HI375: American Studies

"Each age will re-write the history of the past anew . . ."
- Frederick Jackson Turner

History 310 is an exploration of the history and culture of the United States and the various people who have called themselves Americans in the last four centuries.

Students sometimes find this statement difficult to understand. Yet history is a dynamic discipline; our perspectives on the past are constantly changing, yet forever woefully incomplete. As historians we are fundamentally limited by one simple circumstance: we weren't there. We really can't say we know what happened, say, on Lexington Green in 1775, simply because we were not present to observe events for ourselves. We inevitably are dependent upon the observations of others, and therefore we always must be careful of the biases and limitations of their vantage points, as well as our own. The very uncertainty about history makes it a challenging and stimulating, if often frustrating discipline. We will consider historiography--the study of the study of history, if you will--regularly as the course progresses.

Propositional Knowledge ("Content"): History 310 is a survey of United States history from the earliest explorations of the North American continent by Europeans through the early 21st century. It investigates the following dimensions of historical understanding--definitions which you should remember:

Moreover, because this course aspires to be truly interdisciplinary, we are especially concerned with examining how American history both shaped and was reflected in its culture--in the nation's literature, art, film, and music, in particular.

Methodological Knowledge ("Skills"): This course represents an intensive effort to explore the historical legacies of this Republic and its peoples. The primary aim of the course is not merely to accumulate knowledge of American history, in the sense of learning a narrative of events. Knowledge of people, places, ideas, and happenings will be an important part of our undertaking, but only a part. What we are seeking is to begin to understand the nature of American society and how and why historical change took place in this nation. In order to achieve such an understanding, we also must seek to develop certain intellectual skills of reading, researching, thinking, writing, listening, and oral articulation to enable us to go about this, or any other, analytical task. The course, then, as a year-long undertaking, has two primary aims:

The course is designed with these aims in mind to be a coöperative learning experience in appreciating and understanding the rich tapestry of American history. Needless to say, no such understanding can be taught by someone else; it can only be learned for oneself.

Assigned Reading: This is the main input of factual material, as well as various interpretations and analyses of that material. Clearly you cannot learn much in the classroom without doing the reading first. Much of our discussion in class will be conducted by the Socratic method; that is, you will complete certain assignments and will be expected to answer questions based on them. It is therefore important that you learn how to understand the material before you come to class. Looking at it another way, we will not have enough time in class to cover all the things that might appear on tests, so you had better learn them by yourself.

Course credo #2:
I hear, and I forget;
I see, and I remember;
I do, and I understand.
- Chinese proverb

Like athletes in training, young scholars must be sure they are properly nourished. As the reading you do for this course will be your primary "food for thought," you should pay close attention to how this nourishment is being ingested. You may find--like the decathlete weaned on junk food--that easy shortcuts will undermine your efforts when the moment of truth arrives. Assigned reading will provide focal points for daily discussion. I will try to give you pointers in advance of what to look for in the reading to enable you to get more out of it. Get into the habit of reading the syllabus carefully each night before you begin the assignment.

Lectures: This method will be used sparingly, as generally it removes the burden of active learning from the student, emphasizing a more passive role instead. Because, however, much of the information in the course will be new to you, I will provide background information when relevant to highlight material and to fill in gaps left by the reading. For the most part, however, I will "lecture" only in the sense of guiding class discussion.

Discussions: The core of the course consists of the Socratic discussions in class, in which we will explore the reading and the topic(s) at hand. Productive discussions are frequently contradictory and ambiguous, producing different perspectives to chew on rather than kernels of truth to swallow whole. Asking seemingly stupid questions may well be a way of overcoming confusion and beginning to understand. Each person will be expected to come to his or her own understanding of the processes involved. Such activity is not without a considerable degree of intellectual risk, but it is hoped that in the discussions you will be willing to take such risks for the very real intellectual gains which will accrue both to you and to the group as a whole.
Since the main learning in the course comes from the reading and discussions, you should attend class and be prepared to discuss the reading. If you do neither, do not be surprised to feel you are learning little, wasting your time, or receiving a poor or failing grade, for you are not--in any meaningful sense--taking the course. You cannot learn much simply by writing the papers and taking the exams. Nor can you pass the course; final grades will be based on a combination of class and written work.

Oral Presentations: There will be regular opportunities in this course to share your ideas about the subject matter with the rest of the class on a more formal basis. While academia emphasizes the written word, most "real world" situations are centered on oral/aural interaction; hence the emphasis on developing skills in face-to-face communication. Debates, reports, role playing, and other activities will be evaluated in a manner similar to the grading of written work.

It is in your writing that you have the chance to work out your ideas most rigorously and to communicate these to others. I will give you some general notes on writing, but I also encourage students who would like to work on their writing to see me, to submit drafts of their papers for criticism in advance of their due dates, or to consider rewriting papers. In the meantime, the following are some general guidelines regarding written work in the course.

Quizzes: These serve two primary purposes. They are, of course, an insurance policy of sorts, whereby I, the teacher, can better expect you to have put in the requisite effort on assigned reading. More importantly, however, they are also a channel of feedback on how well you understand the material presented in the reading and in class. You can expect quizzes frequently, usually unannounced.

Exams: These are reflective and integrative, designed to help you pull together main themes in the course. Depending on length, exams generally include objective questions, separate short definition or identification questions, and longer interpretive essays. All tests will demand not only that you know what has been studied just recently, but that you be able to connect that material in a general thematic way with what was studied earlier in the year. Each exam will be an important opportunity for me to assess your mastery of the knowledge and the skills the course seeks to develop. More importantly, an exam should be considered a worthwhile educational experience in its own right. A comprehensive final examination will be administered at the end of the term.

Make-up tests: In the event of an excused absence on the day of a scheduled exam, a mutually convenient date for a make-up test will be determined by the teacher and the student. It is the student's responsibility to reschedule and take the make-up exam within seven (7) calendar days of the original scheduled test date.

Short Papers: Papers on set topics keyed to assigned reading are designed to encourage you to work out your understanding of a given problem. As such, there are no 'right' answers, only how well you think your way through the problem as evidenced by the clarity and logic of your analysis, argumentation, and writing. All papers should include footnotes and bibliography when appropriate, and be presented in standard form, all of which is discussed in the guidelines I'll make available in class and online. Word processing is highly recommended if possible; if not, typed papers are always appreciated, though not required.

Position Papers: Each term, some students express an interest in "extra credit" work. While I generally discourage this approach--I would prefer you to concentrate on doing your best work on the scheduled quizzes, tests, and papers--I will welcome brief position papers, dealing with anything related to the course, in consideration for "brownie points." I will not put a firm grade or value on such work, which will be returned to you with my comments, but I can state that submission of position papers only can help in the determination of your final term grade.

Submission of Papers: Due dates for all major written assignments are announced in the syllabus at the outset of the term; time is allowed for working on them whenever possible and you should program your time accordingly (e.g., writing a paper before it is due if necessary to avoid conflicts with other work). Late work will be accepted, but, in the interest of fairness to all, it will be penalized one notch ("A-" to "B+") for the first 24-hour period it is overdue, two notches for the second, and so on. Late term papers will be penalized one full letter grade ("A-" to "B-") every 24 hours. Only in extreme cases will late work be accepted more than five days after it is due. School policy dictates that late work accepted after the last day of classes in the term can receive a grade of no more than 50%.

The only acceptable ways of submitting writte assignments are (in order of preference): (1) hand it to me in class on the due date; (2) submit it via email; or (3) turn it in to my secretary in the Johnson Athletic Center. You may NOT leave it in my faculty mailbox nor slip it under the door to my office or apartment.

Grading and Criticism: Grading of papers and exams will be based on the quality and thoroughness of your research (where appropriate), the originality and coherence of your analysis and argumentation, and the clarity of your writing. While all written work should be your own, in accord with the school expectations regarding academic honesty, you are encouraged to discuss your work with me and with each other if you wish. You are also encouraged to respond to my criticisms of your work and to discuss ways in which you might improve your writing with me, including rewriting and resubmitting papers where appropriate.
More important than the actual grade you receive is my written commentary on your paper. I hope you will pay close attention to the comments made on the evaluation sheet and in the body of the text; they are written in hopes of improving both your writing and your thinking. These comments can refer to your specific strengths and weaknesses as a historian and as a writer in ways that a simple number or letter grade cannot.
I hope you will feel free to share with me any questions or concerns about any particular grade; I also hope, however, that you are genuinely concerned with what you learn in the course rather than the mark (or other such superficial feedback) you get. For the sake of uniformity, the school has established a guide to converting scores on a 100-point scale to grades ranging from A+ to F:

This text for the course--available at the school bookstore--should be purchased by all students immediately:

This course will be orthodox in its presentation: in general, you'll read something before each class meeting, and in class we'll discuss what you've read--what I call "Socratic discussion." You'll be expected to write short yet demanding papers, take period tests and a departmental final examination, and participate regularly in class.

Every effort has been made to keep the length of daily assignments manageable. Many worthwhile assignments were abbreviated or scrapped from the syllabus altogether. It's important, therefore, that you commit yourself now to keeping up with what is included among the assignments below; you'll be expected to complete the assigned homework before each class.

What follows is what we'll try to cover during the term. It may be adjusted from time to time for any number of reasons. The homework for the next class is always the next assignment unless you are told differently. You'll find each entry on the schedule below contains some instructive questions and ideas you should consider in preparing for class; get into the habit reading the syllabus carefully each night as you begin your homework.

The goals of the first part of this U.S. History course are essentially threefold: (1) to refine the skills essential to the study of history; (2) to acquire broadly-based survey knowledge of the history of the Republic from its colonial beginnings through the end of Reconstruction; and (3) to explore in some depth a thematic understanding of U.S. history in this period as the emergence of a federal republic.

Read Davidson, pp. 1-23. Some things to ponder as you read: What accounts for the economic, social, and political diversity of the occupants of the land mass now known as America after about 5500 BC? What cultural circumstances made the Native Americans poor competition for the Europeans? Note the differences between "egalitarian" and "hierarchical" Indian tribes. How did European rivalries encourage and/or retard exploration? What is the myth of the "island paradise" as it was envisioned by Europeans? Be prepared to distinguish among the various colonies.

Read Davidson, pp. 23-36. Also read the online excerpt from the works of John Locke. What ideas and forces lay at the heart of the thinking of Martin Luther and John Calvin? How did these ideas affect the lack of interest in exploration on the part of the British and French in the 16th century? What changed? What was Locke's central contribution to Western political philosophy--a development that later would have a tremendous influence on the founders of the United States?

