History 152 A & B

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					                                   History 152A
                     AMERICAN EXPERIENCES I: ORIGINS TO 1877
                            MWF 9:00 to 9:50, Howarth 203
                                     Fall 2012


William Breitenbach                                                         Office: Wyatt 141
Office phone: 879-3167                                                      Office hours:
E-mail: wbreitenbach@ups.edu                                                   MWF 1:00 to 2:00
Web: http://www.pugetsound.edu/faculty-pages/wbreitenbach                      TuTh 12:00 to 1:00


        Nations reel and stagger on their way; they make hideous mistakes; they commit frightful
        wrongs; they do great and beautiful things. And shall we not best guide humanity by
        telling the truth about all this, so far as the truth is ascertainable?
                                                    —W. E. B. Du Bois, “The Propaganda of History”


     History 152 has two aims. The first is to familiarize you with the history of the United States
in the years before 1877. As we study this period, our emphasis will be not only on the events
that occurred but also on the beliefs and motives of the people who shaped the events. We'll
focus on these themes: (1) the intertwined experiences of Native Americans, African Americans,
and Euro-Americans; (2) the complicated process by which Americans came to be Americans,
gradually creating for themselves a distinctive national identity, culture, and ideology; (3) the
continuing struggle of the American people to balance their commitment to freedom, equality,
and opportunity with their desire for order, stability, and community. The themes are interrelated
because the peculiarities of American identity emerged out of the historical encounters of these
three peoples. Moreover, the very definition of the American nation—a republican government
based on the principles of popular sovereignty, liberty, and equality—raised questions about just
who “the people” were, how their individual liberty could be squared with the general good,
whether they would make the opportunities of American life equally available to all, and whether
they could associate together in harmonious communities of their own creating. By investigating
these themes, we’ll attempt to understand how and why Americans came to form the kind of
government and society they did during their Revolution, and then how and why they applied the
principles of the Revolution as they did during the nineteenth century.
     If one aim of the course is to set you thinking about the aforementioned issues, the other is to
introduce you to history as a discipline of study. History 152 is a broad and wide-ranging
freshman-level course in which no prior knowledge or skills will be assumed. As such, it is
suitable for students who intend to take only one course in history. In this class you will become
apprentice historians. The reading assignments will expose you to various kinds of historical
sources, and the class discussions will teach you to recognize and assess the interpretive quality
of historical explanation. Moreover, the course will give you the chance to try your hand at the
historian's task of making sense of the past. You will scrutinize original sources, devise critical
and creative strategies of analysis, construct convincing historical arguments, and evaluate the
arguments advanced by other historians. By the end of the term, if you work hard and keep your
wits about you, you will have learned a lot about America's past and improved your ability to
read closely, think logically, speak cogently, and write persuasively.




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History 152                                                                                Fall 2012


                                           READINGS
These books are available at the Bookstore and, if marked with an asterisk, on library reserve:
  Robert A. Divine et al., The American Story, 3rd ed., vol. 1 (Pearson Longman)* [2nd edition
      is on reserve; pagination differs, but the 3rd edition’s table of contents has been inserted]
  William Breitenbach, Readings Packet for History 152 [no copy on reserve; buy this book]
  Black Hawk, Life of Black Hawk (Dover)*
  Paul E. Johnson and Sean Wilentz, The Kingdom of Matthias (Oxford)*
  Pauli Murray, Proud Shoes: The Story of an American Family (Beacon)*

I have placed the following useful books and booklets on library reserve:
   Neil R. Stout, Getting the Most out of Your U.S. History Course
   Mary Lynn Rampolla, A Pocket Guide to Writing in History, 6th ed.
   Laurie G. Kirsner and Stephen R. Mandell, The Pocket Holt Handbook [advice on grammar,
        mechanics, writing essays, paper format, footnotes, etc.]
   Michael Harvey, The Nuts and Bolts of College Writing [advice on clarity and style]
   Write the "A" College Exam Answer [advice on studying for and taking essay exams]

Moodle website
    A few readings have been posted on the Moodle website for this course. You can login to
Moodle at https://moodle.pugetsound.edu/moodle/login/index.php. I’ll also place on Moodle the
syllabus, paper assignments, exam prep sheets, and other useful information and advice.


