The New Nation:
I. The Constitution:
Basic Concepts
II. Ratification of the Constitution
III. First Party System:
Federalists vs. Anti-Federalists
IV. Election of 1796: (Adams)
Alien and Sedition Acts
V. Election of 1800: Republican Ascendancy
VI. Revolution of 1800?
VII. The Courts: Marbury v. Madison (1803)
VIII. The West: Completing the Vision
Louisiana Purchase
Lewis and Clark
IX. Slavery
BILL OF RIGHTS
Amendment I
Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.
Amendment II
A well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed.
Amendment III
No Soldier shall, in time of peace be quartered in any house, without the consent of the Owner, nor in time of war, but in a manner to be prescribed by law.
Amendment IV
The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized.
Amendment V
No person shall be held to answer for a capital, or otherwise infamous crime, unless on a presentment or indictment of a Grand Jury, except in cases arising in the land or naval forces, or in the Militia, when in actual service in time of War or public danger; nor shall any person be subject for the same offence to be twice put in jeopardy of life or limb; nor shall be compelled in any criminal case to be a witness against himself, nor be deprived of life, liberty, or property, without due process of law; nor shall private property be taken for public use, without just compensation.
Amendment VI
In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the State and district wherein the crime shall have been committed, which district shall have been previously ascertained by law, and to be informed of the nature and cause of the accusation; to be confronted with the witnesses against him; to have compulsory process for obtaining witnesses in his favor, and to have the Assistance of Counsel for his defence.
Amendment VII
In Suits at common law, where the value in controversy shall exceed twenty dollars, the right of trial by jury shall be preserved, and no fact tried by a jury, shall be otherwise re-examined in any Court of the United States, than according to the rules of the common law.
Amendment VIII
Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted.
Amendment IX
The enumeration in the Constitution, of certain rights, shall not be construed to deny or disparage others retained by the people.
Amendment X
The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people.
Wednesday, April 29, 2009
Friday, April 24, 2009
Declaration of Independence--bow your head when you say that!
IN CONGRESS, JULY 4, 1776
The unanimous Declaration of the thirteen united States of America
When in the Course of human events it becomes necessary for one people to dissolve the political bands which have connected them with another and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.
We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. — That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, — That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness. Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and accordingly all experience hath shewn that mankind are more disposed to suffer, while evils are sufferable than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same Object evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to provide new Guards for their future security. — Such has been the patient sufferance of these Colonies; and such is now the necessity which constrains them to alter their former Systems of Government. The history of the present King of Great Britain is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute Tyranny over these States. To prove this, let Facts be submitted to a candid world.
We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. — That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, — That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness. Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and accordingly all experience hath shewn that mankind are more disposed to suffer, while evils are sufferable than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same Object evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to provide new Guards for their future security. — Such has been the patient sufferance of these Colonies; and such is now the necessity which constrains them to alter their former Systems of Government. The history of the present King of Great Britain is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute Tyranny over these States. To prove this, let Facts be submitted to a candid world.
He has refused his Assent to Laws, the most wholesome and necessary for the public good.
He has forbidden his Governors to pass Laws of immediate and pressing importance, unless suspended in their operation till his Assent should be obtained; and when so suspended, he has utterly neglected to attend to them.
He has refused to pass other Laws for the accommodation of large districts of people, unless those people would relinquish the right of Representation in the Legislature, a right inestimable to them and formidable to tyrants only.
He has called together legislative bodies at places unusual, uncomfortable, and distant from the depository of their Public Records, for the sole purpose of fatiguing them into compliance with his measures.
He has dissolved Representative Houses repeatedly, for opposing with manly firmness his invasions on the rights of the people.
He has refused for a long time, after such dissolutions, to cause others to be elected, whereby the Legislative Powers, incapable of Annihilation, have returned to the People at large for their exercise; the State remaining in the mean time exposed to all the dangers of invasion from without, and convulsions within.
He has endeavoured to prevent the population of these States; for that purpose obstructing the Laws for Naturalization of Foreigners; refusing to pass others to encourage their migrations hither, and raising the conditions of new Appropriations of Lands.
He has obstructed the Administration of Justice by refusing his Assent to Laws for establishing Judiciary Powers.
He has made Judges dependent on his Will alone for the tenure of their offices, and the amount and payment of their salaries.
He has erected a multitude of New Offices, and sent hither swarms of Officers to harass our people and eat out their substance.
He has kept among us, in times of peace, Standing Armies without the Consent of our legislatures.
He has affected to render the Military independent of and superior to the Civil Power.
He has combined with others to subject us to a jurisdiction foreign to our constitution, and unacknowledged by our laws; giving his Assent to their Acts of pretended Legislation:
For quartering large bodies of armed troops among us:
For protecting them, by a mock Trial from punishment for any Murders which they should commit on the Inhabitants of these States:
For cutting off our Trade with all parts of the world:
For imposing Taxes on us without our Consent:
For depriving us in many cases, of the benefit of Trial by Jury:
For transporting us beyond Seas to be tried for pretended offences:
For abolishing the free System of English Laws in a neighbouring Province, establishing therein an Arbitrary government, and enlarging its Boundaries so as to render it at once an example and fit instrument for introducing the same absolute rule into these Colonies
For taking away our Charters, abolishing our most valuable Laws and altering fundamentally the Forms of our Governments:
For suspending our own Legislatures, and declaring themselves invested with power to legislate for us in all cases whatsoever.
He has abdicated Government here, by declaring us out of his Protection and waging War against us.
He has plundered our seas, ravaged our coasts, burnt our towns, and destroyed the lives of our people.
He is at this time transporting large Armies of foreign Mercenaries to compleat the works of death, desolation, and tyranny, already begun with circumstances of Cruelty & Perfidy scarcely paralleled in the most barbarous ages, and totally unworthy the Head of a civilized nation.
He has constrained our fellow Citizens taken Captive on the high Seas to bear Arms against their Country, to become the executioners of their friends and Brethren, or to fall themselves by their Hands.
He has excited domestic insurrections amongst us, and has endeavoured to bring on the inhabitants of our frontiers, the merciless Indian Savages whose known rule of warfare, is an undistinguished destruction of all ages, sexes and conditions.