Read Davidson, pp. 42-58. This is the first chapter in which you'll see so much data on related but different items. But here, your notes really have to work to make sense out of the material. The best way is to do them in the form of a matrix chart. Down the side: general headings, according to your judgment. Along the top: some form of who, what, where, and when, then why, how, and so what?

Compare Smith's description of the early Jamestown colonie to the Nash description of life in the South betwen the 1680's and 1750's. What has changed (this is the easy question) between these two time periods? Why has it changed? Who constitutes the members of the two Virginia communities? Is the South a single community by 1750? What other groups can you detect from the writings, and what are the attitudes towards those communities? What was life like as a slave? What were the forms of resistance and rebellion that occurred?

1. Explore in depth John Smith's "The Starving Time". What can a primary document tell us? What can't a primary document tell us? What challenges are inherent in primary documents? If they are so difficult, why use them? We will use portions of the eResource Tutorial: How to Analyze Primary Sources
Use this set of tutorials to learn what questions to ask of each primary source that you study and how to craft the answers.

Read Davidson, pp. 58-73. Derive your own queries from your experience so far; remember: wwww/whsw. There will be a period test at #11, below.

Read Davidson, pp. 76-94.Were there human, geographic, and institutional differences between the northern and southern colonies from the beginning? If so, do you think these differences still exist? Since many of these colonies were founded by a "company," is it correct to think of the early settlers as "employees"? Remembering that all of Europe was ruled by despotic kings at the time, what precursors of American freedom and democracy do you see in the colonies in these 17th-century events?

Nash: p 61-71
eResource: "The Puritans" - Chapter 3 lecture (NOT chapter 2's lecture by the same name)

Essential Questions:
What is Puritanism? Who were the Puritans? How are Pilgrims and Puritans different? What is the connection between the America and the Puritans - what was their purpose in coming here? How is this different from the Virginia colonials? How do Puritans create a sense of community amongst themselves (hint, what is the role of religion here?)? What are the strengths and weaknesses of Puritan living from a 21st century perspective? What do their attitudes seem to be about Native Americans?

1. Answer the following question to be turned in at the start of class: What do you think are the strengths and weaknesses of Puritan living from a 21st century perspective?

2. Examining Art Historically. Watson and the Shark: Reading the Representation of Race
John Singleton Copley's Watson and the Shark provides an opportunity to understand contemporary ideas about race.

Read pp. 50-71 in G&B. Who were the Puritans? How were they different from the Separatist "Pilgrims" who founded Plymouth Colony? Of what significance is the Mayflower Compact? How did the Massachusetts Bay Colony establish political institutions independent of England? How were both of these colonies different from those in the Chesapeake? Is Winthrop's "city on a hill" the same as the myth of the "island paradise," or is it different? Be thinking about Anne Bradstreet as you read this history.

Read Davidson, pp. 94-104. Make a list of the essential characteristics of 17th century Virginia and Maryland. What were mercantilism and indentured servitude? Note the map as a reference for the places mentioned. Also note the early political independence of Virginia's elected assembly. Is there a system of class privilege developing on the Chesapeake? What are the internal and external sources of tension that contribute to Bacon's Rebellion? What led to the increase in importation of slaves after 1680?

Nash: p. 81 - 87 & 92 - 98
eResource: "Laws of Virginia, 1661, 1662, 1691, 1705"
AND
Lecture Launcher Video: Slavery in the Chesapeake

Questions for Consideration:
In what ways are the colonists still connected to England? How is 'America' changing the colonists? To what degree do you think this was inevitable? Why? How does Nothern society differ from Southern society by the end of the 17th century? Who are indentured servants? What has been their role in colonial history? In what ways are they different from slaves (think in terms of cultural background, economic opportunity, legal standing, and social status).

1.
Discuss how to take effective notes during class.
2.
Review the above questions with respect to the readings.
3.
Preview Assignment #4

Read Davidson, pp. 106-119. Most of this reading is about the factors that divided colonial America. Make sure that your notebook reflects a careful list of these developments. Was slavery a benign influence on colonial life? What was the Stono Rebellion and why is it significant?

Reading for Class:
Nash p. 111-123
Crevecoeur "Letters from an American Farmer" - see file above

Questions to Consider:
List the key changes that are happening in the colonies regarding Commerce, Politics, and Religion in the1700's. In what ways are these issues connected (remember that business, politics, and religion do NOT exist on their own). Where do you see influences of one issue on the other? Who is Crevecoeur? How does he see the colonial experience as an unique experience?

1.
Written Homework: To be handed in at the start of class. Examine the two art images above. How does each capture some of the characteristics of their region? We will start class by discussing these images.
2.
Discuss Reading Questions
3.
Preview Assignment #5

Read Davidson, pp. 119-136. The section on the Great Awakening is the first of many we'll study on reform movements. Look up "the Enlightenment" in an encyclopedia or some other text, and distinguish it from the Great Awakening. To some degree, don't the values at the heart of both movements conflict? Does the Jonathan Edwards sermon reflect your understanding of this historical period? How did the colonial governmental systems mirror and contrast with English political institutions and practices? Note the Albany Congress as a quixotic early attempt at colonial unity. Certainly we are still at a point of political decentralization in colonial development. Why? Could it have anything to do with the social divisions that still exist between and within the colonies?

Covering all the material studied from the beginning of the term. The most basic skill you'll acquire is to learn what is important enough to study, so don't ask me what's going to be on the test. Instead, study everything you think is important. Read "Answering Historical Identification Questions" and "Writing Essays on History Tests" before you begin studying. The night before the test, I will be available in Memorial House from 9:00 to 9:30 P.M. to answer any questions you may have. You may bring an unmarked paperback dictionary into this and all other exams in the course, but you may not share it with anyone else.

Read Davidson, pp. 138-155. This is the first time a major European conflict draws Americans into war; it won't be the last. Make a matrix chart listing the strengths and weaknesses of the competitors. Which of the characteristics seemed most important at the outset? Which turned out to be the most important? What do you think will be the main outcome of this great British military victory? Does the French surrender open up the possibility for concentrated dislike by the colonists of the British? And vice versa? In both cases, why? What were Grenville's actions at the war's end? Why did he feel he needed to act? How did European politics affect the settlement known as the Treaty of Paris (1763)? (By the way, this is the first Treaty of Paris; don't get it mixed up with the treaty of the same name that, ironically, settled England's capitulation to the colonies after the Revolution in 1783.) Look at the Proclamation of 1763 and the Stamp Act together. Can you explain why the Stamp Act generated so much hostility on the part of the American colonists? Why did Parliament initiate the legislation in the first place? Try to understand the mixed feelings the American colonists had about their relationship with the Britain. What were the advantages of the relationship? Disadvantages? Also, pay attention to some of the important names, terms, and concepts introduced, such as the Navigation Acts. How does this relate to John Locke's notion of property? Try to understand how the British thought they were being reasonable in governing byvirtual representation.

Read For Class:
Nash: p 128 - 137 & 140 - 141
eResource: Ben Franklin "Testimony Against the Stamp Act"

How would you describe the importance of the American colonies to the larger British Empire prior to the Seven Year's War? How did the American colonies become involved in the war? What is at stake for the Native American tribes in this fight between France and England? Describe how this war changed the relationships between the colonies and England. What are the colonists angry about? Are these colonists 'Americans' yet? Have evidence to prove your point one way or the other.

1.
Begin Chart of events leading to the Revolutionary War. Make a column for each of the following headings: Event, Date, Leaders Involved, Colonial Reaction, What it means for creating an 'American' Identity. I will be checking on these over the next few days.
2.
We will be examining Paul Revere's etching of the Boston Massacre to the Boston Gazette's description in class.
3.
Preview Assignment #6

Read Davidson, pp. 155-169. Be sure you understand the essential data--the who, what, where, and when--about the controversial legislation so you can frame an analysis--the how, why, and so what-of what happened between Britain and her colonies across the Atlantic; for best results, use a matrix chart to keep track of the major issues and events of the period: the Quartering Act, the Boston Massacre, the Tea Act, the Gaspee Commission, the Boston Tea Party, the Coercive (or Intolerable) Acts, and the Québec Act. From the perspective of the colonists, there was something dramatically different about the Townshend Acts from previous Crown action. Explain. What institutions are at stake, from the colonists' viewpoint? Interesting question: if you were in charge of imperial policy in the 1760s, what would you have done differently to prevent the American Revolution? Would the colonists have accepted your policy? Would the English?

Questions for Consideration:
What is the ideology of revolutionary Republicanism? How is this linked to the Enlightened theory of government and property? How do the colonists define 'liberty'? How do you think this fits given what we have talked about regarding slavery? Were all Colonists unhappy with England/Parliament? What other grievences did some colonists have?

1.
To be handed in at the start of class: Political cartoons of the 1700's. Examine the cartoons on pages 144 and 147. Read the captions carefully and then compare and contrast how each cartoon uses the image/ideal of a woman to help make its point.
2.
Continue Charts of events leading to the war.
3.
Discuss the above questions with regards to the reading.
4.
Preview In-class essay.

Read Davidson, pp. 172-186. Also read the Declaration of Independence. How did the war go in its early stages? What were the basic strategies of each side? What factors helped/hindered each side? Pay attention to the mismatching of British military power and British political wisdom. Are you surprised that it took so long for the Declaration to be issued? What are the two parts of the Declaration? We'll have discussed the motives of the founders by this point, but analyze the words here. Is this essentially a political or an economic document? Note the tone and substance of Trumbull's paintings accompanying the text. Why were loyalist sentiments stronger in the South? Prepare for a possible debate on this resolution: The British colonial policy from 1763 to 1775 was unreasonable, repressive, and seems almost to have been designed to unify the colonists in revolt.

Read For Class:
Nash: p 154-157
Handout: Thomas Paine's Common Sense
Jefferson, "Rough Draft of the Declaration of Independence"
http://www.ushistory.org/declaration/document/congress.htm
The sections that are red were removed from the final version of the document.

Questions for Consideration:
Which is more compelling in Paine's argument - his logic or his rhetoric? How does Paine push the colonial discussion further? How necessary a document was Common Sense in leading to the Declaration of Independence? What are the differences between Jefferson's rough draft and the document's final draft? Why were these necessary? What are the goals of the American Revolution as described in the D of I?

1.
To be handed in: Which document was more important in leading to the American Revolution? Explain your answer.
2.
Clip from the Liberty Video by PBS
3.
Discussion of the above questions
4.
Preview of Assignment #9

Read Davidson, pp. 186-200. The British Empire represented the most powerful military force the world had seen until that point in time; how, then, was a ragtag organization of colonial militiamen eventually able to claim victory at the Treaty of Paris in 1783? What do you think of Washington's leadership during the fighting? How competent was the Continental Congress? How could the British have quelled the rebellion after 1775? What was the significance of the alliance with the French and what were France's motives? Can you identify turning points in the Revolution? Can you find more examples of the mismatch between military might and political wisdom? Keep track of how each side was faring in different regions. Know the Battles of Lexington (1775), Trenton (1776), Saratoga (1777), and Yorktown (1781). Ultimately, why were the Americans successful?