                           PROCEDURES AND REQUIREMENTS

Class participation
     This will be a discussion class. That means everyone needs to show up on time with the
reading assignment completed and ideas to talk about. To help you get ready for class, I have
provided “prep” questions in the syllabus for each session. I urge you to take notes, reducing the
main points of each reading and class discussion to what you can write on a 3x5 index card. Bring
the day’s assigned books to class, so you can refer to particular passages during discussions.
     In class it’s your job to put your ideas out there for classmates to endorse, challenge, and
transform. Be willing to ask questions, confess confusion, take a stand, and change your mind
when presented with better evidence or reasoning. Listen attentively and respond respectfully to
what your classmates say. Speaking directly to them (rather than through me) shows that you take
them and their ideas seriously. Staring at an electronic device during class shows that you don’t.
     Your regular participation will be important in determining both the success of the course and
the grade you receive in it. After every class, I’ll evaluate your contribution to other students’
learning. Students who make outstanding contributions will get a 4, those who contribute
significantly will get a 3, those who attend but say little will get a 2, those whose behavior makes
it harder for themselves or others to learn (e.g., by arriving late, texting, erecting a laptop wall)
will get a 1, and those who are absent will get a 0. At the end of the semester, these daily scores
will be used to calculate a participation grade, which will count for 20% of the course grade.

Absences
    When a student misses more than 20% of the classes (in this course, that’s more than 8
absences), I have qualms about putting a grade on a transcript testifying to the world that he or
she has performed adequately in my course. In such cases, I may ask the Registrar to withdraw
the student from the course, which will result in a grade of W or WF, depending on the time of
the semester and/or the quality of the work that has been completed.



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History 152                                                                                   Fall 2012



Papers and examinations. There are four major writing assignments in this course. Paper
assignment sheets and exam prep sheets will be provided well before the due dates.
 a 5-page paper, due at Wyatt 141 by 4:00 p.m. on Friday, September 21.
 a midterm examination, given during class on Friday, October 12.
 a 5-page paper, due at Wyatt 141 by 12:00 noon on Tuesday, November 6.
 a final examination, held in our regular classroom on Friday, December 14, from 8:00 to
    10:00 a.m. You must take your final examination at this scheduled time.

Studying and writing help
     The UPS Center for Writing and Learning is located in Howarth 109. Its mission is to help
all writers, whatever their level of ability, become better writers. To make an appointment, call
879-3404, email writing@ups.edu, or drop by Howarth 109.

Late work and missing work
     Normally I do not grant extensions or “Incomplete” grades, except for weighty reasons like
a family emergency or a serious illness. If you are facing circumstances beyond your control that
might prevent you from finishing a paper or taking an exam on time, talk to me in advance about
the possibility of getting an extension. As appropriate, provide written documentation supporting
your request from a medical professional; the Counseling, Health, and Wellness Services; the
Academic Advising Office; or the Dean of Students Office.
     Late papers should be slipped under my door at Wyatt 141. If Wyatt is locked, you may send
me the paper by email in order to stop the penalty clock, but you must subsequently give me an
unaltered hard copy. Late papers will be marked down 3.5 points on a 100-point scale (⅓ of a
letter grade) if turned in during the first 24 hours after the deadline. If turned in during the second
24 hours, there will be an additional penalty of 6.5 points (another ⅔ of a letter grade). For each
additional 24-hour period, the paper will lose 10 points (a full letter grade), until the points reach 0.

Grading
    Grade ranges are A (93-100), A- (90-92), B+ (87-89), B (83-86), B- (80-82), C+ (77-79),
C (73-76), C- (70-72), D+ (67-69), D (63-66), D- (60-62), and F (below 60). I will round up to a
higher letter grade when the numerical score is within 0.2 points of the cut-off (e.g., 89.8 to A-).
Graded work will be weighted as follows: first paper 20%; midterm examination 20%; second
paper 20%; final examination 20%; and class participation 20%.

