne Hutchinson, “The Examination of Anne Hutchinson” Key Questions: 1) How did English settlements in New England differ from those elsewhere in the New World? 2) How did Puritanism affect the way the Massachusetts colony governed itself and interacted with surrounding natives? Week 4 September 10: Slavery and Commerce in the Atlantic World – Henretta, pp. 74-93 • Primary Source: William Byrd, “The Secret Diary of William Byrd” Key Questions: 1) How did systems of unfree labor evolve in the colonial south? 2) What impact did slave-fueled plantations have on the economics of the Atlantic World? September 12: Enlightenment, Awakening, and the Making of Colonial Identity – Henretta, pp. 96-115 • Primary Source: Jonathan Edwards, “Sinners in the Hands of an Angry God” Key Questions: 1) What were the major sources of division in colonial America during the early 18th century? 2) How did the Great Awakening alter religious practice in the colonies? Week 5 September 17: Conflict on the Colonial Frontier – Henretta, pp. 116-138 Key Questions: 1) What were the causes of the French and Indian War? 2) How did the war change the relationship of the colonies to England? September 19: From Protest to Revolution – Henretta, pp. 138-160 • Primary Source: Patrick Henry, “Speech at the Second Virginia Convention” Key Questions: 1) How did English colonists frame their complaints about Parliament? 2) In what ways did colonial protest change from the end of the French and Indian War to the beginning of the American Revolution?

Week 6 September 24: The War for Independence – Henretta, pp. 162-175 Key Questions: 1) What disadvantages did the Continental Army face in the war against England? 2) How were American forces able to win the Revolutionary War? September 26: Constitutionalism and the Politics of a New Nation – Henretta, pp. 175-204 • Primary Source: James Madison, “Vices of the Political System of the United States” Key Questions: 1) How successful was the early republic at putting the ideals of the Revolution into practice? 2) What were the main disputes between delegates at the Constitutional Convention? Week 7 October 1: American Nationalism in the Early Republic – Henretta, pp. 204-224 Key Questions: 1) What were the achievements and failures of Jefferson’s administration? 2) How did the War of 1812 helped solidify American national identity, despite its outcome? October 3: Creating an American Culture – Henretta, pp. 227-256 Key Questions: 1) What were the characteristics of republican culture? 2) How did the United States develop a culture unique from its European roots by the early 19th century? Week 8 October 8: The Market Revolution and the Industrial Age – Henretta, pp. 262-283 • Primary Source: Harriet Robinson, “Early Factory Work in New England” Key Questions: 1) How did early industrialization alter the American economic system? 2) What was the impact of early factories on workers? October 10: Tides of Immigration and Exclusion – Henretta, pp. 283-289 • Primary Source: The Know-Nothings, “American Crusader” Key Questions: 1) Why was the influx of immigrants beginning in the 1820s considered dangerous by many Americans? 2) What was the experience of immigration like for those who came to the United States? Week 9 October 15: October 17:

Fall Break (No Class) Midterm Exam

Week 10 October 22: Jacksonian Democracy and the Shaping of American Politics – Henretta, pp. 292-306, 311-319 Key Questions: 1) How did the meaning of American democracy expand during the Jacksonian period? 2) What were the main sources of political conflicts that emerged during the 1830s and 1840s? October 24: The Debate over Indian Removal – Henretta, pp. 306-310 • Primary Source: Lewis Cass, “Removal of the Indians” Key Questions: 1) What motivated Jackson’s policy for Indian removal? 2) What was the impact of the removal policy on Native Americans and what unforeseen problems emerged from the plan? Week 11 October 29: Religion, Reform, and Perfection in Antebellum America – Henretta, pp. 321-335 Key Questions: 1) What were the major movement and goals of antebellum reform efforts? 2) What role did religion play in politics of antebellum social reformers? October 31: Abolitionism and the Fight against Slavery – Henretta, pp. 335-342 • Primary Source: American Anti-Slavery Society, “Declaration of Sentiments” Key Questions: 1) How did the antebellum abolitionists differ from early attempts to end slavery? 2) What was the relationship between white and black abolitionists? Week 12 November 5: From Republican Motherhood to Seneca Falls – Henretta, pp. 342-349 • Primary Source: Angelina Grimke, “Breaking Out of Women’s Separate Sphere” Key Questions: 1) What role did women play in the antebellum social reform movements? 2) What were the goals and demands of America’s first feminist movement? November 7: The Cotton Kingdom – Henretta, pp. 351-370 • Primary Source: George Fitzhugh, “Cannibals All!” Key Questions: 1) What factors contributed to the rise of the cotton plantation system in the South? 2) How did proslavery advocates challenge the antislavery and abolitionist movements?