Questions to Consider:
What mistakes did the British make in fighting the war in the North? In the South? How about the rebellious colonists? What limitations did the colonists work under (hint: think about the Articles of Confederation)? How, and why, were the Native Americans involved in the war? What does Nash see as the keys to winning the war? Why didn't the British win this war?

1.
To be handed in at the start of class: Examine the image above. To what extent does the painting of Washington's crossing of the Delaware River accurately capture the nature of the Revolutionary war in late 1776 from the colonials perspective? Remember that he hadn't captured Trenton yet - he was on his way there! You may find this link to interesting in thinking about the artist and the painting. http://www.metmuseum.org/explore/gw/el_gw.htm
2.
Discussion of the reading with regards to the questions above
3.
Clips from LIBERTY! the series by PBS.

Read pp. 111-135 in G&B. This article is classic historiography; it's about what historians of various eras have written about the Revolution, and not about the Revolution itself. Recall that each age writes its history anew, and make the connections between the various views--or schools of history--and the eras when written. There are about a half-dozen mentioned here.

Read For Class:
Nash: 169-178
eResource: Slave Petition to the Massachusetts House of Representatives [document]

Questions for Consideration:
Why does the author call the American Revolution a Civil War? Do you agree? Who were loyalists, and why? What was the role of African Americans in the war? What was the war like for civilians? How does the image above compare to the descriptions of the war from the text?

1.
We will examin the Muster Roles closely to see what they can tell us about the colonies during the Revolution and about the continental army.
2.
Discuss reading in the context of the questions above
3.
Preview Assignment #10

Read pp. 136-158 in G&B. We'll break down this period in American history with some attention to the historiographical context. Consider these essays with the last assignment on the "schools" of history in mind.

Read for Class:
Nash p. 178 - 186
Abigail Adams: "Remember the Ladies"
http://www.masshist.org/digitaladams/aea/cfm/doc.cfm?id=L17760331aa

Questions to Consider:
What were the basic beliefs of Republican ideology? How were they translated into practice in these new governments? Where were the contradictions in Republican ideology and practical reality in the new nation? Based on Abigail Adams's letter to her husband John Adams, what was the role of women in Revolutionary America?

Overview:
Though independence had been won, the struggle over political power and control of the revolutionary heritage continued. As Benjamin Rush, Philadelphia physician and revolutionary patriot, explained: "The American War is over, but this is far from being the case with the American Revolution. On the contrary, nothing but the first act of the great drama is closed. It remains [for us] . . . to establish and perfect our new forms of government." Events would soon demonstrate how difficult, and how important to the nation's future, that task would be. Controversy between Federalist supporters of the national government and the emerging Jeffersonian Republican opposition first erupted over domestic policies designed to stabilize the nation's finances and promote its economic development. Those policies revealed deep-seated conflicts between economic interests and raised urgent questions of how the new constitution should be interpreted. What was the proper balance of power between state and national governments? How should governing authority be allocated between the executive branch and Congress? Much depended on the answer to those troubling questions. Within a few years, international events further roiled American politics. The French Revolution and a successful revolt by black Haitians against French colonial power in the Caribbean-the two most dramatic events in a larger web of democratic insurgencies against established authorities that reached from Europe to the Americas-inflamed congressional politics and roused the people at large. By the last years of the 1790s, the prospect of war with France and Federalist security measures such as the Alien and Sedition Acts brought the nation to the brink of political upheaval. That prospect was narrowly avoided by the Federalists' defeat and Thomas Jefferson's election as president in 1800. Having captured the presidency and control of Congress, the Jeffersonian Republicans set about the task of refashioning the government. At home, they dismantled the Federalists' war program, reduced the national debt, promoted westward expansion, and emphasized state rather than national authority. Abroad, they struggled less successfully to protect American commerce on the high seas and avoid embroilment in European war. Adding to the political crisis was widespread anxiety over the nation's novel and still unproven "experiment" in creating a sprawling, diverse republic. The absence of fully developed political parties skilled in forging compromise among leaders at the nation's capital and organizing the surging political energy among the people compounded the problem. By the time Thomas Jefferson left the presidency in 1809, it was apparent how fragile, and yet how resilient, America's new government was proving to be.

Read Davidson, pp. 202-216. You may disagree with me over the history of the period, so do the reading especially well. What was the nature of the government during the Revolution? Why, after the galvanizing effort of fighting these heroic battles on the field of war, was it so difficult for the country to unite politically after the fighting stopped? What were the weaknesses of the Articles of Confederation? What specific quarrels cropped up among the colonies? What was the solution? Were these political or economic arguments--and what social divisions did they reflect? Was the Confederation government compatible with the goals of the 1776 patriots? Compare the content of the Declaration with the characteristics of the Articles. What did the Confederation do well? What did it do poorly? Would you have liked to live under the Confederation? Why or why not? Think carefully.

Read:
Nash: p. 195 - 203 & 206 - 208
eResource: Military Reports on Shays' Rebellion

Questions to Consider:
Make a list of the key issues that the colonies had to deal with in the aftermath of the Revolution. What were the events leading up to Shays' Rebellion? Why were the farmers unhappy? Should they have rebelled? Or did they go too far? List the major individuals of the Constitutional Convention. Why was this Convention called?

1.
To be handed in at the start of class: Were the followers of Daniel Shays' right to rebel, or did they go too far?
2.
Clips from the Liberty! video.
3.
Introduction to the Constitution of 1787.

Mr. Generous of the Choate history department will deliver an evening lecture on the Constitution to all students enrolled in U.S. History or American Srudies. In advance of the lecture, please read pp. 159-181 in G&B. You will be released from our scheduled class meeting the day of the lecture to compensate for this required evening commitment.

Read
Nash: p 208 - 210
The Preamble and Article I of the US Constitution
We will be using an outside website to study the Constitution of the United States. As you read sections of the Constitution you can mouse over the text and explanations will appear in the bottom window.

Where does the Preamble base the power of the Constitution? How is this different from the Articles of Confederation? According to Article I how democratic is the legislative branch in 1787 (who is elected directly by the people and who is not)? Can you tell which provisions were the result of consensus and which were due to compromise? What were some of the compromises necessary to make the Constitution possible? Look over section 8 of Aritcal One. What provisions appear to be most open to differing interpretations? Why are the different possibilities for interpretation significant?

1.
Examination of the Constitution with regard to the questions above.
2.
Clip on How a Bill Becomes a Law.
3.
Preview next assignment.

Read Davidson, pp. 216-231. Were the Founding Fathers conservative or radical? What do you mean by those terms? Look up the word reactionary in a dictionary before coming to class. Was the adoption of the Constitution a rejection of the principles of 1776?

What branches of the government do Articles II and III set up? Make a list of the Powers of the President? How are the offices of both branches filled? Does this seem to be very democratic? Think over Articles I, II, and III - how much control do 'the people' have over the national government? Why do you think it is framed this way?

1.
Presentation on the Judiciary Branch.
2.
Role of the President in American Politics

Note the powers of Congress; what surprises you? What has been the effect of the two amendments? Locate the Connecticut Compromise (also called "the Great Compromise"), the 3/5 Compromise, and the 1808 Compromise in the text. What checks and balances can you find? What separate powers? Does anything in here remind you of the British imperial policy of 1763-1775? Why is treason the only crime specifically detailed in the Constitution? If you can locate Richard II's very different treason statute, adopted by Parliament in 1397, you get a 10/10 quiz grade. No other treason law will do. What oversight of the Founding Fathers did the XIIth Amendment seek to cure? What separate powers does the President enjoy? How does the Constitution cope with the resignation of a President? Of a Vice-President? Find out how these things were used in the case of Nixon and Agnew, Ford, and Rockefeller. Did any problems arise? What had been the system before the XXVth Amendment? Many people in 1787 thought a bill of rights unnecessary; why? Many citizens have no idea of the contents of Amendments I-VIII, and we are a less democratic people as a result, so take advantage of this chance to learn them.

Make a list in your notebook of what each Article and each of the first 10 amendments is for. What provisions appear to be most open to differing interpretations? Why are the different possibilities for interpretation significant? To what extent can we argue that the Constitution amounted to a coup d'etat?

1.
To be handed in at the start of class: Which two of the amendments in the Bill of Rights do you consider the MOST important for protecting liberty? Why?
2.
Examine the process for amending the Constitution.
3.
Preview the Federalists and anti-Federalists arguments.

Read pp. 182-202 in G&B. In class, we will consider this topic: The Constitution was designed to protect a small minority of rich Americans. It was drafted by representatives of the rich, and ratified by forces in the states loyal to the rich. The lecture Mr. Generous delivered should provide suitable grist for this discussion, too.

Who are the Federalists? Who are the anti-Federalists? What were the anti-Federalists worried about? Have their fears come true? In your notebook define the following terms as you read Federalist Paper #10: democracy, republic, factious combinations

1.
Dicuss the reading with respect to the above questions.
2.
Are You an Anti-Federalist?
Anti-Federalist ideas are being revived in political debates today. How do your views compare with those of the Federalists and the Anti-Federalists?
3.
Clips for the video Liberty!
4.
Questions about the paper due on Tuesday.

Write a 600 word essay that answers the following question. Your argument must be based on an in-depth analysis of quotes from the Constitution of 1787 (and Bill of Rights) to support of your thesis. In arguing your thesis you may refer to historical events, but only in conjunction with your analysis of the Constitution. Bibliography and proper citation are required.

On page 201 the authors of our text state, "[i]n a pattern that would frequently recur in American history, the postwar era witnessed growing...political conservatism." In analyzing the Constitution of 1787 (and the Bill of Rights), to what extent do you agree or disagree with this statement?

Read Davidson, pp. 236-250. Can you explain why President Washington appointed such disparate political figures as Hamilton and Jefferson to the same Cabinet? Were Hamilton's proposals economically sound? Were they constitutionally sound? Were they nationalistic? Keep in mind the fact that the Bank debate was taking place within the most rarefied levels of government. It symbolized, on the other hand, some basic differences in attitudes about "the people" and different views of whether the national government ought to be acting directly on the people to influence their affairs. Are there sectional interests involved here?

eResource recommended but not required: Roundtable Video: The Hamiltonian System

Questions to Consider:
Make a list of the early national leaders and their contributions to the new nation in your notebook. Why was George Washington a good choice as the nation's first president? Why were Hamilton's programs so controversial? Would you have supported Hamilton? What were Jefferson's concerns about Hamilton's new programs? Would you consider Washington or Hamilton the true 'father' of our nation? What were the Alien and Sedition Acts? Were they constitutional? What did the VA and KY resolutions argue regarding the right to determining the Constitutionality of federal laws?