Other policies
     Students who want to withdraw from the course should read the rules for withdrawal grades
in the Academic Handbook (link provided below). Monday, October 8, is the last day to drop
with an automatic W; thereafter it is much harder to avoid a WF. Students who abandon the
course without officially withdrawing will receive a WF.
     Students who cheat or plagiarize, help others cheat or plagiarize, deface or steal library
materials, or otherwise violate the university’s standards of academic integrity will be given an F
for the course and will be reported to the Registrar. Before turning in your first paper, read the
discussion of academic integrity in the Academic Handbook (link provided below). Ignorance of
the concept or consequences of plagiarism will not be accepted as an excuse.
     In matters not covered by this syllabus, I follow the policies set down in the current
Academic Handbook, which is available online at http://www.pugetsound.edu/student-
life/student-resources/student-handbook/academic-handbook/.




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History 152                                                                              Fall 2012


                                     CLASS SCHEDULE

Do the reading assignments before the class meeting for which they are listed. Bring this syllabus
and the day’s assigned books to class. Plan to spend a couple of hours preparing for each class.

Week One

1. Mon., Aug. 27: The Shock of the New
    Louis Menand, “Comment: The Graduates,” The New Yorker, 21 May 2007, 27-28 (handout)
    Theodore de Bry, engravings of Native Americans from the 1590s (viewed in class)

2. Wed., Aug. 29: First Impressions
    History 152 Syllabus (This is your agreement with me. Read it!)
    Divine, American Story, xxi-xxiii, 1-11, 14-29
    History 152 Readings Packet:
       Thomas Hariot, Brief and True Report, 3-6
       Robert Johnson, Nova Britannia, 6-8
    Prep: What were the expectations, intentions, and goals of the English? What view did
            the English have of the Indians? Did the English truly desire a biracial community?

3. Fri., Aug. 31: Cultural Collisions: The English and the Indians            ____________
     Divine, American Story, 30-41
     History 152 Readings Packet:
         John Smith, Proceedings of the English Colony, 8-9
         Edward Waterhouse, Declaration of the State of the Colony, 10-12
     Prep: Why did initial English hopes for a harmonious biracial community collapse by
              1622? How can we use Smith’s document to get at Powhatan’s view of the English?
              What conclusions can you draw from Waterhouse’s response to the 1622 attack?

Week Two

─ Mon., Sept. 3: LABOR DAY. No class.

4. Wed., Sept. 5: Death and Servitude in Early Virginia                         ____________
    Divine, American Story, 49-61
    History 152 Readings Packet:
       Three Demographic Tables, 13-14
       Capt. Thomas Dale’s Laws, 15-17
       Virginia Company, Letter to the Governor, 17-18
       Richard Frethorne, Letter to His Father and Mother, 18-20
    Prep: In what ways were Dale’s Laws a response to the conditions of life revealed by the
            other documents? Why is it not surprising that slavery eventually arose in Virginia?

5. Fri., Sept. 7: The Emergence of Slavery                                      ____________
     Divine, American Story, 11-14, 68-76
     History 152 Readings Packet:
         Virginia Slavery Legislation, 20-23
         Olaudah Equiano, Interesting Narrative, 24-25
     Prep: How did slavery differ from indentured servitude? Historians disagree about
              whether racism caused slavery or slavery caused racism. Why would this question
              matter to them? What evidence in today’s readings might help you answer it?


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History 152                                                                            Fall 2012


Week Three

6. Mon., Sept. 10: Winthrop and Puritan Social Ideals        Last day to drop without record
    Divine, American Story, 41-49, 62-68
    History 152 Readings Packet:                                              ____________
       John Winthrop, Model of Christian Charity, 26-28
       John Winthrop, Speech to the General Court, 29-30
    Prep: Which colony would be more likely to succeed—Virginia or Massachusetts? Why?
            Compare Winthrop’s Model to Dale’s Laws. What was Winthrop’s purpose in
            delivering his Model? Who was his intended audience? Did the argument in his
            Speech to the General Court contradict the argument in his Model?