In every stage of these Oppressions We have Petitioned for Redress in the most humble terms: Our repeated Petitions have been answered only by repeated injury. A Prince, whose character is thus marked by every act which may define a Tyrant, is unfit to be the ruler of a free people.
Nor have We been wanting in attentions to our British brethren. We have warned them from time to time of attempts by their legislature to extend an unwarrantable jurisdiction over us. We have reminded them of the circumstances of our emigration and settlement here. We have appealed to their native justice and magnanimity, and we have conjured them by the ties of our common kindred to disavow these usurpations, which would inevitably interrupt our connections and correspondence. They too have been deaf to the voice of justice and of consanguinity. We must, therefore, acquiesce in the necessity, which denounces our Separation, and hold them, as we hold the rest of mankind, Enemies in War, in Peace Friends.
We, therefore, the Representatives of the united States of America, in General Congress, Assembled, appealing to the Supreme Judge of the world for the rectitude of our intentions, do, in the Name, and by Authority of the good People of these Colonies, solemnly publish and declare, That these united Colonies are, and of Right ought to be Free and Independent States, that they are Absolved from all Allegiance to the British Crown, and that all political connection between them and the State of Great Britain, is and ought to be totally dissolved; and that as Free and Independent States, they have full Power to levy War, conclude Peace, contract Alliances, establish Commerce, and to do all other Acts and Things which Independent States may of right do. — And for the support of this Declaration, with a firm reliance on the protection of Divine Providence, we mutually pledge to each other our Lives, our Fortunes, and our sacred Honor.
Revolution Origins
THE ROAD TO WAR
I. Changing Policies:
(ending “salutary neglect”)
A. Navigation Acts:
B. Sugar Act (1764)
George Grenville
Patrick Henry
C. Stamp Act (1765)
D. Townshend Duties (1767)
II. Escalation:
A. Discussion:
The Boston Massacre
In spite of each parasite, each cringing slave
Each cautious dastard, each oppressive knave
Each gibing ass, that reptile of an hour
The supercilious pimp of abject slaves in power
We are met to celebrate in festive mirth
The day that gave our freedom second birth
That tells us, British Grenville never more
Shall dare usurp unjust, illegal power
Or threaten America’s free sons with chains,
While the least spark of ancient fire remains
B. Burning of the Gaspee
I. Changing Policies:
(ending “salutary neglect”)
A. Navigation Acts:
B. Sugar Act (1764)
George Grenville
Patrick Henry
C. Stamp Act (1765)
D. Townshend Duties (1767)
II. Escalation:
A. Discussion:
The Boston Massacre
In spite of each parasite, each cringing slave
Each cautious dastard, each oppressive knave
Each gibing ass, that reptile of an hour
The supercilious pimp of abject slaves in power
We are met to celebrate in festive mirth
The day that gave our freedom second birth
That tells us, British Grenville never more
Shall dare usurp unjust, illegal power
Or threaten America’s free sons with chains,
While the least spark of ancient fire remains
B. Burning of the Gaspee
Wednesday, April 15, 2009
Mid-Century Challenges
Mid-Century Challenges
I. French and Indian War
II. Economic Shift
III. Land Conflicts
A. Susquehannah Company
B. Paxton Boys
C. South Carolina Regulators
D. North Carolina Regulators
E. The Boston Fire of 1860
IV. Significance
I. French and Indian War
II. Economic Shift
III. Land Conflicts
A. Susquehannah Company
B. Paxton Boys
C. South Carolina Regulators
D. North Carolina Regulators
E. The Boston Fire of 1860
IV. Significance
Monday, April 13, 2009
Excerpt from Edwards' "Sinners in the Hands of an Angry God"
"Your wickedness makes you as it were heavy as lead, and to tend downwards with great weight and pressure towards hell; and if God should let you go, you would immediately sink and swiftly descend and plunge into the bottomless gulf, and your healthy constitution, and your own care and prudence, and best contrivance, and all your righteousness, would have no more influence to uphold you and keep you out of hell, than a spider's web would have to stop a falling rock.
The bow of God's wrath is bent, and the arrow made ready on the string, and Justice bends the arrow at your heart, and strains the bow, and it is nothing but the mere pleasure of God, and that of an angry God, without any promise or obligation at all, that keeps the arrow one moment from being made drunk with your blood. "
The bow of God's wrath is bent, and the arrow made ready on the string, and Justice bends the arrow at your heart, and strains the bow, and it is nothing but the mere pleasure of God, and that of an angry God, without any promise or obligation at all, that keeps the arrow one moment from being made drunk with your blood. "
Wednesday, April 8, 2009
Colonial Virginia Outline
Transplanting, not Transforming
I. Beginnings: (and near endings)
--comparisons to New England
II. Social and Political Development
--Sir William Berkeley--
III. Religious Life: Liturgical Anglicanism
IV. Economic Development
--the crop that cureth
--labor problems=development of slavery
V. The Result? Cavalier Culture
I. Beginnings: (and near endings)
--comparisons to New England
II. Social and Political Development
--Sir William Berkeley--
III. Religious Life: Liturgical Anglicanism
IV. Economic Development
--the crop that cureth
--labor problems=development of slavery
V. The Result? Cavalier Culture
Monday, April 6, 2009
DOCUMENTS: COLONIAL EPITAPHS
What do these deathly words say about what the dearly departed valued in life?
--------------------------
In Memory ofMr JOHN GOODSPEEDWho departed thisLife Aug ye 28 1786in ye 66th yearof his Age. Mark traveller this humble stone'Tis death's kind warning to prepareThou too must hasten to the tombAnd mingle with corruption there
In memory ofFreeman Kingman Son ofSimeon Kingman& Rebecca his wifewho was drowned Jan 14 1793in the 12th yearof his age. Also in memory oftheir infant daughterwho died Oct 13 1791
In Memory ofMrs Abigail SturgisRelict ofSam'l Sturgis Esq'rof Barnstable whowho died February 9 1795in the 63 Yearof her Age
Philander ShawSon ofthe Rev Philander Shaw& Mrs Lucy his wifedied Jan'y 27th 1800aged 7 weeksfootstonePhilander Shaw
In Memory ofPrince Son to Mr John& Mrs Mary Bodfishhe died Oct'r 4 1793in ye 3 year of his age. Come now behold and shed a tearTo see a first born slainWho liv'd and died in innocenceAnd turned to dust again
Here lies Ye Body ofABIGAIL WINSLOW LEWISDaug'r of Mr WINSLOW& Mrs MARY LEWISdied June 30th 1767Aged 12 Years
Here lies the Body ofMrs ABIGAIL ADAMSthe amiable Consort ofDr SAMUEL ADAMSwho died in ChildbedJuly 8th 1774in the 24th Yearof her Age
Here lie the Remains ofRev Mr JOHN AVERYWho Departed this Life ye23d of April 1754 in the69th Year of His Age and44th of His Ministry and the First Pastor Ordained inthis Place.