1.
Examine the reading with regards to the question above.
2.
Examine the portrait of John Adams on pg 233 and discuss how it captures some of the attitudes of the Federalist Party.
3.
Prepare for the next assignment.

All students prepare to debate this resolution: If I were President Washington in the 1790s, I'd have followed the advice I was getting from Jefferson. Keep in mind the likely unhappy consequences of your advice. I will play Washington in class, so be prepared to defend your choice. Remember the details of this theme for the rest of the year, because it is one that will recur repeatedly.

Read:
Nash p 236 - 244
eResource: Constitutionality of the Louisiana Purchase (document)

eResource, recommended but not required: Lecture Launcher Video: Jeffersonian Democracy

Why is it called the "Revolution of 1800"? What actions do the Jeffersonians take once they are in office? Based on the document, how much did the leaders know about what the Louisiana Territory was like? Was this a constitutional action? What was the Embargo Act, and why did Jefferson establish it? How were America's Neutral Rights being violated? What does this say about Ameirca as a new country?

1.
To be submitted at the start of class: Examine the image of Thomas Jefferson above. How does this portrait capture several of the characteristics of the Republican ideology of the time period?
2.
Examine the reading with regards to the questions above.
3.
Schoolhouse Rock! - 'Elbow Room'
4.
Prepare for the next assignment.

Read Davidson, pp. 251-266. How does Washington's response to the Whiskey Rebellion differ from the central government's response to Shays' Rebellion in 1786? What was the most important political consequence of Hamilton's economic program? How did Adams cope with it? What was the philosophy underlying Adams' foreign policy? Why did the opposition disagree? Did Adams treat the opposition constitutionally? Did he treat it even wisely? Why is the Election of 1800 sometimes referred to as a miracle?

Read Davidson, pp. 268-288. How did Jefferson as President cope with the legacies of Hamilton's economic program? How did he cope with the legacies of Adams' foreign policy? In each case, was he contradicting his own pre-1800 philosophy? Can we learn from his performance anything about more recent presidents? What of the following is more ironic: (a) Jefferson acting more like a Federalist than a Republican through much of his presidency, or (b) the most powerful branch of government from 1800-1828 turning out to be the judiciary! Pay attention to the evidence on both sides of this little debate in this assignment and the next. Is John Marshall trying to move the country forward on Hamilton's terms? Be sure you understand the emergence of the principle of judicial review. Think beyond the political/philosophical reasons for acquiring Louisiana. What were the practical reasons? What were Jefferson's views toward the Native Americans?

Read Davidson, pp. 288-299. Prepare a matrix chart listing the English and French actions, 1807-1812, and the American responses to them. For extra credit be prepared to dispute the analysis that Madison was a dupe, and instead show that his policy was the prudent one. And remember that the U.S. went to war three times in the twentieth century over "freedom of the seas," so don't think that this is ancient history and of no relevance. Why is the War of 1812 called "the second war for American independence"? How do sectional interests control the debate on the wisdom of intervention? Here are some terms/names that you should know well: impressment, neutrality, nationalism, Embargo Act, Tecumseh, Jackson, and the Hartford Convention. The events of the war are less crucial than the political/international consequences that flowed from it.

Read Davidson, pp. 306-322. Compare Hamilton's programs of the 1790s with the Madison program of 1815-1817, and then with Henry Clay's "American System" of the 1820s and 1830s. Get the data. Did the Republicans adopt the old Hamiltonian policies? These were the "good old days" when government stayed out of business and the "free market" was allowed to do its thing. Right? Or is the government deeply involved in the economic growth of this period? Note John Marshall's role, again. Do you believe that the frontier experience made America unique? Be sure you have a firm understanding of all the components of the Monroe Doctrine. What's the theme of this reading?

Questions to consider:
How did John Marshall and the Supreme Court strengthen American Nationalism? Define 'sectionalism'. What caused the collapse of the Federalist-Jeffersonian system? What promoted economic development in the 1820's and 1830's? What is Henry Clay's "American System"?

1.
Finish presentations.
2.
Examine Henry Clay's "Defense of the American System".
3.
Preview the next assignment.

Covering specifically any and all material covered since class #10-the last period test-and at least generally all the material since the beginning of the term. There will be no essay on this test, but see #34, below.

Read Davidson, pp. 323-340. How much of American progress was due to gains in technology? How much of it was due to exporting cash crops? How much of it was due to governmental policies? How much of it was just a mirage? What are the characteristics and consequences of factory life?

Read:
Nash p. 311 - 319
eResource: DeBow's Review, "The Stability of the Union" (1850)
and "A Catechism for Slaves" (1854)

Questions for Consideration:
What was the connection between slaver, cotton, domestic markets, and international markets? Think about what ways the South was 'dependent' on slavery with regards to economic, political, and cultural considerations.

1. Project presentations.
2. Images of cotton and slavery - what can they tell us?
3. Discuss the questions above.
4. Prepare for the next assignment.

Read Davidson, pp. 342-363. Make a matrix chart of the following events: election of 1824, the Tariff of Abominations, the Eaton scandal, and Marshall's Cherokee decisions.

Read:
Nash p. 344 - 351 & 353 - 355
eResource: Memoril of the Cherokee Nation (document)

eResource Recomended but not required: Lecture Launcher Video: Jacksonian Democracy

Questions to consider:
In what ways was Andrew Jackson a product of his time period? To what degree did he shape the Executive Office? National politics? What was Jackson's 'Indian Policy'? Was it Constitutional? If not, how could he get away with it? Study the chart on page 354, be sure to know the differences between the Democrats and the Whigs.

1.
Presentations in class.
2.
Discuss the reading with regards to the above questions.
3.
Native Americans in American Art.
4.
Prepare for test on Friday.

Read Davidson, pp. 363-376. Continue the matrix chart on the Jackson Era: the Tariff of 1832, Texas Revolution, Whig Party, and the Panic of 1837. Be sure you can articulate the perspectives on both sides of the following confrontations: (a) Calhoun vs. Jackson on state nullification; (b) Webster vs. Hayne on the nature of the Union; and (c) Jackson vs. Biddle on the Bank of the U.S. How much was Jackson to blame for the depression of 1837?

Read pp. 254-269 in G&B. How was Andrew Jackson able to be all things to all people?

Read pp. 270-292 in G&B. Do you agree with this analysis of the period and of the man? Try to get a feeling for the changes that were occurring in American society at the time.

Read Davidson, pp. 378-400. Connect colonial Puritanism to the reform ideas of this period. Which of these reforms would you have supported? Rejected? Do a matrix chart of the five or six most important movements. Which was the most important of them all?

Questions to consider:
What was the Second Great Awakening? Who were the Trancendentalists? What did they want to reform (in other words what did they believe was wrong with America)? Which utopian movement would you most likely have supported, and why? What was temperance? How does the cartoon above suggest a racial aspect to the temperance movement? Can you link the urge for reforming American society and the notion of a 'city upon a hill'?

1.
Presentations in class.
2.
Discussion of the reading with regards to the questions above.
3.
Prepare for the next assignment.

1.      Course Organization.                                                                No assignment. We’ll spend the time in this class                                 getting to know one another. The course syllabus and other course materials will be distributed.
2.      Habits of Excellence I: Study Skills.                                (a) Read the introduction to this syllabus above                                    and the American Studies “Course Expectations” handout and memorize the definitions (e.g., political history) given and the course credos; (b) study the first page of “The Pink Sheet” in The Habits of Excellence: Skills Handbook for the Beginning Historian and flip through the rest of the Skills Handbook so you know what’s there; (c) study the “Statement on Academic Integrity” in the CRH Student Handbook; (d) read and understand Kennedy’s preface to The American Pageant, found at the beginning of Vol. I, pp. vii–ix; (e) prepare for a quiz on (a) through (d) that will ask you to think about things; and finally, (f) if you don’t already own one, buy a paperback dictionary of no fewer than 600 pages and an 8.5"x11" three-ring loose-leaf binder with a section for use only in history and bring both to class.
3.      Habits of Excellence II: Writing Skills.                          Read both sides of “The Green Sheet” and “The                                     Gold Sheet” and write a one-page empirical essay either supporting or refuting the following resolution: A required two-year national service obligation for American citizens between the ages of 18 and 25 is a good idea.
v         v         v         v         v

The goals of the “history side” of the first part of this American Studies course are essentially twofold: (1) to acquire broadly-based survey knowledge of the history of the Republic from its colonial beginnings through the end of Reconstruction; and (2) to explore in some depth a thematic understanding of U.S. history in this period as the emergence of a federal republic.

4.      Terra Nova.                                                                                     Read B&K, pp. 1–22. Try the reading method                                          described in “The Pink Sheet” and read the second page. Work at it diligently, and you’ll be pleased by what you can learn. Ask the questions described in (5b) on “The Pink Sheet,” then write as much as possible into your notes from memory. Pay special attention to the “Varying Viewpoints” section in this and all future assignments. Remember: who, what, where, and when of all the important events, then why, how, and so what? Don’t get bogged down. Some things, though, to ponder as you read: How did European rivalries encourage and/or retard exploration? What cultural circumstances made the Native Americans poor competition for the Europeans? Distinguish among the English colonies in your notebooks.
5.      Geography I: Colonial North America.                        On the map of the U.S. provided in class, locate                                    and label all the English-speaking colonies settled before 1750, plus the major Spanish, French, Swedish, and Dutch colonies of the same period. There is an atlas on reserve and a variety of other sources in the Mellon Library. Identify what the colonists would think were the ten most important bodies of water, and sketch in the Allegheny-Appalachian mountain line. When you have completed the map, you have the data. Then, on the back of the map, write two important interpretive overviews you got from this data.
6.      More Settlements: the Northern Colonies.                 Read B&K, pp. 22–33 and 35–43. Skip the sections                                “Seeds of Colonial Unity…” and “Andros Promotes…” This is a long assignment; force yourself to use “The Pink Sheet” method. Again, look for the who, what, where, and when. Were there human, geographic, and institutional differences between the northern and southern colonies from the beginning? If so, do you think these differences still exist? Since many of these colonies were founded by a “company,” is it correct to think of the early settlers as “employees”? Remembering that all of Europe was ruled by despotic kings at the time, what precursors of American freedom and democracy do you see in the colonies in these 17th-century events? Ask about the seamless web of history.
7.      Habits of Excellence III: Review of Skills.                  Review the materials you studied for classes #2 and                           #3, paying close attention to the definitions and other expressions you may not have understood the first time through. Be sure to re-read the Pink, Green, and Gold Sheets. Be prepared to ask questions about any or all of these things in class. If you are not able to ask questions, then you haven’t been doing the work. And if you have no questions for me, then I will ask you questions. Finally, when you arrive in class, ask me for your “number.” Each student will be designated a “1,” a “2,” a “3,” or a “4” for several future assignments. Keep track of the number by recording it somewhere you won’t lose it.
8.      Colonial Culture I: Emerging Patterns.                         Read B&K, pp. 44–60. This is the first chapter in                                 which you’ll see so much data on related but different items. Use “The Pink Sheet” method, of course. But here, your notes really have to work to make sense out of the material. The best way is to do them in the form of a matrix chart, as described on the second page of “The Pink Sheet.” Down the side: general headings, according to your judgment. Along the top: some form of who, what, where, and when, then why, how, and so what? [Referred to hereinafter as wwww/whsw.]
9.      Colonial Culture II: Social History.                                 Read B&K, pp. 62–82. Derive your own queries from                            your experience so far; remember: wwww/whsw. The section on the Great Awakening is the first of many we’ll study on reform movements. But look up “the Enlightenment” in an encyclopedia or some other text, and distinguish it from the Great Awakening. There will be a period test at #10, below.