7. Wed., Sept. 12: Puritan Religious Experience: The Ways to Salvation            ____________
    Divine, American Story, 76-85, 99-102
    History 152 Readings Packet:
        Thomas Shepard, Autobiography, 31-33
        Nathan Cole, Spiritual Travels, 49-53
    Prep: What was the appeal of Puritanism? Why was Shepard dissatisfied with each new
            stage of his religious awakening? Is there a logical (or perhaps a psychological)
            connection between Winthrop’s social ideals and Shepard’s religious experience?
            Would Winthrop have admired Cole?

8. Fri., Sept. 14: Benjamin Franklin: The Way to Success                           ____________
     Divine, American Story, 86-99, 102-14
     History 152 Readings Packet: Benjamin Franklin, Autobiography, 54-59
      Prep: In what ways was Franklin like and unlike the Puritans? How did his project for
                achieving moral perfection differ from Puritans’ conversion experiences? Which
                was the greater threat to Winthrop’s values—Nathan Cole or Benjamin Franklin?

Week Four

9. Mon., Sept. 17: Paine’s Work of Destruction and Construction                  ____________
     Divine, American Story, 115-35
     History 152 Readings Packet: Thomas Paine, Common Sense, 60-64
     Declaration of Independence, in Divine, American Story, Appendix A3-A5
     Preamble to the Constitution, in Divine, American Story, Appendix, A6
     Prep: What were the practical, cultural, and psychological obstacles to declaring
             independence? How did Paine’s pamphlet help Americans overcome them?
             Compare Paine’s ideas about government and liberty with Winthrop’s. What can
             account for this astonishing shift in values? Why did the Paine trust the people?

10. Wed., Sept. 19: Domestic Revolutions                                          ____________
     Divine, American Story, 135-54
     History 152 Readings Packet:
        Gen. Nathanael Greene, Letter to Catharine Greene, 65
        Abigail Adams and John Adams, Three Letters, with Addenda 66-68b
        Esther DeBerdt Reed, The Sentiments of an American Woman, 69
        New Hampshire slaves, Petition to the New Hampshire Legislature, 84-85
     Prep: Was the Revolution revolutionary for women? Were they better or worse off once
             “The People” ruled themselves as republican citizens? How did New Hampshire
             slaves make use of revolutionary ideas in their petitions for freedom?


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History 152                                                                             Fall 2012



11. Fri., Sept. 21: The Assault on Aristocracy                                  _____________
     Divine, American Story, 154-65
     History 152 Readings Packet:
          Thomas Jefferson, Letter to John Adams on Aristocracy, 78-79
          Thomas Jefferson, Virginia Statute for Religious Freedom, 80
          William Manning, The Key of Libberty, 81-84
          Thomas Jefferson, First Inaugural Address, 86
     Prep: How do these documents reveal the radical effects of the Revolution? Which
               document is most radical? Was the Revolution’s main goal liberty or equality?

      FIRST PAPER DUE: Friday, Sept. 21, by 4:00 p.m. in my office, Wyatt 141.

Week Five

12. Mon., Sept. 24: Constituting a Federal Republic                             ____________
     Divine, American Story, 164-81
     Constitution and the Bill of Rights, in Divine, American Story, Appendix, A6-A15
     History 152 Readings Packet:
        Brutus, To the Citizens of the State of New York, 70-71
        James Madison, Federalist, Numbers 10 and 51, 72-77
     Prep: What dangers did Brutus and Madison most fear? What were their proposed
             remedies? Which of them seems closer to Winthrop’s views on factions?

13. Wed., Sept. 26: Jefferson’s Vision of Republican Society                    ____________
     Divine, American Story, 181-203
     History 152 Readings Packet:
        Thomas Jefferson, First Inaugural Address, 86 (again)
        Thomas Jefferson, Notes on the State of Virginia, 87-94
     Prep: Which groups did Jefferson view as potentially eligible for republican citizenship?
             Why was Jefferson inconsistent in his attitudes toward Indians and blacks?