In this dark cavern, in this lonesome GraveHere lies the honest, pious, virtuous FriendHim, Kind Heav'n to us priest and doctor gaveAs such he lived, as such we mourn his end
Here are deposited the Remains ofMr BENJAMIN BANGSwho departed this LifeOctober 31st Anno Domini 1769Aged 48 Years and 4 Months. Some hearty friend shall drop his tearOn my dry Bones and say"These once were strong as mine appearAnd mine must be as they"
Thus shall our moulding Members teachWhat now our Senses learnFor Dust and Ashes loudest preachMan's infinite Concern
In Memory ofCapt SOLOMON BANGSwho died Jan'y 19th1797Aged 68 Years
EDMOND FREEMANBORN IN ENGLAND 1590DIED IN SANDWICH 1682. A FOUNDEROF THETOWN OF SANDWICHIN 1637. ASSISTANT TOGOVERNOR BRADFORD1640 - 1647
HERE LYES BURIEDTHE BODY OF MrsRUTH CHIPMANAGED 71 YEARSDIED OCTOBER Ye 4th1713. Blessed are ye DeadThat die in the Lord
Here lieth Jesseye Son of MerinaNegro Servantto Melatiah BourneEsq died Septye 17 1737 Aged2 Years and 6 Mo
HERE LYETH Ye BODYOF SHEARJASHUB BOURNESQ'R WHO DEPARTED THISLIFE MARCH Ye 7th 1718/19IN THE 76 YEAR OF HIS AGE HE WAS A VIRTUOUS RIGHTEOUS & MERCIFUL MANAND A GREAT FRIEND TO Ye INDIANS.PRECIOUS IN Ye SIGHT OF Ye
LORDIS Ye DEATH OF THIS SAINT
--------------------------
In Memory ofMr JOHN GOODSPEEDWho departed thisLife Aug ye 28 1786in ye 66th yearof his Age. Mark traveller this humble stone'Tis death's kind warning to prepareThou too must hasten to the tombAnd mingle with corruption there
In memory ofFreeman Kingman Son ofSimeon Kingman& Rebecca his wifewho was drowned Jan 14 1793in the 12th yearof his age. Also in memory oftheir infant daughterwho died Oct 13 1791
In Memory ofMrs Abigail SturgisRelict ofSam'l Sturgis Esq'rof Barnstable whowho died February 9 1795in the 63 Yearof her Age
Philander ShawSon ofthe Rev Philander Shaw& Mrs Lucy his wifedied Jan'y 27th 1800aged 7 weeksfootstonePhilander Shaw
In Memory ofPrince Son to Mr John& Mrs Mary Bodfishhe died Oct'r 4 1793in ye 3 year of his age. Come now behold and shed a tearTo see a first born slainWho liv'd and died in innocenceAnd turned to dust again
Here lies Ye Body ofABIGAIL WINSLOW LEWISDaug'r of Mr WINSLOW& Mrs MARY LEWISdied June 30th 1767Aged 12 Years
Here lies the Body ofMrs ABIGAIL ADAMSthe amiable Consort ofDr SAMUEL ADAMSwho died in ChildbedJuly 8th 1774in the 24th Yearof her Age
Here lie the Remains ofRev Mr JOHN AVERYWho Departed this Life ye23d of April 1754 in the69th Year of His Age and44th of His Ministry and the First Pastor Ordained inthis Place.
In this dark cavern, in this lonesome GraveHere lies the honest, pious, virtuous FriendHim, Kind Heav'n to us priest and doctor gaveAs such he lived, as such we mourn his end
Here are deposited the Remains ofMr BENJAMIN BANGSwho departed this LifeOctober 31st Anno Domini 1769Aged 48 Years and 4 Months. Some hearty friend shall drop his tearOn my dry Bones and say"These once were strong as mine appearAnd mine must be as they"
Thus shall our moulding Members teachWhat now our Senses learnFor Dust and Ashes loudest preachMan's infinite Concern
In Memory ofCapt SOLOMON BANGSwho died Jan'y 19th1797Aged 68 Years
EDMOND FREEMANBORN IN ENGLAND 1590DIED IN SANDWICH 1682. A FOUNDEROF THETOWN OF SANDWICHIN 1637. ASSISTANT TOGOVERNOR BRADFORD1640 - 1647
HERE LYES BURIEDTHE BODY OF MrsRUTH CHIPMANAGED 71 YEARSDIED OCTOBER Ye 4th1713. Blessed are ye DeadThat die in the Lord
Here lieth Jesseye Son of MerinaNegro Servantto Melatiah BourneEsq died Septye 17 1737 Aged2 Years and 6 Mo
HERE LYETH Ye BODYOF SHEARJASHUB BOURNESQ'R WHO DEPARTED THISLIFE MARCH Ye 7th 1718/19IN THE 76 YEAR OF HIS AGE HE WAS A VIRTUOUS RIGHTEOUS & MERCIFUL MANAND A GREAT FRIEND TO Ye INDIANS.PRECIOUS IN Ye SIGHT OF Ye
LORDIS Ye DEATH OF THIS SAINT
“Discovery” and Settlement
I. The Colonizers:
A. French: (mainly Jesuit priests)
Giovanni da Verazzano: 1524
French priest:, "It is you women who are the cause of all our misfortunes... it is you who keep the demons among us. You are lazy about going to prayers; when you pass before the cross you never salute it; you wish to be independent. Now, know that you will obey your husbands."