10.     Period Test #1.                                                                              Covering all the material studied from the                                               beginning of the term. The most basic skill you’ll acquire is to learn what is important enough to study, so don’t ask me what’s going to be on the test. Instead, study everything you think is important. Read “Answering Historical Identification Questions” and “Writing Essays on History Tests” in the Skills Handbook before you begin studying. The night before the test, I will be available in Hill House 2 from 8:15 to 8:45 p.m. to answer any questions you may have. You may bring an unmarked paperback dictionary into this and all other exams in the course, but you may not share it with anyone else.
11.     Mercantilism.                                                                                  Read B&K, pp. 103–107 on mercantilism. Try to see                                the ways in which it is similar to economic systems of today; see also how it is different. Most importantly, see how it helped the colonists. On your map of the United States, locate and identify the thirteen original states and their capitals and most important cities. In class, ask about the mass debate format for an upcoming assignment. We’ll spend part of this period going over the test. Be prepared to contribute by asking about some of the problems you had. Later tests will have no such review session afterward, but the first one probably deserves such treatment. If you haven’t already done so, buy the Morgan and Lexington Green books now; see ##15 and 17, below.
12.     John Locke.                                                                                     Read B&K, pp. 33–35; John Locke, “Natural                                             Law and…” u; and the Mayflower Compact u. Make all the contrasts and comparisons between Locke and the Compact that you can find, and then connect both of them to the reading in B&K. Be able to relate the removal of Edmund Andros to Lockean theory. Why is this assignment relevant even today? What does Locke mean by “natural state”? Why would a person join society? Why was government formed? What does the Society of Mayflower Descendants think the Compact says? We may write in class on some of these questions.
13.     The Great Powers.                                                                      Read B&K, pp. 84–100. This is the first time a                                        major European conflict draws Americans into war; it won’t be the last (as noted in the box on p. 89). Make a matrix chart listing the strengths and weaknesses of the competitors. Which of the characteristics seemed most important at the outset? Which turned out to be the most important? What do you think will be the main outcome of this great British military victory?
14.     Imperial Zenith.                                                                           Read Morgan, pp. 5–28. When reading the first                    chapter in the Morgan text, try to understand the mixed feelings the American colonists had about their relationship with the Britain. What were the advantages of the relationship? Disadvantages? Also, pay attention to some of the important names, terms, and concepts introduced, such as the Navigation Acts. Read especially closely the discussion of property on pp. 17–18. Also, what does Thomas Whately mean by virtual representation on p. 19? Can you explain why the Stamp Act generated so much hostility on the part of the American colonists? Why did Parliament initiate the legislation in the first place? Remember, mass debate in #16, below.
15.     Mounting Tensions.                                                                  Read Morgan, pp. 29–60. There’s a lot of ground                    covered in this assignment; don’t put it off until late in the evening. Be sure you understand the essential data—the who, what, where, and when—about the controversial legislation so you can frame an analysis—the how, why, and so what—of what happened between Britain and her colonies across the Atlantic; for best results, use a matrix chart to keep track of the major issues and events of the period: the Quartering Act, the Boston Massacre, the Tea Act, the Gaspee Commission, the Boston Tea Party, the Coercive (or Intolerable) Acts, and the Québec Act. Interesting question: if you were in charge of imperial policy in the 1760s, what would you have done differently to prevent the American Revolution? Would the colonists have accepted your policy? Would the English?

16.     Philadelphia Freedom.                                                             Read Morgan, pp. 61–76. Odd numbers prepare to                                   debate in favor of this resolution: The British colonial policy from 1763 to 1775 was unreasonable, repressive, and seems almost to have been designed to unify the colonists in revolt. Of course, even numbers should prepare to refute. Mass debate rules will prevail. Pay attention to the mismatching of British military power and British political wisdom. Don’t blow off the reading as you prepare for the debate; indeed, you should finish it before you meet with your group so that you have more material from which to construct your arguments.
17.     Lexington Green I: Two Mysteries.                                Read Bennett, pp. 1–21. Here we pause to examine                                this one event in considerable depth, not because it was so important but because from it we can learn important things about how historians work. They are something like detectives: they research in primary materials, test for plausibility, and record what seems to them the truth, absolving and charging as they think credible. You do the same in reading this book: be like a detective. What did happen on Lexington Green? What happened in Watts? Remember: as an historian, your responsibility is to tell what happened. Look ahead to #20, and keep your eyes and ears open to topic possibilities.
18.     Lexington Green II: Historiography.                             Read Bennett, pp. 22–33. Notice the wide range of                                views. Historiography is the study of what has been written about history. Its first law is found near the very beginning of this document. What does Turner mean? Relate your answer to these readings. A matrix chart highlighting the renditions presented by each historian will be helpful.
19.     Lexington Green III: Interpretation of Data.            Read Bennett, pp. 46–56. Notice the differing ways                             in which history can be presented. Which do you find the most pleasant? The most believable? The most useful? Don’t just rush through the assignment; study the writings to see which has truth in them. How does Plato’s allegory of the cave help us deal with the dilemma of the historian? Comparative historians: see #21 below, and volunteer before we begin this class.
20.     Lexington Green IV: Paper #2.                                          Now you, the historian, get into the act. Write a                                  two-page empirical essay arguing something significant of your choice about our study of Lexington Green. Here’s the deal: if you rehash your teacher’s interpretation of who fired the first shot, the highest grade you can receive is a “C+”; if you offer a persuasive alternative to that version of the events of April 1775, the highest grade you can get is a “B+”; if, however, you make an important point about the way historians work—basing your argument on your study of the Lexington Green case—you can earn up to an “A+.” Here is an opportunity for you to do something of your own design; takeadvantage of it.
21.     Winning Independence.                                      Read Morgan, pp. 77–100. The British Empire                                         represented the most powerful military force the world had seen until that point in time; how, then, was a ragtag organization of colonial militiamen eventually able to claim victory at the Treaty of Paris in 1783? What do you think of Washington’s leadership during the fighting? How competent was the Continental Congress? How could the British have quelled the rebellion after 1775? What role did the French play in the war? Can you identify turning points in the Revolution? Can you find more examples of the mismatch between military might and political wisdom? Volunteer needed for an oral report: What connections, if any, can be made between the American Revolution and the Vietnam War?