Week 13 November 12: The World the Slaves Made – Henretta, pp. 370-378 • Primary Source: Harriet Jacobs, “Incidents in the Life of a Slave Girl” Key Questions: 1) What were conditions like for enslaved African Americans in the plantation South? 2) What examples of resistance were undertaken by slaves to challenge those conditions? November 14: Manifest Destiny and the Problems of the West – Henretta, pp. 384-404 Key Questions: 1) Why did the United States undergo such dramatic territorial expansion in the 1840s? 2) What challenges faced settlers on America’s frontier? Week 14 November 19: The Trials of John Brown and the Prelude to War – Henretta, pp. 404-414 Key Questions: 1) What role did slavery play in the political and social tensions of the 1850s? 2) What was the historical significance of John Brown’s failed raid on Harper’s Ferry? November 21: Thanksgiving Break (No Class) Week 15 November 26: The Union Divides – Henretta, pp. 416-426 Key Questions: 1) What role did the election of Abraham Lincoln play in the coming of the Civil War? 2) What final crises pushed the southern states to secede? November 28: Civil War, Total War – Henretta, pp. 426-444 Key Questions: 1) Why is the Civil War considered the first modern war? 2) What advantages and disadvantages did each side of the war have that shaped the outcome of the conflict? Week 16 December 3: The Civil War Home Fronts • Primary Source: Henry H. Dedrick and Mary Dedrick, “Civil War Correspondence” Key Questions: 1) What role did women play in the fighting of the Civil War? 2) How did the war affect the experience of noncombatants on the “home fronts”? December 5: The War for Emancipation • Primary Source: Frederick Douglass, “Men of Color, to Arms” Key Questions: 1) How did the Civil War transform into a war to end slavery? 2) How did African Americans in both the North and the South respond to the war effort? Week 17 December 10: The Promise and Defeat of Reconstruction – Henretta, pp. 446-474 Key Questions: 1) How did different plans for Reconstruction address the problems of the postwar period? 2) How did African Americans negotiate the meaning of freedom in the post-slavery South? December 14: Final Exam @ 10:30am

Appendix 1: Exam Guidelines I. Multiple Choice (20 points): This section draws from the list of key terms provided on the opening PowerPoint slide of each lecture and available in the study guides on OnCourse to form multiple choice questions, where students will select the correct answer from four options provided. There will be a total of 10 multiple choice questions worth 2 points each. Students must answer ALL questions in this section. Tips: • Each question will address important information about one or more of the key terms. If you have studied that term appropriately, the question asked should not be a surprise. • Some questions may refer to the date of an event. Please be prepared with appropriate dates for the key terms on the study guide. • Standard strategies for multiple choice questions apply: 1) most questions will have one or two answers that can be rejected immediately; 2) you should look for the best answer provided; 3) read the question carefully to make sure you select the appropriate response; and 4) never skip a multiple choice question, since even blind guessing provides some chance of selecting the correct response. • You will be asked to write the letter of your answer in a blank space under the question. This should prevent any confusion associated with circling one answer, then changing your mind. Be sure to answer questions in this manner.

II. Short Identifications (20 points): This section will draw from the list of key terms provided on the opening PowerPoint slide of each lecture and available in the study guides on Blackboard. You will be provided with a list of 6 terms, of which you will need to answer 4, providing a brief description of the term, a relevant date, and a discussion of the historical significance. Tips: • Each question is worth 5 points: 1 point for the date, 2 points for the description, and 2 points for the historical significance. • Historical significance should address how the term relates to the broader themes and trends in U.S. history discussed in the course. Avoid overly general, presentist claims, such as “helped make the world what it is today.” Instead, focus on why this term is important to that time period in U.S. history. How did it affect other events, or what does it tell us about a given era? • For dates, descriptions, and historical significance, try to be as specific as possible. The best answers mix important details with more general, big-picture knowledge of the course material. • When providing dates, be as specific as possible, with the understanding that some terms cover a number of years or exist in a generally defined time period. If you cannot think of the most specific date for a term, try to make your best estimate. The closer you can get, the more credit you will receive. Example: Christopher Columbus was an Italian explorer who searched for a western maritime route to Asia under the Spanish crown in 1492. Instead, Columbus and his crew encountered the “New World,” making landfall in the Caribbean. Columbus’s explorations of the western hemisphere were emulated by other European countries, establishing an age of exploration that would lead to European conquest and colonization of the Americas beginning in the 16th century. III. Document Commentary (20 points): This section will provide 2 brief primary sources (a short paragraph at most). You must choose 1 of the sources for your answer. You will be required to briefly interpret the excerpt and discuss its historical significance. Complete answers will provide both an interpretation of the source and its relevance to the larger themes of the course and U.S. history. Tips: • The source will be an excerpt from one of the supplementary readings on the syllabus, and thus you should be familiar with it both from your class readings and discussion during lecture. • It is most useful to think of this as a more complex short identification. The date will be provided for you, but you will still need to provide a description and a discussion of the passage’s historical significance. • Unlike the short identifications, the documentary commentary requires you to provide a brief analysis of the document. In doing so, you should make specific references to the passage provided, just as you would with a writing assignment. Be sure to mention both the larger point of the primary source and the specific idea presented in the passage on the exam. IV. Short Essay (40 points): This section will include 2 questions related to the large themes of the course, usually on topics that cover multiple lectures, readings, and time periods. You must select 1 question and write a well-developed analytical essay, including a thesis statement and multiple specific examples to support your claims. Tips: • You will be provided with 3 possible essay questions as part of your study guide; 2 of those selections will appear on the exam. You should focus your studying on these given topics and even re-read relevant sections of the textbook for preparation. If you prepare 2 of the questions from the study guide, you will be assured of having one appear on the test. • Remember to answer the entire question in a well-organized essay. This may mean sketching a brief outline for yourself before you begin writing. Your essay should be several paragraphs in length and should engage the entire scope of the question. For example, questions that ask about change over a period of time should make sure the address that time period as thoroughly as possible for full credit. • You should use numerous specific examples and explain them and their relevance to the essay question. Your examples should be as specific as possible, including dates if you can remember them. Here, the most important point is to make sure your essay is chronologically accurate. Failure to do so will irreparably harm your argument. V. General Tips • The lists of key terms are not merely for the short identification section, but are likely to be relevant to the document options and as specific examples you might consider for your short essay. Studying the list of terms helps you study for the entire exam. • Your answers should reflect information presented both in lecture and in your readings for the course. Keeping up to date on reading assignments and taking effective notes is the best way to succeed on exams. • You will have the complete class period to finish your exam, minus how long it takes to distribute the exams. It is essential to arrive to class on time and prepared to begin the exam promptly. You will not be given additional time. • Time management is essential to a successful exam. Keep in mind the relative worth of each section (and each question in a section). Appendix 2: Reading Primary Source Responses You should consider the following questions whenever reading primary sources, and they should guide the primary source responses you submit for class. These tips can guide how you think about each aspect of interpreting primary source documents:

1. Author: You should not just consider the individual or organization that authored the document, but also who that person is. What is his/her background? How might that influence the point of view expressed in the document? For example, during the Civil War, perspectives of the Union and Confederate sides would be significantly different on many issues. 2. Audience: All documents have either a direct or an intended audience. Often, this helps to explain the way arguments are presented, how the author makes his/her appeal, and the context of the source (for example, testimony given before a court or an international committee will be very different than a speech given to a general or partisan audience or in a personal letter to a friend) 3. Historical Context: To understand the motivation behind a document, you must take into account the events, trends, and ideas going on in the world of the author. Make sure to consider the date of the document, and compare this with historical events you know to be going on around this time. You should think about not only events or ideas specifically mentioned by the author, but also more tangential parts of the contemporary context. For this part, consulting the introductory paragraph included with each source or (especially) background reading from the textbook will be essential. 4. Argument or Point of View: Every primary source expresses some point of view or presents an argument. The most important part of reading primary documents is to understand what the author hopes to express. Often times, an author will have many smaller points, and these should be addressed as well. This should be the longest section of your response sheet, and you should try to be specific as possible. For example, avoid answers such as “the author is trying to make his ideas known” without then explaining what those ideas are. Tips: • The introduction to each document (which appears in italics) will provide you with important background information about the author, the date of the source, and a bit about the relevant historical context. • You should read or review sections from the textbook before reading primary sources. This will provide you with important information relevant to the source. It is possible to interpret the reading and answer the response sheet questions without the textbook, but it will be far more difficult. • Take your time. You may need to re-read the source to fully understand its argument or its significance. Appendix 3: Guidelines for Primary Source Responses 1. Students will read all 14 primary sources for class discussion, but throughout the semester you must submit 5 responses. Two additional responses may be used to replace earlier, lower grades and to encourage improvement in writing and critical thinking. 2. Responses should be 1-2 pages in length, with standard formatting (Times New Roman, 11-12pt., 1” margins, doublespaced). These guidelines mean that your essay must be at least 1 full page of writing. Responses that do not fulfill the page guidelines will be marked down. 3. Responses are due on the day of the assigned reading. They must be printed out and handed in at the beginning of class. Electronic copies will only be accepted in cases of emergencies or excused absences. No late papers will be accepted. No exceptions. 4. Responses should address each of the three questions at the end of the primary source. Typically, one question will be related to content, one will be related to interpretation, and one will ask you to draw on broader information, especially from the textbook reading. Do not simply answer these questions as numbered short-answers; instead, craft a consistent essay that addresses each of the three questions. Use topic sentences and clear arguments to show that you have answered each question. 5. Your responses should use evidence, including quotes or paraphrased examples from either primary documents or the textbook. These examples or quotations should also be explained and related to your answers. Sources do not “speak for themselves”; they require explanation to be effective and persuasive. 6. Your responses do not require and should not use outside research. Citation of sources may be done using parenthetical notes, such as: From the textbook: (Henretta, 144) From James Madison, “Federalist Papers No. 10”: (Madison, 2) From material presented in lecture or PowerPoint slides: (lecture notes, 10/22) 7. Primary Source Responses are graded based on: 1) demonstration of thoroughness of reading; 2) adequately addressing the questions posed; 3) using evidence to support your answers; 4) clear and grammatical writing; and 5) evidence of critical thinking and analysis. 8. Responses will be returned within a week, and usually by the next class meeting. You may wish to plan your assignments so you can wait for feedback before attempting another. 9. If you need assistance with your writing, please consult the Writing Center, located in Cavanaugh Hall 427 or the University Library, room 2125.