Quebec: 1608
B. The Dutch:1609-1644:
Hudson River Valley
Peter Stuyvesant
New Amsterdam: 1624
Dutch West India Company
C. The English:
Why colonize?
Religious Reasons
Social Reasons
Economic Reasons
1. Pilgrims: Plymouth, 1620
Mayflower Compact: Why is this considered the first
document that establishes American democracy?
IN THE NAME OF GOD, AMEN. We whose names are underwritten, the loyal subjects of our dread sovereign Lord, King James, by the grace of God, of Great Britain, France and Ireland, King, Defender of the Faith, etc.
Having undertaken, for the glory of God, and advancement of the Christian faith and honor of our King and Country, a voyage to plant the first colony in the northern parts of Virginia, do by these presents, solemnly and mutually in the presence of God, and of one another, covenant and combine ourselves together into a civil body politic, for our better ordering and preservation and furtherance of the ends aforesaid; and by virtue hereof to enact, constitute and frame such just and equal laws, ordinances, acts, constitutions and offices, from time to time, as shall be thought most meet and convenient for the general good of the Colony: unto which we promise all due submission and obedience.
IN WITNESS WHEREOF we have hereunder subscribed our names at Cape Cod, the 11 of November, the year of the reign of our sovereign Lord James; of England, France and Ireland the eighteenth, and of Scotland the fifty-fourth. Ano Dom. 1620.
2. The Puritans
a. Religious Life:
Puritan Theology
Heresy:
Roger Williams
--complete separation of church and state
--1635=banished
Anne Hutchinson
--“you have rather
been a husband than a wife.”
--1638: banished
--1642=killed
3. Danger in N.E.--Witchcraft
Magic in Puritan society
The Witch Hunt Itself
--175 arrested, 28 convicted, 22 executed
A. French: (mainly Jesuit priests)
Giovanni da Verazzano: 1524
French priest:, "It is you women who are the cause of all our misfortunes... it is you who keep the demons among us. You are lazy about going to prayers; when you pass before the cross you never salute it; you wish to be independent. Now, know that you will obey your husbands."
Quebec: 1608
B. The Dutch:1609-1644:
Hudson River Valley
Peter Stuyvesant
New Amsterdam: 1624
Dutch West India Company
C. The English:
Why colonize?
Religious Reasons
Social Reasons
Economic Reasons
1. Pilgrims: Plymouth, 1620
Mayflower Compact: Why is this considered the first
document that establishes American democracy?
IN THE NAME OF GOD, AMEN. We whose names are underwritten, the loyal subjects of our dread sovereign Lord, King James, by the grace of God, of Great Britain, France and Ireland, King, Defender of the Faith, etc.
Having undertaken, for the glory of God, and advancement of the Christian faith and honor of our King and Country, a voyage to plant the first colony in the northern parts of Virginia, do by these presents, solemnly and mutually in the presence of God, and of one another, covenant and combine ourselves together into a civil body politic, for our better ordering and preservation and furtherance of the ends aforesaid; and by virtue hereof to enact, constitute and frame such just and equal laws, ordinances, acts, constitutions and offices, from time to time, as shall be thought most meet and convenient for the general good of the Colony: unto which we promise all due submission and obedience.
IN WITNESS WHEREOF we have hereunder subscribed our names at Cape Cod, the 11 of November, the year of the reign of our sovereign Lord James; of England, France and Ireland the eighteenth, and of Scotland the fifty-fourth. Ano Dom. 1620.
2. The Puritans
a. Religious Life:
Puritan Theology
Heresy:
Roger Williams
--complete separation of church and state
--1635=banished
Anne Hutchinson
--“you have rather
been a husband than a wife.”
--1638: banished
--1642=killed
3. Danger in N.E.--Witchcraft
Magic in Puritan society
The Witch Hunt Itself
--175 arrested, 28 convicted, 22 executed
Friday, April 3, 2009
Reading Guide for The Autobiography of Benjamin Franklin
You will not turn these questions in, but they should guide your reading and aid your understanding of this book. The more specific page numbers you use, the better our discussion will be.
1. Describe the tone of this autobiography. Point to examples of Franklin’s tone sounding arrogant. Point to examples of Franklin’s humility.
2. How would you describe young Ben's attitude toward education, work, and financial success? Give an example or two to illustrate your answer.
3. In Part 3 of the Autobiography Franklin reflects on the problems encountered when governments are in the hands of people who pursue their own private interests at the expense of the public good. What solution does he advocate? How realistic do you think it is?
4. Give some examples of how Franklin spends his time making society better. Why do you think he does this? What is the purpose of the Junto club?
5. Give some examples of how Franklin spends time trying to improve himself.
6. What was Franklin’s daily life like?
7. Describe Franklin’s religious beliefs. What does the passage about George Whitefield say about Franklin’s view of religion?
8. Do you think he was right in recognizing the tendency of politicians to seek after their own interest at the expense of the public good? Can you cite examples of such behavior in our current state, local, and national government?
9. Former Secretary of Education and sometime Republican presidential candidate, William Bennett, in his best selling Book of Virtues, suggests that every American school boy and girl should be made to read and study the values contained in this eighteenth-century book. What are those values? Are they still applicable today? Can values be taught in schools? Should they be? Is it possible to agree on a single list of “virtues”?
1. Describe the tone of this autobiography. Point to examples of Franklin’s tone sounding arrogant. Point to examples of Franklin’s humility.
2. How would you describe young Ben's attitude toward education, work, and financial success? Give an example or two to illustrate your answer.
3. In Part 3 of the Autobiography Franklin reflects on the problems encountered when governments are in the hands of people who pursue their own private interests at the expense of the public good. What solution does he advocate? How realistic do you think it is?
4. Give some examples of how Franklin spends his time making society better. Why do you think he does this? What is the purpose of the Junto club?
5. Give some examples of how Franklin spends time trying to improve himself.
6. What was Franklin’s daily life like?
7. Describe Franklin’s religious beliefs. What does the passage about George Whitefield say about Franklin’s view of religion?
8. Do you think he was right in recognizing the tendency of politicians to seek after their own interest at the expense of the public good? Can you cite examples of such behavior in our current state, local, and national government?