14. Fri., Sept. 28: Invading Indian Country                                       ____________
     Divine, American Story, 204-15
     History 152 Readings Packet:
          Thomas Jefferson, Secret Message to Congress, 94-95a
          Andrew Jackson, Second Annual Message to Congress, 95b-95c
     Life of Black Hawk, xix-32 [skip the “Editor’s Preface (1916)” and “Introduction (1916)”]
     Prep: What were the goals of Jefferson’s and Jackson’s Indian policies? What were the
               goals and tactics of the Sauk in dealings with whites? Why was the Treaty of 1804
               so controversial? Why did the Sauk side with the British during the War of 1812?

Week Six

15. Mon., Oct. 1: Political Economies in Indian Country                        ____________
     Divine, American Story, 215-30
     Life of Black Hawk, 32-55
     Prep: How did the economy inside the Sauk nation differ from their external economy
              with the whites? How did the Sauk understanding of property differ from whites’
              understanding? Why would these differing views of property lead to conflict?



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History 152                                                                           Fall 2012


16. Wed., Oct. 3: The Black Hawk War                                            ____________
     Divine, American Story, 231-40
     Life of Black Hawk, 56-79
     Prep: Compare Black Hawk’s and Keokuk’s strategies for dealing with whites. What
              functions did warfare serve in Sauk culture? Why did the Sauk lose the Black
              Hawk War? Why was Black Hawk treated as a celebrity when he toured the East?

17. Fri., Oct. 5: The Market Revolution                                           ____________
     Divine, American Story, 240-47
     History 152 Readings Packet:
          Michael Merrill and Sean Wilentz, “William Manning and the Invention of American
             Politics,” 99a
          P. T. Barnum, Struggles and Triumphs, 99b-103a
          Paul E. Johnson, A Shopkeeper’s Millennium, 103b-103g
     Prep: What was the market revolution? Why were Americans ambivalent about it? Did
               it promote Jefferson’s goal of an economically independent citizenry? How did
               Barnum’s career and the class struggle in Rochester over drinking exemplify its
               consequences?

Week Seven

18. Mon., Oct. 8: The Republican Factories at Lowell       Last day to drop with automatic W
     Divine, American Story, 247-55
     History 152 Readings Packet:                                                ____________
        Thomas Jefferson, Notes on the State of Virginia, section on “Manufactures,” 93-94
        Henry A. Miles, Lowell, As It Was, and As It Is, 104-08
        Harriet H. Robinson, Loom and Spindle, 109-12
     Prep: Why did Americans fear the social and political consequences of industrialization?
             How did the owners of the Lowell factories try to reconcile industrialization with
             republicanism? Did they succeed? What did factory workers think about it?

19. Wed., Oct. 10: The Laboring Classes                                          ____________
     Divine, American Story, 343-52
     History 152 Readings Packet:
        Selections from Factory Workers’ Magazines, 113-15
        Orestes A. Brownson, The Laboring Classes, 116-18
     Prep: Were workers’ grievances economic, social, political, or gendered? Why did
             Brownson object to industrialization? Did he look to the future or to the past?

20. Fri., Oct. 12: MIDTERM EXAM. Held during class time in our regular classroom.

Week Eight

─ Mon., Oct. 15: FALL BREAK. No class.

21. Wed., Oct. 17: Democracy and Equality                                      ____________
     Divine, American Story, 256-67
     History 152 Readings Packet:
        James Kent, Speech against Universal Suffrage, 119-20
        George S. Camp, Democracy, 120
        Frances Trollope, Domestic Manners of the Americans, 121       (cont’d on next page)


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History 152                                                                          Fall 2012


        David Crockett, The Life and Times of Col. David Crockett, 122-23
        King Andrew the First (cartoon), 123
        George Caleb Bingham, paintings about democratic politics (viewed in class)
      Prep: Why did Trollope call the duke’s experience a lesson in republicanism? Why did
            Americans brag about political equality when economic inequality was increasing?
            Compare Crockett’s views on political leaders with Winthrop’s and Madison’s.

22. Fri., Oct. 19: Majorities and Minorities in Democratic America              ____________
     Divine, American Story, 267-79
     History 152 Readings Packet:
          Alexis de Tocqueville, Democracy in America, 124-25
          John L. O’Sullivan, The United States Magazine and Democratic Review, 125-28
          John C. Calhoun, A Disquisition on Government, 128-30
          Henry David Thoreau, Civil Disobedience, 130-32
     Prep: Which did each author consider the greater threat—an oppressive majority or an
               oppressive minority? If these four men were debating which movie to go to as a
               group, what would be each one’s suggested procedure for deciding?