22.     Revolution or Rebellion?                                                       Read Wickwire, “The Conservative Revolution” u                             and the “Declaration of Independence,” in the appendix of the Morgan text. All read the Wickwire article and the accompanying documents. The Wickwire article is classic historiography; it’s about what historians of various eras have written about the Revolution, and not about the Revolution itself. Recall that each age writes its history anew, and make the connections between the various views—or schools of history—and the eras when written. There are about a half-dozen mentioned here.
23.     The Critical Period.                                                                    Read Morgan, pp. 113–128. You may disagree with                               me over the history of the period, so do the reading especially well. Was the Confederation government compatible with the goals of the 1776 patriots? Compare the content of the Declaration with the characteristics of the Articles. What did the Confederation do well? What did it do poorly? Would you have liked to live under the Confederation? Why or why not? Think carefully.
24.     Founding Fathers.                                                                       Read Morgan, pp. 129–144 and Elkins, “The                                               Founding Fathers” u. Were the Founding Fathers conservative or radical? What do you mean by those terms? Look up the word reactionary in a dictionary before coming to class. Was the adoption of the Constitution a rejection of the principles of 1776?
25.     The Constitution I: The Legislative Branch.              The text can be found on pp. v–xxii in the appendix                                to Volume I of B&K. Read the Preamble, Article I, and Amendments XVI and XVII. Note the powers of Congress; what surprises you? What has been the effect of the two amendments? Locate the Connecticut Compromise (also called “the Great Compromise”), the 3⁄5 Compromise, and the 1808 Compromise in the text. What checks and balances can you find? What separate powers? Does anything in here remind you of the British imperial policy of 1763–1775?
26.     The Constitution II: The Judicial Branch.                   Read Article III and Amendments IV through VIII,                             and XII. Why is treason the only crime specifically detailed in the Constitution? If you can locate Richard II’s very different treason statute, adopted by Parliament in 1397, you get a 10⁄10 quiz grade. No other treason law will do. In class, inquire about the study technique of skimming for class #28.
27.     The Constitution III: The Executive Branch.        Read Article II and Amendments XII, XX, and XXII                             through XXV. What oversight of the Founding Fathers did the XIIth Amendment seek to cure? What separate powers does the President enjoy? How does the Constitution cope with the resignation of a President? Of a Vice-President? Find out how these things were used in the case of Nixon and Agnew, Ford, and Rockefeller. Did any problems arise? What had been the system before the XXVth Amendment?
28.     The Constitution IV: Historiography.                           Skim Charles Beard, “The Constitution: A                                                  Minority Document” u and read Robert E. Brown, “A Constitution For All the People” u. In class, we will mass debate this topic: The Constitution was designed to protect a small minority of rich Americans. It was drafted by representatives of the rich, and ratified by forces in the states loyal to the rich. Odd numbers will be affirmative, evens negative.
29.     The Constitution V: The Bill of Rights.                       Read Amendments I–III, IX, X, XIII–XV, XIX, XXI,                              and XXVI. Many people in 1787 thought a bill of rights unnecessary; why? Many citizens have no idea of the contents of Amendments I–VIII, and we are a less democratic people as a result, so take advantage of this chance to learn them.
30.     The Constitution VI: Federalism.                                     Read Articles IV–VII and Morgan, pp. 145–156.                                      How might I argue that these provisions of the Constitution amount to a coup d’etat? (See your dictionary if necessary.) Review what we have already read in the document and look for things you don’t understand. Period test at #31.
31.     Period Test #2.                                                                              Covering specifically any and all material                                               covered since class #10—the last period test—and at least generally all the material since the beginning of the term. There will be no essay on this test, but see #34, below.
32.     The Father of Our Country.                                                 Read B&K, pp. 165–176. Can you explain why                                        Washington appointed such disparate political figures as Hamilton and Jefferson to the same Cabinet? Were Hamilton’s proposals economically sound? Were they constitutionally sound? Were they nationalistic? Even numbers side with Hamilton on those questions, odd numbers with Jefferson, for a possible impromptu mass debate.
33.     The Federalist Era.                                              Read B&K, pp. 176–186. What was the most                                            important political consequence of Hamilton’s economic program? How did Adams cope with it? What was the philosophy underlying Adams’ foreign policy? Why did the opposition disagree? Did Adams treat the opposition constitutionally? Did he treat it even wisely?
34.     Hamilton vs. Jefferson: Paper #3.                                    All students prepare a one-page empirical essay                                   completing this sentence: If I were President Washington in the 1790s, I’d have followed the advice I was getting from ____________ . You may pick either Jefferson or Hamilton, as you wish. Whichever you pick, keep in mind the likely unhappy consequences of your advice. I will play Washington in class, so be prepared to defend your choice. Remember the details of this theme for the rest of the year, because it is one that will recur repeatedly.
35.     The Sage of Monticello in Office.                                    Read B&K, pp. 188–200. How did Jefferson as                                          President cope with the legacies of Hamilton’s economic program? How did he cope with the legacies of Adams’ foreign policy? In each case, was he contradicting his own pre-1800 philosophy? Can we learn from his performance anything about more recent presidents?
36.     The War of 1812 I: Data.                                                        Read B&K, pp. 201–223. Prepare a matrix chart                                    listing the English and French actions, 1807–1812, and the American responses to them. For extra credit be prepared to dispute B&K’s analysis that Madison was a dupe, and instead show that his policy was the prudent one.
37.     The War of 1812 II: Analysis.                                             Read Horsman, “The Origins of the War of 1812” u                             including the accompanying documents. Remember that this is historiography; look for the varying schools of history. And remember that the U.S. went to war three times in the twentieth century over “freedom of the seas,” so don’t think that this is ancient history and of no relevance.
38.     The Marshall Court I: Four Landmark Cases.          You each will read two of five chapters discussing                               landmark U.S. Supreme Court cases involving questions of Constitutional law. Ones will read about Marbury v. Madison and Dartmouth College v. Woodward; twos will read about McCulloch v. Maryland and Gibbons v. Ogden; threes, Marbury and Charles River Bridge v. Warren Bridge; and fours, Dartmouth and McCulloch. In class, you may be called upon to teach your classmates about the historical significance of one of the decisions you studied. I will choose who is to teach what, so be prepared to sally forth on either case about which you read.
39.     The Marshall Court II: An Overview.                           Read B&K, pp. 233–236 and Murphy, “The                                                Marshall and Taney Courts” u including the accompanying documents. Be sure to locate the Constitutional passages dealt with in these famous cases; there might be a quiz on them. Was it a good thing that a sole Federalist like Marshall was able to wield so much power so long after the American people had rejected that for which his party stood? Is the U.S. Supreme Court a democratic institution?
40.     The New Nationalism: Era of Good Feelings?         Read B&K, pp. 224–233 and 236–241 [omitting the                                sections on the Court]. Compare Hamilton’s programs of the 1790s with the Madison program of 1815–1817, and then with Henry Clay’s “American System” of the 1820s and 1830s. Get the data. Did the Republicans adopt the old Hamiltonian policies? Do you believe that the frontier experience made America unique? Be sure you have a firm understanding of all the components of the Monroe Doctrine.
41.     The Age of Jackson I: The New Party Politics.       Read B&K, pp. 243–261. Make a wwww matrix                      chart of the following events: election of 1824, the Tariff of Abominations, the Eaton scandal, and Marshall’s Cherokee decisions.
42.     The Age of Jackson II: B.U.S. and Other Crises.   Read B&K, pp. 262–283; “Nullification…” u; and                                “The President Replies…” u. Continue the matrix chart on the Jackson Era: the Tariff of 1832, Texas Revolution, Whig Party, and the Panic of 1837. Mass debate topics: odd numbers take the side of the person first named, evens take the side of the person named second, in the following confrontations: (1) Calhoun vs. Jackson on state nullification; (2) Webster vs. Hayne on the nature of the Union; and (3) Jackson vs. Biddle on the Bank of the U.S. Do not be confused; you are not on the same side in all the debates. How much was Jackson to blame for the depression of 1837?
43.     Fall Term Final Examination.                              A final examination covering the work of the fall                                term will be scheduled during the exam period in late November. Stay tuned for details. Read “Preparing for Your Final Examination” and “How to Prepare for an Examination Essay” in the Skills Handbook. Ask me in class about review session details.
44.     The Age of Jackson III: Interpretation.                        Read Pessen, “Jacksonian Democracy” u including                                the accompanying documents. Do you agree with Pessen’s analysis of the period and of the man? Try to get a feeling for the changes that were occurring in American society at the time. You have already read some of the documents here, but review them well.
45.     Industrial Juggernaut.                                                              Read B&K, pp. 295–315. Do you think most                                               Americans had good reason to swagger in 1850? (If you need to, look the word.) Were there any reasons why Americans should have been more guarded in their self-appraisal? How much of American progress was due to gains in technology? How much of it was due to exporting cash crops? How much of it was due to governmental policies? How much of it was just a mirage? What was the biggest problem facing America in 1850, and how many people could perceive it?
46.     Early 19th-Century Reform Movements.                     Read B&K, pp. 317–340. Connect colonial                                                   Puritanism to the reform ideas of this period. Which of these reforms would you have supported? Rejected? Do a matrix chart, wwww/whsw, of the five or six most important movements. Which was the most important of them all?
47.     Manifest Destiny.                                                                        Read B&K, 363–382 and Manifest Destiny                                                 documents u. If you need to, look up the words “manifest” and “destiny.” On balance, did the frontier experience of America make her more democratic or more imperialistic? What does the Monroe Doctrine have to do with Manifest Destiny? How much did slavery contribute to American expansionism? Was Polk honest with the American people?
48.     ¡Yanquis Go Home!                                             Assignment TBA.
49.     Dixie.                                                                                                   Read B&K, pp. 342–361. It will be difficult from                                   reading this chapter, but make sure you understand what motivated the slaveholders to act as they did. They were Americans just like you; if you can’t empathize with their beliefs, you can’t understand why they fought and died for Southern independence. Of course, do not overlook the brutality of slavery, or the strength of the people who were slaves and yet survived the horror. In class, you’ll be treated to clips from the 1939 classic Gone With the Wind; we’ll examine the film for evidence of the attitudes that characterized much of the antebellum South.
50.     Sectional Crisis.                                                                             Read B&K, pp. 231–233 and 384–404. You must know                           the wwww of the Missouri Compromise, the Compromise of 1850, and the Kansas-Nebraska Act, and be able to draw conclusions about them all. (Hint: smart students will employ the matrix chart to its natural advantage here!) What was the problem? In class you’ll be given a lecture on the political pressures leading to secession.
51.     The Road to Fort Sumter.                                                      Read B&K, pp. 406–428. Get the data on the Dred                                Scott case, the Lincoln/Douglas debates, the Freeport Doctrine, John Brown, Brooks vs. Sumner, and the election of 1860. Would you have joined Brown? Would you have supported the Crittenden Compromise if you were Lincoln? Would you have supported secession if you were a Southerner? Look ahead to the special projects for Assignments # 54, 59, 60, and 61. Each student will have to do a report, so if you see one you really like, you should volunteer quickly.
52.     Irrepressible?                                                                                  Even numbers read Freehling, “The Civil War as a                              Crisis in American Political Theory” u; odds read Sproat, “The Causes of the Civil War” u. Be sure you can teach the others what your reading was about. Both are very subtle, so don’t make quick judgments. You must be able not only to define and explain the theme of the text you read, but also to back up your analysis with evidence taken from one or more of the documents. Look ahead to the special projects for Assignments # 54, 59, 60, and 61. Each student will have to do a report, so if you see one you really like, you should volunteer quickly.
53.     The Civil War I: The War Between the States.        Read B&K, pp. 430–449. Make a list of the                                                strengths and weaknesses of the two sides as they faced off. Was the Confederacy really a nation? Rate Union generals vs. Confederate generals in strategic concepts, implementation of resources, and tactical competence. Was the war in any way a good thing? What was the goal of U.S. diplomacy? Of C.S. diplomacy? How did each try to achieve its goals? Answer the same for politics and economics. Which of the two sides was better led?
54.     The Civil War II: Military History.                                 Here the military history buffs among you get a                                    chance to strut your stuff and your ability to coöperate will be put to the test. As assigned, teams of two students will work together and prepare a three-minute presentation, wwww/whsw, complete with maps done on the chalkboard, of the battles listed below. Teams will decide all questions of responsibilities.
Antietam                                                                                             ________________ and ________________
Chancellorsville                                                                            ________________ and ________________
Gettysburg                                                                                          ________________ and ________________
Vicksburg                                                                                            ________________ and ________________
Wilderness/Spotsylvania                                                       ________________ and ________________
55.     Period Test #3.                                                    This exam, given on the last day before holiday                                    break, will cover all the material studied since the last period test, which was in the fall term, and will reach back beyond that generally. Take this test seriously; vacation will not come any sooner!