9. Former Secretary of Education and sometime Republican presidential candidate, William Bennett, in his best selling Book of Virtues, suggests that every American school boy and girl should be made to read and study the values contained in this eighteenth-century book. What are those values? Are they still applicable today? Can values be taught in schools? Should they be? Is it possible to agree on a single list of “virtues”?
Wednesday, April 1, 2009
COURSE SYLLABUS
History 232—MWF 9:30-10:50 Spring 2009
Section 1 DDH 107G Office: Faculty Towers 201A
Instructor: Dr. Schmoll Office Hours: MWF 12:30-1:30
Email: bschmoll@csub.edu Office Phone: 654-6549
Course Description:
The colonial foundations; political, economic, social and cultural developments in the emerging United States; the early agrarian republic; the Civil War.
Required Reading:
1. The U.S. in Con-Text: Digital Textbook
2. Frederick Douglass, Narrative of the Life of Frederick Douglass
3. Malcolm Mclaurin, Celia, A Slave
4. Benjamin Franklin, The Autobiography of Benjamin Franklin
Grading Scale:
Participation: 10%
Indian Removal Debate: 10%
The Essay: 20%
Midterm Exam: 30%
Final Exam: 30%
The Blog: If you have questions or comments about this class, or if you want to see the course reader or the syllabus online, just go to http://schmollhistory231.blogspot.com/.
You need to sign in to this blog this week.
You will also have short readings on the blog. I will announce these in class.
Attendance:
Just to be clear, to succeed on tests and papers you really should be in class. That’s just common sense, right? To pass this class, you may not miss more than two classes. If you miss that third class meeting, you are missing 10% of the quarter. You cannot do that and pass. So, here’s what we do. Do your best to not miss any class unnecessarily. Let’s say your boyfriend, girlfriend, husband, or wife calls and wants to take you to Tahiti this weekend, but you won’t be back until late Tuesday night. Here’s what you say: “Honey, I love you, but Dr. Schmoll seems to value my education more than you do, so we are breaking up.” Ok, that may be harsh, so don’t do that, but just make sure that you do not miss any class until the 8th week. What I’ve found is that it seems inevitable that those who miss two classes early for pathetic reasons like doctor’s appointments that should have been more carefully scheduled get to the 8th week and then have to miss for a legitimate reason (like a surprise meeting at work, a sick child to take care of, or a flat tire). If you get to that 8th week and then have to miss your third class, it’ll be bad. By that point, I’ll be kind, compassionate, a real shoulder to cry on, if you want, when telling you that you’ve now failed the course. Now, if you make it to the 8th or 9th week and you have not missed those two classes, then you have some wiggle room, so that if, heaven forbid, your cat Poopsie gets pneumonia and you have to sit up all night bottle-feeding her liquid antibiotics, you and I don’t have to have that ugly conversation where I tell you that Poopsie gets blamed for you failing the course. Let’s put this another way; do you like movies? No way, me too! When you go to the movies do you usually get up and walk around the theatre for 15% of the movie? Let’s say you do decide to do that, out of a love of popcorn and movie posters, perhaps. If you did that, would you expect to understand the whole story? Okay, maybe if you are watching Harold and Kumar, but for anything else, you’ll be lost. So, please, get to class.
Being Prompt:
Get to class on time. Why does that matter? First, it sends the wrong message to your principal grader(that’s me). As much as we in the humanities would like you to believe that these courses are objective (at what time of day did the Battle of the Marne begin?), that is not entirely the case. If you send your principal grader the message that you don’t mind missing the first few minutes and disturbing others in the class, don’t expect to be given the benefit of the doubt when the tests and papers roll around. Does that sound mean? It’s not meant to, but just remember, your actions send signals. Being late also means that someone who already has everything out and is ready and is involved in the discussion has to stop, move everything over, get out of the chair to let you by, pick up the pencil you drop, let you borrow paper, run to the bathroom because you spilled the coffee, and so on. It’s rude. There’s an old saying: better two hours early than two minutes late. Old sayings are good.
So, what are the consequences of persistent tardiness? What do you think they should be? Remember that 10% participation? You are eligible for that grade if you are on time. Get here on time. And no, I’m not the jackass who watches for you to be late that one time and stands at the door and points in your face. One time tardiness is not a problem precisely because it is not persistent. It’s an accident; maybe Poopsie turned off your alarm.
The Unforgivable Curse:
Speaking of one time issues, there is something that is so severe, so awful, that if it happens one time, just one time, no warning, no “oh hey I noticed this and if you could stop it that’d be super,” you will automatically lose all 10 percent of the Participation grade. Any guesses? C’mon, you must have some idea. No, it’s not your telephone ringing. If that happens, it’ll just be slightly funny and we’ll move on. It’s a mistake and not intentional, and the increased heart rate and extra sweat on your brow from you diving headfirst into an overstuffed book bag to find a buried phone that is now playing that new Cristina Aguilera ringtone is punishment enough for you. So, what is it, this unforgivable crime? Texting. If you take out your phone one time to send or receive messages you will automatically lose 10% of your course grade. That means, if you receive a final grade of 85%, it will drop to 75%. If you receive a final grade of 75%, it will become a 65%. Why is that? The phone ringing is an accident. Texting is on purpose and is rude. It, in fact, is beyond rude. It wreaks of the worst of our current society. It bespeaks the absolutely vile desire we all have to never separate from our technological tether for even a moment. It sends your fellow classmates and your teacher the signal that you have better things to do. Checking your phone during class is like listening to a friend’s story and right in the middle turning away and talking to someone else. Plus, the way our brains work, you need to fully immerse yourself, to tune your brain into an optimal, flowing machine (see Mihaly Csikszentmihalyi’s incredible book Flow) that can grasp and can let itself go. Students now tend to see school as a stopover on their way to a career. Brothers and sisters, that’s deadly! I wish that I could pay for you all to quit your jobs and just focus on the mind. I can’t yet do that, but if I could I would, because it’d be worth every penny. Devoting time to the mind and to thinking deeply about your world will change who you are and how you approach your future, your family, your job, and your everything. Is that overstated? I believe it to be true. So, until my stock choices really take off so that I can pay all of your bills, promise me one thing. When you are in class or preparing for class, you have to be fully here. Oh crap, now it’s going to sound like a hippy professor from the 1960s: “I mean, like, be here man, just be here.” Maybe the hippies were on to something. Devote yourself fully to your classes by unplugging from the outside world for awhile.