Week Nine

23. Mon., Oct. 22: Order Internalized: Middle-Class Culture                     ____________
     Divine, American Story, 305-15
     History 152 Readings Packet:
        Temperance Banner, 133
        Maria Monk, Awful Disclosures of Maria Monk, 134-36
        Charles Grandison Finney, Lectures on Revivals of Religion, 137
        Lyman Cobb, New North American Reader, 138
        John S. C. Abbott, The Mother at Home, 139-41
     Prep: What dangers did these authors fear? What remedies did they propose? Why was
             Monk’s book so popular? How would mothers feel after reading Abbott’s book?
             What kind of personality were these writers trying to form in young people?

24. Wed., Oct. 24: Reformers and Their Organizations                           ____________
     Divine, American Story, 315-19
     History 152 Readings Packet:
        Pennsylvania Hospital for the Insane, Second Annual Report, 141-44
        Charles P. McIlvaine, Address to Young Men on Temperance, 144-45
        Dorcas Society of Cincinnati, Constitution, 146
        Advocate of Moral Reform and Family Guardian, 147-48
     Carroll Smith Rosenberg, “Beauty, the Beast and the Militant Woman: A Case Study in Sex
        Roles and Social Stress in Jacksonian America,” American Quarterly 23 (Oct. 1971):
        562-84 [on Moodle; also on JSTOR, stable URL http://www.jstor.org/stable/2711706]
     Prep: Were reformers conservatives or radicals? Did they seek to change individuals or
             change social structures? Were they trying to transform themselves or control
             others? Why did they rely on voluntary associations and public opinion?

25. Fri., Oct. 26: Elijah Pierson and Robert Matthews                           ____________
     Paul E. Johnson and Sean Wilentz, The Kingdom of Matthias, 3-90
     Prep: Which sentence best summarizes the book’s argument? In what ways were both
               Pierson and Matthews transformed by the market revolution? Compare their
               experiences to Barnum’s and to those of the Rochester working class.


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History 152                                                                          Fall 2012




Week Ten

26. Mon., Oct. 29: The Rise and Fall of the Kingdom                        ____________
     Johnson and Wilentz, The Kingdom of Matthias, 91-183
     Prep: Why were people drawn to join Matthias’s Kingdom? Was Matthias a showman
             like Barnum? Why did the Kingdom collapse? Compare Johnson and Wilentz’s
             argument with the one Smith Rosenberg makes about female moral reformers.

27. Wed., Oct. 31: Reform Turns Radical: Abolitionism                          ____________
     Divine, American Story, 319-23, 329-36
     History 152 Readings Packet:
        Declaration of the American Anti-Slavery Society, 149-51a
        Leonard L. Richards, Gentlemen of Property and Standing, 151b-151d
        Angelina Grimké, An Appeal to the Women of the Nominally Free States, 152-153a
     Begin reading Murray, Proud Shoes (chaps. 1-2, pp. 1-32)
     Prep: How did abolitionism differ from other forms of antislavery? What arguments did
             abolitionists use against slavery? What tactics did they employ? What motivated
             them? Why did they criticize Northerners? Why did Northerners mob them?

28. Fri., Nov. 2: Reform Turns Radical: Feminism                                ____________
     Divine, American Story, 323-28
     History 152 Readings Packet:
          Angelina Grimké, An Appeal to the Women, 152-153a (read it again)
          General Ass’n of Massachusetts Congregational Ministers, “Pastoral Letter,” 153b
          Elizabeth Cady Stanton, Eighty Years and More: Reminiscences, 153c
          Seneca Falls Declaration of Sentiments, 154-55
          John Humphrey Noyes, Bible Communism, 156-60
     Continue reading Murray, Proud Shoes (chap. 3, pp. 33-44)
     Prep: Why did abolitionism lead to feminism? How did the Seneca Falls Declaration go
               beyond the position taken by the female moral reformers? Was Noyes’s argument
               the logical conclusion of abolitionist and feminist principles?