56.     Geography II: From Sea to Shining Sea.                    This assignment will be due on the day back from                                  the holiday break. On the map of the U.S. you used for the thirteen original states, locate and label the ten most important rivers, ten most important other waterways (count the five Great Lakes as only one here), five most important mountain ranges, and five obvious climactic divisions, as of today. Mark the names of the states in the Union as of 1850, identifying the slave states and the free states. Use the atlas at the reserve desk for the information, but look things up yourself and don’t pester the librarian. (You should be able to find all the resources you will need in your hometown public library, so don’t feel you have to put this off until you return.) When you get back to campus, look in your mailbox for the graded period test, and read it over before coming to class. There actually may be a quiz on the returned test.
57.     The Civil War III: Politics, North and South.           Read B&K, pp. 450–475. How did each side                                              organize itself internally for the war? What political and economic problems did each government face, and how did each try to cope? Which side was better led? What were the biggest challenges facing the North at the end of the war? The South?
58.     Research Skills.                                                                             Read the “Research Project Instructions” handout                                 thoroughly. Here we will pause for a moment to peruse the skills of research as employed by the historian. This will be the first step in your own research project, which will engage you part-time for much of the winter term. You must bring a package of 3"x5" cards to class today. Quiz grade of “F” if you do not.
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The goals of Part II of the course are essentially twofold: (1) to acquire survey knowledge of the history of the Republic from the mid-1800s through the early twentieth century; and (2) to explore a thematic understanding of this period in U.S. history as the pursuit of prosperity; we will be particularly interested in winners and losers in an America undergoing remarkable expansion—demographic, territorial, and economic.

FOCAL POINT: Reconstruction and the Free African-American, 1865–1912
Here we will study several issues that are important in American society today, some one hundred thirty years after they first appeared. Be sure you are expert in the following, at the very least: (a) Republican political aspirations and Southern white supremacist aspirations; (b) the civil rights legislation and Constitutional amendments of the 1860s, which you’ll see in another form in the 1960s; (c) presidents vs. congresses; (d) “Whig” politics and the compromise of 1877; and (e) the forgotten African-Americans from Emancipation through Jim Crow. And do not for a minute forget all the things you learned about black Americans when we studied slavery.
59. Reconstruction I. Read B&K, pp. 477–498. [Note that this chapter is in both Volume I and Volume II of B&K. Enjoy the reading; you paid for it twice!] Distinguish among the various plans of Lincoln, Johnson, and the Radicals in Congress. What were the premises, details, and results of each? Four-minute oral report on the impeachment of 1868 by ________________. (See Randall and Donald, Civil War and Reconstruction, in the Mellon Library.)

60.     Reconstruction II.                                                                        Read Henry F. Bedford, “Reconstruction: The                                           Nation’s Unfinished Business” u. What does Bedford mean by “unfinished business”? What is the theme of each of the documents? Four-minute oral report by ________________ and ________________ , comparing the Radical attempts and the Southern attempts to fit the freedmen into society.
61.     The Forgotten Presidents and the Gilded Age.       Read B&K, pp. 501–526. As you should have                                            realized by now, we are using Volume II of B&K. Analyze Grant’s performance as president. How could such a great general be such a poor political leader? What were the great economic issues of the day? The political ones? What was the Ku Klux Klan? Be prepared to justify its existence, and to condemn it. Recall Gone with the Wind for ideas. Four-minute oral report on the compromise of 1877 by ________________ . (See Randall and Donald, Civil War and Reconstruction and Woodward, Reunion and Reconstruction, both in the Mellon Library.)
62.     Freedmen I.                                                                                     Read B&K, pp. 479–485 and Packard, Fires of God,                     pp. 219–242 u. Some of the reading is review. Don’t skip it, but pay attention to how the various political events affected the blacks. Learn precisely what is meant by redeemer, Mississippi Plan, Jim Crow, Atlanta Compromise, crop-lien, and sharecropper. Study the definitions given on page 229 of the Packard text, and think about how the ideas of Washington, Trotter, the Renaissance, and others fit into one or another of the categories.
63.     Freedmen II.                                                                                   Evens read I.A. Newby, “The Plight of the Negro                                 After Reconstruction, 1877–1910” u plus documents 24.1 and 24.6 and three other documents of your choice. Be prepared to give in fewer than fifteen words each the themes of the article and of the documents you read, and show how all those themes are related to each other. Odds read Degler, “Dawn Without Noon,” pp. 228–257 u. In both assignments, find connections between the attitudes expressed people after the war and those expressed by the pro- and the anti-slavery people before the war. Then decide if you can still hear the same arguments today.
64.     Freedmen III: Paper #3.                                                          Write a two-page empirical essay based on your                                    understanding of the Reconstruction era on the topic assigned to your number, as follows:
           1) what the white Southerners wanted from Reconstruction;
           2) what the Radical Republicans wanted from Reconstruction;
           3) what African-Americans wanted from Reconstruction;
           4) what Reconstruction actually achieved, no matter what those three groups wanted.

FOCAL POINT: Industrialization and Its Social Impact
Again, this topic explores issues that still beset America. In fact, in an age like ours where political and economic leaders disagree on where the future should take us, industrialization might be the most important historical issue of all time. Here we will study its origins and early years in America. You should master the following: (a) conservative ideologies such as laissez-faire, gospel of wealth, and social Darwinism; (b) the technology of the new enterprise; (c) the entrepreneurs, and whether they were “robber barons” or industrial statesmen; (d) the benefits and liabilities of urbanization; and (e) the dissident voices and the growth of social consciousness.
65.     Analysis of the Problem.                                                        Read Sigmund Diamond, “The Impact of                                                     Industrialization On American Society” u including the accompanying documents. Note that we are reading an interpretive overview first; some of the data may be strange right now, but you’ll read more about it later. Try to understand the fantastic changes that were going on. What were the major concerns of the tycoons? How did they cope with them? How did they justify their own actions? Were they correct in their analyses and their policies?
66.     The Working Class.                                                                   Read Herbert G. Gutman, “Labor’s Response to                                        Modern Industrialism” u including the accompanying documents. Again, we will explore the data later. The BLS of Massachusetts asks the central question. Find it, study it, and provide your own answer. You’ll be required to support your reply.
67.     Some Data.                                                                                      Read B&K, pp. 446–447 and 528–552. Note how                                      much easier it is to read about things when you’ve already read about them once. Just more proof of the theory that you learn history best by multiple readings. Why do we start with the Civil War things? Distinguish between Carnegie’s and Rockefeller’s approaches to consolidation. Why were railroads, steel, and oil the “big three”? What did the unions achieve?
68.     Urbanizing America.                                                                 Read B&K, pp. 554–584. What connections are                                        there between industrialization and urbanization? What is it about urban life that seems to engender reformism? (Remember the 1830s.) With which of the reformers mentioned do you most sympathize? Why were there so many women involved in the movements? Did “corrupt” city political machines do any good? Is it possible that they were mostly good?
69.     Industrial Statesmen or Robber Barons?                      All read pp. 3–4 from Conflict and Consensus u,                     then odd numbers read Josephson’s essay on pp. 16–33 and even numbers read Nevins’ essay on pp. 34–43. Prepare to defend the point of view presented in the essay you read. The two authors do not agree.
70.     Immigrants.                                                                                     Assignments in Packard, Fires of God u. Odd                               numbers read pp. 115–118 and 145–156. Evens read pp. 119–132 and 133–144. All read pp. 157–164. Make a matrix chart for the groups of the immigrants that you study, showing why they came, where they settled, what their most severe problems were, what ironies there were in their settlement, how they coped, who their leaders were and what they did, whether they are now assimilated, and, if so or if not, why?
71.     Period Test #4.                                                                              Covering all material studied since the last period                             test, and reaching back before then more generally.

72.     First Americans.                                                                            Read Packard, Fires of God, pp. 3–20 u. Try to find                                the one thing that was the irreconcilable rub between the “Anglos” and the Native Americans, and then pursue it throughout the reading. Be able to distinguish among the various Indian programs mentioned, as well. Buy Hofstadter, The Age of Reform at the school store.
73.       End of the Frontier.                                                                   Read B&K, pp. 586–602. By what means did the                                   whites defeat the Native Americans? Might the Indians have prevailed by acting differently? If so, what kept them from doing so? What did the whites seek in the West? What did they find? Where? When? Study the relationship between the railroad and the West. Did the railroad do any good? Any evil? Be specific.
74.     Populism I.                                                                                      Read B&K, pp. 602–619. Be sure you understand the                            relationship between government and industry. This is that elusive third element of Reconstruction referred to a while ago. What role did the Courts play? What, if any, were the differences between the Republicans and the Democrats in this era?

75.     Populism II.                                                                                    Read B&K, pp. 619–626 and “The Omaha                                                  Platform” u. What were the farmers’ grievances? How did they express them? Read the Omaha Platform very carefully, and make groups of its political, economic and social planks. How much of it was realistic? Diagram in your notes the relationships among the Grange, the Alliances, and the Populist Party. Who belonged to which group? How did the silver issue become part of the Populist cause? If you can, bring a dollar bill, a silver coin, or a gold coin to class. Know the important people: Bryan, Coxey, Donnelly, Harvey, Tillman, Watson, Weaver.
76.     Agrarian Myth?                                                                            Read Hofstadter, The Age of Reform, ch. I, sections                                I and II. What is the theme of this reading? Was Hofstadter a “friend” of the farmers or not? (For his answer, see pp. 12–13.) What is his analysis of why the farmers could not correctly perceive their own situation?
77.     Realistic Dissent?                                                                          Read Saloutos, “Populism Reexamined” u                                                 including the accompanying documents. What is the theme of this essay? Do the documents support the analysis? Would Hofstadter have agreed with Saloutos?
78.     Progressivism III.                                                Read Hofstadter, The Age of Reform, ch. IV,                                               sections I and II. How did the Mugwumps become important and why? When? What is meant by status anxiety? Were the progressives liberal or something else? What is a liberal?
79.     Progressivism II.                                                                          Read B&K, pp. 667–688. Many people see these                                     reforms as liberal; is that a correct view to take? Or was the movement much more complex? Notice the breadth of the movement. Was Teddy Roosevelt a progressive? If so, how? The TR/Taft split had effects that continue to affect the Republican Party today; can you identify them?
80.     Progressivism III.                                                Read B&K, pp. 690–698. For the 1912 campaign,                                    distinguish among Roosevelt’s “New Nationalism,” Wilson’s “New Freedom,” and Taft’s nameless progressivism. Was Wilson true to his own platform once in office? Get the data on the tariff, the Federal Reserve, the FTC, and the Clayton Act.
81.     Period Test #5.                                                                              Covering all material studied since the last period                             test, and reaching back before then more generally.
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Essentially twofold: (1) to acquire survey knowledge of the history of the Republic from the early twentieth century through the end of the 1980s; and (2) to explore a thematic understanding of this period in American history as a rise to globalism.
82. The War of 1898. Read B&K, pp. 628–648. Trace the “seamless web” of American expansionism down to 1898 from the Proclamation Line of 1763. Mark down the important moments in your notes. What were the motives that drove the U.S. to war in 1898? Had diplomacy failed to achieve the nation’s goals? How successful were American arms? Why or why not were they successful? Who was Mahan, and what role did he play?