Class Climate:
No, I don’t mean whether it’s going to rain in here or not. Sometimes I’ll lecture at you, but even then, your participation is vital. How can you participate when someone is lecturing? Any ideas? Turn to a neighbor and tell them the story of your first day at school in kindergarten. Now, if you are the one listening to the story, right in the middle look away, look at your watch, sneer at them, roll your eyes, yawn, wave to someone across the room, nudge a person next to you and tell them a joke, all while the other person is telling about his or her first day of kindergarten. If this happens in social setting we call it rude, and we call the people who listen in that way jackasses. They are not our friends precisely because we deeply value listening and do not put up with those who do not listen well. Right? So, there will be lecturing, and if you abhor what we are doing, then fake it. I used to do that sometimes too: “oh no, professor, I love hearing you talk about President Reagan’s policies of supply side economics.” If we listen to psychologists, by faking interest you’ll be learning much more than if you show your disinterest. The next time you are sad force yourself to smile and you’ll see what I mean. So, sometimes there will be lecture. At other times there will be discussion of short readings that we do in class. During these times, it’s crucial that you do the silly little exercises: turn to a neighbor; find someone you don’t know and discuss this or that; explain to your friend what we just went over in lecture; pick something from the reading to disagree with; find two people on the other side of the room; throw cash at your professor…ok, maybe not that last one. This class is a bit unique in that it violates the normally accepted activity systems of college history classrooms. What we do in discussion will help solidify the concepts of each section of this course in your brain. If you are active in class, you will have to study less, and you’ll find yourself remembering much more.
Reading:
How many of you love reading? I did not read a book until I was 18, so if you have not yet started your journey on this ever widening path, it’s never too late. In any course, there’s no substitute for reading. Theorist Jim Moffett says that “all real writing happens from plentitude,” meaning that you can only really write well about someone once you know about it. Reading is one way to know—not the only, by any means! I want you to have experiences with great texts. I can show you voluminous research proving why you nee to read more, but then if I assign a stupid, long, expensive textbook you probably will end up not reading, or only reading to have the reading done, something we have all done, right? The economy now requires much higher literacy rates (see The World is Flat), and even though reading levels have not gone down in the last 40 years, it is crucial that you start to push your own reading so that your own literacy level goes up. For these ten weeks, diving wholeheartedly into the course reading is vital. Remember to read in a particular way. As reading expert and UCSB professor Sheridan Blau has argued, “reading is as much a process of text production as writing is.” Reading involves revision? Does that sound silly? As you read, think about the different ways that you understand what you read. Most importantly, when you read, think about the words of E.D. Hirsch, who says that we look at what a text says (reading), what it means (interpretation), and why it matters (criticism). Hey, but if you are in a history course, aren’t you supposed to be reading for exactly the number of miles of trenches that were dug in World War One, how many railroad workers died from 1890 to 1917, or what the causes of the Great Depression were? Anyway, the answer is yes and no. There are two types of reading that you’ll do in college. As the literary goddess theorist Louise Rosenblatt explains, there is aesthetic reading, where you are reading to have an experience with the text, and there is efferent reading, where you are reading to take away information from the text. You do both types all the time. Think about a phone book. You have probably never heard someone say of a phone book, “don’t tell me about it, I want to read it for myself.” Reading a phone book is purely efferent. In this course you will practice both types of reading. I have chosen texts that you can enjoy (aesthetic) and that you can learn from(efferent). I want to see and appreciate the detail in our reading, but in this course I’ll give you that detail in class lectures. In the reading, it’s much more important that you read texts that will live with you forever and to inspire you to think more thoroughly about your world. As you read, you should be working hard to create meaning for yourself. As Rosenblatt asserts, “taking someone else’s interpretation as your own is like having someone else eat your dinner for you.” Please, don’t let the numbskulls as wikipedia or sparknotes eat your dinner for you.
Participation: You do not need to be the person who speaks out the most, asks the most questions, or comes up with the most brilliant historical arguments to receive full credit in participation. If you are in class and on time, discuss the issues that we raise, avoid the temptation to nod off, to leave early, or to text people during class (the three easiest ways to lose credit), and in general act like you care, then you will receive a good participation grade!
Academic Honesty
You are responsible for knowing all college policies about academic honesty. Any student who plagiarizes any part of his or her papers may receive an “F” in the course and a letter to the Dean.
Course Schedule:
4/1 Wed Introduction
4/3 Fri Pre-Columbian Americas
4/6 Mon Early Colonies: Massachusetts
4/8 Wed Early Colonies: Virginia/Middle Colonies
4/10 Fri First Great Awakening/America at 1730
4/13 Mon Mid-Century Challenges
4/15 Wed Mid-Century Challenges
4/17 Fri Benjamin Franklin, The Autobiography of Benjamin Franklin
4/20 Mon Review for Midterm/Road to War
4/22 Wed Road to War
4/24 Fri Revolutionary War
4/27 Mon MIDTERM EXAM
4/29 Wed
5/1 Fri Early National Period
5/4 Mon Early National Period to 1812
5/6 Wed War of 1812
5/8 Fri War of 1812 to 1820
5/11 Mon Early Industrialism/Assign Douglass Essay
5/13 Wed Antebellum Slavery
5/15 Fri Reading Due, Celia, A Slave
5/18 Mon Cherokee Removal/Debate Prep
5/20 Wed Cherokee Removal Debate
5/22 Fri Early Secession Movements
5/25 Mon Early Secession Movements/
5/27 Wed “Secret Life of a Developing Country”
5/29 Fri Reading Due, Narrative of the Life of Frederick Douglass/Sectionalism
6/1 Mon “Cycles of Distrust”—Sectionalism
6/3 Wed War with Mexico and other Western Issues
6/5 Fri Sectionalism and War
6/8 Mon Civil War/Gettysburg Address/LAST DAY OF CLASS
FINAL EXAM: Friday, June 12, 8-10:30
REMEMBER, although this syllabus is the “law” of the class, I reserve the right to change it at any time to suit the particular needs of our class. If I must do so, it will always be in your best interest, and I’ll always advise you as soon as possible.