Week Eleven

29. Mon., Nov. 5: Slave Masters and Paternalism                            ____________
     Divine, American Story, 290-304
     History 152 Readings Packet:
        George Fitzhugh, Cannibals All! 161-63
        Bennet H. Barrow, Diary, 164-67
        Mary Boykin Chesnut, Diary, 168-70
     Continue reading Murray, Proud Shoes (chap. 4, pp. 45-54)
     Prep: Was Fitzhugh another Winthrop? Was paternalism a restraint on oppression or a
             form of it? Why were the Chesnuts shaken when slaves murdered Cousin Betsey?

      SECOND PAPER DUE: Tuesday, Nov. 6, by 12:00 noon in my office, Wyatt 141.




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History 152                                                                           Fall 2012


30. Wed., Nov. 7: Slaves and Resistance                                         ____________
     Divine, American Story, 280-90
     History 152 Readings Packet:
        Mattie J. Jackson, Recollections of Slavery, 171
        Ophelia Settle Egypt, Recollections of Slavery, 172-73a
        Frederick Douglass, Narrative of the Life, 173b-173g
     Continue reading Murray, Proud Shoes (chaps. 5-6, pp. 55-86)
     Prep: How, when, and why did slaves resist their masters? How do these three
             documents challenge the paternalistic claims of pro-slavery apologists?

31. Fri., Nov. 9: Two Families, Betwixt and Between                             ____________
     Pauli Murray, Proud Shoes, xi-111 (Introduction and chaps. 7-8, pp. xi-xxi, 87-111)
     Prep: Why does Murray begin the book in 1916? What themes are set up in the first
              chapter? In what ways are the Smiths and Fitzgeralds “betwixt and between”?

Week Twelve

32. Mon., Nov. 12: John Brown and the Sectional Crisis                        ____________
     Divine, American Story, 336-43, 353-73
     History 152 Readings Packet:
        An Interview with John Brown, 174-77
        John Brown, Statement at His Trial, 177-78
        Wendell Phillips, The Lesson of the Hour, 178-79
        New York Times, The Execution of Brown, 179-80
        Gov. Henry A. Wise, Message to the Virginia Legislature, 180-81
     Prep: What were Brown’s goals and motives? Was he insane? Was he a hero? Was his
             raid a success? How did Northerners react to Brown’s raid and execution? Was
             Gov. Wise right to view Brown as the embodiment of Northern values?

33. Wed., Nov. 14: Abraham Lincoln and the War to Save the Union                ____________
     Divine, American Story, 373-94
     History 152 Readings Packet:
        Abraham Lincoln, First Inaugural Address, 182-84
        Abraham Lincoln, Appeal for Compensated Emancipation to the Border States, 184-85
        Abraham Lincoln, Address on Colonization to a Delegation of Black Americans, 186
        Abraham Lincoln, Letter to Horace Greeley, 187
        Abraham Lincoln, Reply to a Committee of Religious Denominations, 187-89
     Prep: What did Lincoln view as the ends of the war, and what did he view as the means
             for achieving those ends? Does he deserve to be called the “Great Emancipator”?

34. Fri., Nov. 16: Abraham Lincoln and the War to End Slavery                    ____________
     Divine, American Story, 394-409
     History 152 Readings Packet:
          Abraham Lincoln, Letter to James C. Conkling, 189-90
          Abraham Lincoln, Gettysburg Address, 191
          Abraham Lincoln, Second Inaugural Address, 191-92
     Prep: Why did Lincoln issue the Emancipation Proclamation? How did the Gettysburg
              Address reconcile the war to save the Union and the war to end slavery? What did
              the Second Inaugural suggest about Lincoln’s plans for Reconstruction?




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History 152                                                                              Fall 2012




Week Thirteen

35. Mon., Nov. 19: African Americans’ War Aims                                   ____________
     Murray, Proud Shoes, 112-65 (chaps 9-12)
     History 152 Readings Packet:
        Mattie J. Jackson, Memories of the Civil War, 193
        Annie L. Burton, Memories of Childhood’s Slavery Days, 194
     In-class video: Glory (dir. Edward Zwick, 1989), we’ll watch brief clips
     Prep: Why was Robert Fitzgerald so eager to enlist? Were his war aims the same as
              Lincoln’s? What did the Civil War mean to the soldiers of the 54th Massachusetts?
              What did it mean to Mattie Jackson and Annie Burton?