83.       Empire.                                                                                               Read Norman A. Graebner, “American                                                          Imperialism” u. All read the article and the bold-faced headings for all the documents. Preparing to tell the others about what you read, odd numbers read the odd-numbered documents, and evens read the evens. You can count on a quiz. Should the U.S. have annexed the Philippines? What happened in 1941 that is relevant? Which argument—the imperialists’ or the anti-imperialists’—looked better in 1898? In 1941? Today?
84.     World Power?                                                                                Read B&K, pp. 650–665. Would you have                                                   supported TR’s foreign policy? Suppose someone had called his bluff? What was his most important accomplishment in foreign policy? Do you see the paradox between his policy in Panama and his peace efforts at Portsmouth? If anything, what does this reading have to do with industrialization?
85.       Progressivism and World Power.                                     Read B&K, pp. 698–709. Recall the Monroe                                               Doctrine; what happened to its main elements between 1823 and 1917? Remember the reasons for America’s entry in the War of 1812 and compare events then to those of the 1915–1917 period. Know Wilson’s “rules of war,” and the British and German responses to his demands. Was Wilson realistic? Was he neutral? Was he right? Learn cold the events involving the Zimmerman note, the ships Lusitania and Sussex, and the campaign positions taken by both parties in 1916.
86.       World War I and Aftermath.                                               Read B&K, pp. 710–732. How did Wilson’s “moral                              diplomacy” trip him up? Of what reneges was he guilty? What political mistakes did he make? What should he have done otherwise? Can you see that both the way the U.S. organized for the war and the way that Wilson hoped to ensure future peace were progressive? What disadvantages did Wilson have as compared to the other Allied leaders at Versailles? Was the Treaty, as given to the Senate, the best possible thing under the circumstances? Who killed it?
87.       Period Test #6.                                                                              Covering all material studied since the last period                             test, and reaching back before then more generally.

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88–91.   Independent Study Unit on the Jazz Age.         Described in a separate handout.
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92.       New Deal I.                                                                                     Read B&K, pp. 784–802. How did FDR’s view of                                   the Depression differ from Hoover’s? What is meant by relief, recovery, and reform. Give examples of programs that fit into each category. In the next few days, make charts of the various New Deal programs and agencies, under the following headings: name, date passed, person in charge, goal, method, reasons for success/failure. Period test at #97, below.
93.       New Deal II.                                                                                   Read B&K, pp. 802–812. What groups comprised                                   FDR’s political coalition? Why? What groups opposed the New Deal? Why? What influence did political pressure have on the shape of the New Deal programs? Was FDR’s foreign policy anything like his domestic policies?
94.       New Deal III.                                                                                 Odd numbers read Albertson, “The New Deal” u;                                 evens read Degler, “The Third American Revolution” u. Could FDR have sought Marxist or fascist solutions to the problems of American capitalism? Was the New Deal progressive by Hofstadter’s definitions? Why does Degler call it a “revolution”? Note his anecdotes. What made the New Deal labor laws work when earlier ones like the Clayton Act of 1914 had not? Be able to describe and support or refute Galbraith’s idea of “countervailing power.”
95.       “The Big One” I.                                                                         Read B&K pp. 814–836. Do you think the Nazis                                    and the Japanese were real threats to the U.S.? Be ready to prove your answer; we may debate it in class. Why did FDR have to tread such a narrow diplomatic line during the 1930s? If the Axis powers were such threats, why did he not treat them so? If they weren’t such threats, why did he bother with them? How important to ustoday has been the legacy of Munich? How important to us today has been the legacy of Pearl Harbor? Couldwe have avoided war? Should we have? What, in retrospect, were the biggest mistakes made by Tojo and Hitler in December 1941?
96.       “The Big One” II.                                                                       Read B&K, pp. 837–865. What social and economic                             changes did the war bring to America? Can you feel how close most Americans thought the enemy was in 1942? Did America follow the correct strategy overall? In Europe? In the Pacific? Why, if the goal was “unconditional surrender,” did we spend all that time in Africa and Italy? Distinguish on the map on p. 851 the operations in the Pacific that were led by MacArthur from those led by Nimitz. Should we have used the atomic bomb?
97.       Period Test #7.                                                                              Covering all material studied since the last period                             test, and reaching back before then more generally.
98.       The Cold War I.                                                                           Read Barnet, “The United States and the Cold                     War” u including the accompanying documents. As in the section on industrialization, we begin here with analysis instead of data. Don’t be boggled by the references you’re unfamiliar with; we’ll fill in the details later. But do try to get the sense of Barnet’s article. It is an example of Cold War revisionism. That is, the author belongs to a school of historians who think the American leaders did not give fair consideration to Soviet interests between 1945 and 1949 such that those Americans are to be blamed for the Cold War. Compare closely documents 34.2 and 34.3. Does Wallace’s argument make sense to you? Does the fact that he shocked most Americans when he made it tell you anything about them?
99.       The Cold War II.                                                                         Read B&K, pp. 867–892. Note how the Cold War                                 flowed from the hot war of 1941–1945. Work hard in the next few days to try to understand how the Soviets may have seen things. Did they want peace in the wake of WWII? If so, why did the Cold War happen? Whatever your answer, have evidence. What part of the Truman policies during this period was based on pure self-interest? What part on humanitarianism? Know about the Berlin Airlift, the Marshall Plan, COMECON, Czechoslovakia in 1948, NATO, containment, and how all these things caused the next. What caused the Korean War? Who was right on American policies there: Truman or MacArthur? Remember Nicholas Trist? (If not, refer back to the Polk Administration.)
100.     Postwar Prosperity.                                                                    Read B&K, pp. 894–898 and 902–915 (omitting the                               sections on civil rights developments). What do you make of Joseph McCarthy? Who was better at dealing with him: Truman or Eisenhower? How did postwar America deal with the problems of the Great Depression once the war was over? Why was it such a surprise that Truman won in 1948? Be able to show with precision the reasons he pulled it off despite the predictions. What does it mean to say that Ike was a “Whig”? Ike was the first Republican president since Hoover; did he treat the problems of industrialization and depression differently from Hoover, or the same? Would you have supported his policies on civil rights? Did Dulles’ policy differ from Truman’s “containment” in theory? In practice? Did it work? Why did the U.S. get involved in Vietnam in the 1950s? Be prepared to argue in favor of Nasser. Was the U.S. wrong in its perception of the Third World? If so, why? Was the U.S. itself ever “Third World”? If so, how did it act then?

101.     Civil Rights I.                                                                                 Read Packard, Fires of God, pp. 243–256 u.                                                  Remember the definitions given back on p. 223. Identify the roles played by Randolph, FDR, Eleanor Roosevelt, the U.S. Army, Thurgood Marshall, Martin Luther King, JFK, RFK, LBJ, and television. Know these terms: Executive Order #8802, CORE, NAACP, Brown v. Board of Education, the Civil Rights Act of 1964, and the perhaps more important Voting Rights Act of 1965. Answer in your notebook the questions on p. 256 and be ready to answer them in class, as well.
102.     Civil Rights II.                                                                               Read B&K, pp. 898–902, 923–926, and 929–932. Get                               the chief events of this great turn in American morality. Which of the black leaders was most effective: King, Carmichael, or Newton? Which white leader had the best policies: Eisenhower, Warren, JFK, LBJ, Faubus, Connor, or Wallace? What role did the “little people” play: Brown, Parks, Meredith, Watts? Were other minorities different from the African-Americans in their approaches to these matters?
103.    Camelot.                                                                                            Read B&K, pp. 917–926. How much of JFK was                     mere style and how much real substance? Note carefully his inaugural address: was Kennedy true to his promises? Did America benefit from the promise of JFK, or was he just another in the dreary line of unthinking Cold Warriors who made little change in American foreign policy? What effect did the Cold War mentality have on his Southeast Asia policy? How important was the Bay of Pigs fiasco? Was the Cuban Missile Crisis a victory?
104.    LBJ.                                                                                                       Read B&K, pp. 926–943. Will Johnson be                                                     remembered as a man of compassion or as a man of aggression? What accounts for the landslide of 1964? What accounts for his disaster in 1968? Did LBJ fulfill his campaign promises? Was LBJ truthful in his Vietnam policy? Was he magnificent in his domestic policies?
105.    The Military-Industrial Complex.                                     Read Jones, “The Military-Industrial Complex” u                               including the accompanying documents. Debate in class following mass debate rules, odds as negatives, evens as affirmatives on the following resolution: America has become a welfare-warfare state, and the result has been a loss of liberty for us all.
106.    An American Tragedy?                                                           All read Stoessinger, “Vietnam: A Greek Tragedy                                in Five Acts” u. Skim the first three sections, but read the rest pretty carefully. Did the U.S. act in its own best interests? Were the Monroe Doctrine, Manifest Destiny, the Open Door, “moral diplomacy,” or any other historic diplomatic policies involved in our policy decisions? Or was there some “Cold War mentality” or other attitude that shaped our national decisions?
107.     Period Test #8.                                                                              Covering all material studied since the last period                             test, and reaching back before then more generally.
108.    The Dark Ages.                                                                            Read B&K, pp. 946–962. What accounts for Nixon’s                             victory in 1968? What sort of mandate did he think he had? What credit should he get for his vaunted foreign policy? What were his domestic policies all about? What philosophy of office did Nixon follow as President? Explain the public outrage at Watergate. Why didn’t Nixon’s political party stand by him?
109.   A Malaise?                                                          Read B&K, pp. 963–979. How was Jimmy Carter                                    different from his predecessors? What problems did he inherit from them? What problems did he cause himself? Assess Carter’s strengths and weaknesses in both domestic and foreign policy making. What were his greatest achievements as president?
110.   Reagan and Bush.                                                                       Read B&K, pp. 979–994. In what ways were                                             Reagan’s election in 1980 a dramatic shift in American politics? What did Reagan do well? What did he do poorly? What accounts for “the Gipper’s” enormous popularity in the early 1980s? Why was he called the “Teflon president”? Can you identify the greatest achievements and failures of each of his four-year terms? How did the Bush Administration continue the Reagan legacies? How did it most differ?
111.   Spring Term Final Examination.                          The final examination will be given according to                                   the schedule published by the Registrar in the late spring. There will be an optional question and answer session the night before the exam, following the same rules established for the fall term exam review session. Come late, leave early, don’t show at all: your choice. If you got this far, look back and see what an adventure it’s been. Tell your younger schoolmates now how you feel about the course.

A+: 97-100	B+: 87-89	C+: 77-79	D+: 67-69
A: 93-96	B: 83-86	C: 73-76	D: 63-66	F: 0-59
A-: 90-92	B-: 80-82	C-: 70-72	D-: 60-62