Section 1 DDH 107G Office: Faculty Towers 201A
Instructor: Dr. Schmoll Office Hours: MWF 12:30-1:30
Email: bschmoll@csub.edu Office Phone: 654-6549
Course Description:
The colonial foundations; political, economic, social and cultural developments in the emerging United States; the early agrarian republic; the Civil War.
Required Reading:
1. The U.S. in Con-Text: Digital Textbook
2. Frederick Douglass, Narrative of the Life of Frederick Douglass
3. Malcolm Mclaurin, Celia, A Slave
4. Benjamin Franklin, The Autobiography of Benjamin Franklin
Grading Scale:
Participation: 10%
Indian Removal Debate: 10%
The Essay: 20%
Midterm Exam: 30%
Final Exam: 30%
The Blog: If you have questions or comments about this class, or if you want to see the course reader or the syllabus online, just go to http://schmollhistory231.blogspot.com/.
You need to sign in to this blog this week.
You will also have short readings on the blog. I will announce these in class.
Attendance:
Just to be clear, to succeed on tests and papers you really should be in class. That’s just common sense, right? To pass this class, you may not miss more than two classes. If you miss that third class meeting, you are missing 10% of the quarter. You cannot do that and pass. So, here’s what we do. Do your best to not miss any class unnecessarily. Let’s say your boyfriend, girlfriend, husband, or wife calls and wants to take you to Tahiti this weekend, but you won’t be back until late Tuesday night. Here’s what you say: “Honey, I love you, but Dr. Schmoll seems to value my education more than you do, so we are breaking up.” Ok, that may be harsh, so don’t do that, but just make sure that you do not miss any class until the 8th week. What I’ve found is that it seems inevitable that those who miss two classes early for pathetic reasons like doctor’s appointments that should have been more carefully scheduled get to the 8th week and then have to miss for a legitimate reason (like a surprise meeting at work, a sick child to take care of, or a flat tire). If you get to that 8th week and then have to miss your third class, it’ll be bad. By that point, I’ll be kind, compassionate, a real shoulder to cry on, if you want, when telling you that you’ve now failed the course. Now, if you make it to the 8th or 9th week and you have not missed those two classes, then you have some wiggle room, so that if, heaven forbid, your cat Poopsie gets pneumonia and you have to sit up all night bottle-feeding her liquid antibiotics, you and I don’t have to have that ugly conversation where I tell you that Poopsie gets blamed for you failing the course. Let’s put this another way; do you like movies? No way, me too! When you go to the movies do you usually get up and walk around the theatre for 15% of the movie? Let’s say you do decide to do that, out of a love of popcorn and movie posters, perhaps. If you did that, would you expect to understand the whole story? Okay, maybe if you are watching Harold and Kumar, but for anything else, you’ll be lost. So, please, get to class.
Being Prompt:
Get to class on time. Why does that matter? First, it sends the wrong message to your principal grader(that’s me). As much as we in the humanities would like you to believe that these courses are objective (at what time of day did the Battle of the Marne begin?), that is not entirely the case. If you send your principal grader the message that you don’t mind missing the first few minutes and disturbing others in the class, don’t expect to be given the benefit of the doubt when the tests and papers roll around. Does that sound mean? It’s not meant to, but just remember, your actions send signals. Being late also means that someone who already has everything out and is ready and is involved in the discussion has to stop, move everything over, get out of the chair to let you by, pick up the pencil you drop, let you borrow paper, run to the bathroom because you spilled the coffee, and so on. It’s rude. There’s an old saying: better two hours early than two minutes late. Old sayings are good.
So, what are the consequences of persistent tardiness? What do you think they should be? Remember that 10% participation? You are eligible for that grade if you are on time. Get here on time. And no, I’m not the jackass who watches for you to be late that one time and stands at the door and points in your face. One time tardiness is not a problem precisely because it is not persistent. It’s an accident; maybe Poopsie turned off your alarm.
The Unforgivable Curse:
Speaking of one time issues, there is something that is so severe, so awful, that if it happens one time, just one time, no warning, no “oh hey I noticed this and if you could stop it that’d be super,” you will automatically lose all 10 percent of the Participation grade. Any guesses? C’mon, you must have some idea. No, it’s not your telephone ringing. If that happens, it’ll just be slightly funny and we’ll move on. It’s a mistake and not intentional, and the increased heart rate and extra sweat on your brow from you diving headfirst into an overstuffed book bag to find a buried phone that is now playing that new Cristina Aguilera ringtone is punishment enough for you. So, what is it, this unforgivable crime? Texting. If you take out your phone one time to send or receive messages you will automatically lose 10% of your course grade. That means, if you receive a final grade of 85%, it will drop to 75%. If you receive a final grade of 75%, it will become a 65%. Why is that? The phone ringing is an accident. Texting is on purpose and is rude. It, in fact, is beyond rude. It wreaks of the worst of our current society. It bespeaks the absolutely vile desire we all have to never separate from our technological tether for even a moment. It sends your fellow classmates and your teacher the signal that you have better things to do. Checking your phone during class is like listening to a friend’s story and right in the middle turning away and talking to someone else. Plus, the way our brains work, you need to fully immerse yourself, to tune your brain into an optimal, flowing machine (see Mihaly Csikszentmihalyi’s incredible book Flow) that can grasp and can let itself go. Students now tend to see school as a stopover on their way to a career. Brothers and sisters, that’s deadly! I wish that I could pay for you all to quit your jobs and just focus on the mind. I can’t yet do that, but if I could I would, because it’d be worth every penny. Devoting time to the mind and to thinking deeply about your world will change who you are and how you approach your future, your family, your job, and your everything. Is that overstated? I believe it to be true. So, until my stock choices really take off so that I can pay all of your bills, promise me one thing. When you are in class or preparing for class, you have to be fully here. Oh crap, now it’s going to sound like a hippy professor from the 1960s: “I mean, like, be here man, just be here.” Maybe the hippies were on to something. Devote yourself fully to your classes by unplugging from the outside world for awhile.