─ Wed., Nov. 21: THANKSGIVING BREAK. No class.

─ Fri., Nov. 23: THANKSGIVING BREAK. No class.


Week Fourteen

36. Mon., Nov. 26: Reconstruction in the South                                   ____________
     Divine, American Story, 416-23
     History 152 Readings Packet:
        Jourdan Anderson, Letter to Col. P. H. Anderson, 195-96
        Black Code of St. Landry’s Parish, 197-98
        Calvin Holly, Letter to Gen. O. O. Howard, 199
        Enoch Braston, Affidavit of Enoch Braston, 200
     Prep: Did the Civil War end slavery? Did freedom change relations between the races?
             Do the letters by Holly and Braston reveal that liberalism no longer meant, as it had
             for Jefferson, protecting individuals’ liberty from governmental power?

37. Wed., Nov. 28: A New Beginning                                           ____________
     Murray, Proud Shoes, 166-228 (chaps. 13-16)
     Prep: Why did Robert Fitzgerald and his family move to the South after the war? In
            what ways was the Reconstruction era a continuation of the war?

38. Fri., Nov. 30: Reconstruction Resisted                                       ____________
     Divine, American Story, 409-16, Appendix, A15-A16 (13th, 14th and 15th Amendments)
     History 152 Readings Packet:
          Thaddeus Stevens, Two Speeches on Radical Reconstruction, 201-02
          Constitution and Ritual of the Knights of the White Camelia, 203-05
          U.S. Congress, Condition of Affairs in Miss., Ga., S. Car., 206-09
     Prep: Did the Confederates lose the war but win the Reconstruction? How did they resist
               Reconstruction? What would have been required to make Reconstruction succeed?
               Why did racism become so virulent in the years after the Civil War?




                                               11
History 152                                                                                 Fall 2012


Week Fifteen

39. Mon., Dec. 3: Reconstruction Abandoned                                       ____________
     Divine, American Story, 423-35
     History 152 Readings Packet:
        Rutherford B. Hayes, First Annual Message to Congress, 210-11
        Frederick Douglass, Address to the Louisville Convention, 212-14
        Henry W. Grady, The New South, 215-16
     Prep: What were the constitutional, political, and cultural limits on the willingness to use
             federal power to ensure freedom and equality for ex-slaves? What were the historical
             roots of these limits? On what basis was sectional reconciliation achieved?

40. Wed., Dec. 5: Hopes Deferred                                            ____________
     Murray, Proud Shoes, 229-76 (chaps. 17-20)
     Prep: Why did Murray skip over so many years and jump to the story of John Henry
            Corniggins? Why did she end the book in the cemetery? Is Proud Shoes an
            optimistic or pessimistic book?



   Final Exam: On Friday, Dec. 14, from 8:00 to 10:00 a.m. in our regular classroom.




At the instruction of the Academic Vice President, I have inserted this “Classroom Emergency
Response Guidance” in the syllabus:

         Please review university emergency preparedness and response procedures posted at
    www.pugetsound.edu/emergency/. There is a link on the university home page. Familiarize
    yourself with hall exit doors and the designated gathering area for your class and laboratory
    buildings.
         If building evacuation becomes necessary (e.g. earthquake), meet your instructor at the
    designated gathering area so she/he can account for your presence. Then wait for further
    instructions. Do not return to the building or classroom until advised by a university
    emergency response representative.
         If confronted by an act of violence, be prepared to make quick decisions to protect your
    safety. Flee the area by running away from the source of danger if you can safely do so. If
    this is not possible, shelter in place by securing classroom or lab doors and windows, closing
    blinds, and turning off room lights. Lie on the floor out of sight and away from windows and
    doors. Place cell phones or pagers on vibrate so that you can receive messages quietly. Wait for
    further instructions.




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