Class Climate:
No, I don’t mean whether it’s going to rain in here or not. Sometimes I’ll lecture at you, but even then, your participation is vital. How can you participate when someone is lecturing? Any ideas? Turn to a neighbor and tell them the story of your first day at school in kindergarten. Now, if you are the one listening to the story, right in the middle look away, look at your watch, sneer at them, roll your eyes, yawn, wave to someone across the room, nudge a person next to you and tell them a joke, all while the other person is telling about his or her first day of kindergarten. If this happens in social setting we call it rude, and we call the people who listen in that way jackasses. They are not our friends precisely because we deeply value listening and do not put up with those who do not listen well. Right? So, there will be lecturing, and if you abhor what we are doing, then fake it. I used to do that sometimes too: “oh no, professor, I love hearing you talk about President Reagan’s policies of supply side economics.” If we listen to psychologists, by faking interest you’ll be learning much more than if you show your disinterest. The next time you are sad force yourself to smile and you’ll see what I mean. So, sometimes there will be lecture. At other times there will be discussion of short readings that we do in class. During these times, it’s crucial that you do the silly little exercises: turn to a neighbor; find someone you don’t know and discuss this or that; explain to your friend what we just went over in lecture; pick something from the reading to disagree with; find two people on the other side of the room; throw cash at your professor…ok, maybe not that last one. This class is a bit unique in that it violates the normally accepted activity systems of college history classrooms. What we do in discussion will help solidify the concepts of each section of this course in your brain. If you are active in class, you will have to study less, and you’ll find yourself remembering much more.
Reading:
How many of you love reading? I did not read a book until I was 18, so if you have not yet started your journey on this ever widening path, it’s never too late. In any course, there’s no substitute for reading. Theorist Jim Moffett says that “all real writing happens from plentitude,” meaning that you can only really write well about someone once you know about it. Reading is one way to know—not the only, by any means! I want you to have experiences with great texts. I can show you voluminous research proving why you nee to read more, but then if I assign a stupid, long, expensive textbook you probably will end up not reading, or only reading to have the reading done, something we have all done, right? The economy now requires much higher literacy rates (see The World is Flat), and even though reading levels have not gone down in the last 40 years, it is crucial that you start to push your own reading so that your own literacy level goes up. For these ten weeks, diving wholeheartedly into the course reading is vital. Remember to read in a particular way. As reading expert and UCSB professor Sheridan Blau has argued, “reading is as much a process of text production as writing is.” Reading involves revision? Does that sound silly? As you read, think about the different ways that you understand what you read. Most importantly, when you read, think about the words of E.D. Hirsch, who says that we look at what a text says (reading), what it means (interpretation), and why it matters (criticism). Hey, but if you are in a history course, aren’t you supposed to be reading for exactly the number of miles of trenches that were dug in World War One, how many railroad workers died from 1890 to 1917, or what the causes of the Great Depression were? Anyway, the answer is yes and no. There are two types of reading that you’ll do in college. As the literary goddess theorist Louise Rosenblatt explains, there is aesthetic reading, where you are reading to have an experience with the text, and there is efferent reading, where you are reading to take away information from the text. You do both types all the time. Think about a phone book. You have probably never heard someone say of a phone book, “don’t tell me about it, I want to read it for myself.” Reading a phone book is purely efferent. In this course you will practice both types of reading. I have chosen texts that you can enjoy (aesthetic) and that you can learn from(efferent). I want to see and appreciate the detail in our reading, but in this course I’ll give you that detail in class lectures. In the reading, it’s much more important that you read texts that will live with you forever and to inspire you to think more thoroughly about your world. As you read, you should be working hard to create meaning for yourself. As Rosenblatt asserts, “taking someone else’s interpretation as your own is like having someone else eat your dinner for you.” Please, don’t let the numbskulls as wikipedia or sparknotes eat your dinner for you.
Participation: You do not need to be the person who speaks out the most, asks the most questions, or comes up with the most brilliant historical arguments to receive full credit in participation. If you are in class and on time, discuss the issues that we raise, avoid the temptation to nod off, to leave early, or to text people during class (the three easiest ways to lose credit), and in general act like you care, then you will receive a good participation grade!
Academic Honesty
You are responsible for knowing all college policies about academic honesty. Any student who plagiarizes any part of his or her papers may receive an “F” in the course and a letter to the Dean.
Course Schedule:
4/1 Wed Introduction
4/3 Fri Pre-Columbian Americas
4/6 Mon Early Colonies: Massachusetts
4/8 Wed Early Colonies: Virginia/Middle Colonies
4/10 Fri First Great Awakening/America at 1730
4/13 Mon Mid-Century Challenges
4/15 Wed Mid-Century Challenges
4/17 Fri Benjamin Franklin, The Autobiography of Benjamin Franklin
4/20 Mon Review for Midterm/Road to War
4/22 Wed Road to War
4/24 Fri Revolutionary War
4/27 Mon MIDTERM EXAM
4/29 Wed
5/1 Fri Early National Period
5/4 Mon Early National Period to 1812
5/6 Wed War of 1812
5/8 Fri War of 1812 to 1820
5/11 Mon Early Industrialism/Assign Douglass Essay
5/13 Wed Antebellum Slavery
5/15 Fri Reading Due, Celia, A Slave
5/18 Mon Cherokee Removal/Debate Prep
5/20 Wed Cherokee Removal Debate
5/22 Fri Early Secession Movements
5/25 Mon Early Secession Movements/
5/27 Wed “Secret Life of a Developing Country”
5/29 Fri Reading Due, Narrative of the Life of Frederick Douglass/Sectionalism
6/1 Mon “Cycles of Distrust”—Sectionalism
6/3 Wed War with Mexico and other Western Issues
6/5 Fri Sectionalism and War
6/8 Mon Civil War/Gettysburg Address/LAST DAY OF CLASS
FINAL EXAM: Friday, June 12, 8-10:30
REMEMBER, although this syllabus is the “law” of the class, I reserve the right to change it at any time to suit the particular needs of our class. If I must do so, it will always be in your best interest, and I’ll always advise you as soon as possible.
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