Foundations of American History Syllabus

Institution: Suffolk County Community College

Location: Brookhaven, NY

Participant: Sarah Grunder

Year: 2016

Course Description:

History 103 is the first semester of a two semester survey of American history. We open our study on the eve of contact between North America, Europe, and Africa - and the complex societies and cultures each developed – and end just after the bloodshed of the American Civil War. Along the way we’ll see the rise and fall of empires, the clash and encounter of cultures, plagues, religious fervor, and political intrigue and war. If you think early American history is all about Pilgrims, Tea, and Declarations – you’re in for a surprise. Two interrelated themes will guide our study as we sweep toward the nineteenth century: the collision and encounters of cultures and contested ideas about free and unfree labor. Our goal is to discover the complex interactions of American Indians, Europeans, and Africans in different regions of North America across more than 500 years of history.

Course Objectives

The student will demonstrate:

  1. Knowledge of a basic narrative of American history; political, economic, social, and cultural, including knowledge of unity and diversity in American society.
  2. Knowledge of common institutions in American society and how they have affected different groups.
  3. Understanding of America’s evolving relationship with the rest of the world.
  4. Knowledge of the major events, ideas, trends, and problems in American history to 1877.
  5. An ability to explain how the past has shaped the present.
  6. An ability to think critically by analyzing and evaluating historical events and ideas in American history.
  7. Ability to question and rethink his/her preconceived notions regarding American history.
  8. An ability to conduct/evaluate historical research.

Format

This is a lecture- and discussion-based course. You are required to participate in class discussions and work. I base 10 percent of your final course grade on active participation. To facilitate our discussions, I’ve set aside five-to-six class sessions that will wholly be dedicated to discussing the course readings in small groups and as a class.

In addition, this course is BLACKBOARD ENHANCED – this means that you’re expected to use BLACKBOARD every week of the semester (you’ll find readings (under contents), you’ll upload all of your written work to the Dropbox, etc.)

  • Your job is to show up prepared (reading done, ready to participate in discussion and take lecture notes, prepared to write about primary sources), to listen attentively, to respond thoughtfully to your peers, and to pose as many questions as you want.
  • My job is to show up to class prepared, to present material in a clear and concise way, to oversee discussion, and, sometimes, to play devil’s advocate.

I think this (below) is an excellent description of the difference between high school and college learning – it is something you should keep in mind throughout your experience at Suffolk. From Richardson’s Rules of Order

“There is a difference between high school and college learning. In high school, you do most of your learning in class, and have homework largely to help you master the classroom material. In college, you are supposed to do most of your learning outside of the classroom, with lectures and readings designed to encourage your own explorations.”

Books and Readings

  • Textbook: Eric Foner, Give Me Liberty! An American History. Volume I: To 1877, Brief FOURTH Edition (New York: Norton, 2014). 
    • Make sure you purchase the correct version of this textbook as this edition contains the LEAST amount of reading and page numbers listed below correspond to it. This text is the general survey of American history; it will provide much of the context and basic information for the course. I will NOT be going over everything you need to know in class; this book will help frame the lectures and discussions and must be done in advance of attending class. It is imperative that you purchase and read the required books.
  • Primary Source Reader: Eric Foner, Voices of Freedom: A Documentary History. Volume I: To 1877 (New York: Norton, 2014)
    • You need the FOURTH edition of this book.
  • Monograph:  Paul E. Johnson and Sean Wilentz, The Kingdom of Matthias: A Story of Sex and Salvation in 19th Century America (ISBN: 0195098358).
    • There will be a substantial reading exam on this book (20 percent of your final grade).
  • Additional Reading: Additional readings for this course will be uploaded to BLACKBOARD  or given as links through this syllabus.
  • Please Note: Failure to purchase the books in a timely manner will not be an acceptable excuse for inadequate preparation or late assignments. It is not my problem if you order them online and you do not receive them on time. I will not excuse you from work, reading, exams, etc.

Attendance and Rules

Attendance

Class attendance is mandatory. I do not distinguish between excused and unexcused absences (so you need to only use these if you are sick, if someone dies, etc.) unless there is a serious, documented excuse (hospitalization with documentation, etc.). I do not need to be informed if you are missing class; it is your responsibility to know how many absences you have, to keep up with the reading, and to obtain the lecture notes (I will not email any of these pieces of information to you). The policy is:

  • You are allowed to miss four class sessions without penalty.
    • Five absences = you automatically fail the course. Thus:
    • Absence 1-4 = no penalty
    • Absence 5 = you automatically fail the course
  • Note: If you are late three times, it counts as an absence
  • In addition, if you leave class early, without arranging it with me in advance (this requires appropriate documentation), you will be marked absent.

Punctuality

Being late is rude (see below, rules).

  • If you are late three times = one absence (see above for absence policy)
  • I take roll at the beginning of class without exception. I don’t care if parking is a challenge, if you hit traffic, or if you worked late last night. You need to plan ahead – you know all of these are possibilities so leave earlier.
  • It is your responsibility to be in class on time and ready to work.
  • It is your responsibility to approach me at the end of class to tell me you arrived late. If you fail to do this, you will be counted as absent. You may only approach me at the end of the class for which you came in late – you may not come in a week later and say “I forgot”.
  • In addition, please note:
    • I do not give out copies of my lecture notes or post or distribute the PowerPoint presentations
      • If you’re absent, it is your responsibility to obtain the lecture notes from one of your classmates.
      • Do not email me or come to office hours to ask what you missed.
  • I do not give “make-up” in-class writing assignments under any circumstances
  • I do not give make-up exams except under extreme emergency circumstances and with proper documentation from a dean or doctor (and that doctor cannot be a family member)
  • I do not accept late/e-mailed work (particularly if you fail to attend class) except in the case of extreme emergency and with proper documentation (note from doctor, dean, etc.)

Rules

I have one rule: don’t be rude.

This rule covers a lot of ground, please read the following section carefully:

  • Please respect your classmates (and me) by showing up on time, paying attention during lectures and discussions.
  • No electronic devices – they are rude, disruptive, and do not enhance the learning environment. Thus, the following items are banned (no exceptions): PHONES, LAPTOPS, TABLETS, etc. Don’t turn them to vibrate, turn them off. For thousands of years humans lived without cell phones. You can survive 75 minutes twice a week. Thus:
    • If I see you with a cell phone/smart phone, etc. during class I will ask you to leave the class immediately and you will be marked as absent for the day.
  • No bags, purses, etc. sitting on the desk. Your desk should have paper, pens and your hands on it. That’s it. Really. It’s all you need.
  • Likewise, it is rude to put your head down/sleep, to refuse to participate in group work, or to be disruptive in a variety of other ways. If you engage in any of these behaviors, I will ask you to leave the class. This isn’t high school – it’s your choice to be here.
  • You may not leave the room during class. You’re adults – take care of things that need to be taken care of before or after class. It’s disruptive to have people entering and exiting the room throughout our 75 minutes together. If you leave during class – for any reason (to take a phone call, to go to the bathroom), I will mark you late for that day. If you leave more than once in a single class session, you will be counted as absent.

Email Communication and Etiquette

I hold office hours each week and you should use them whenever possible to discuss the course, to pose your questions, and to seek feedback. Outside of office hours, you may email me. I will usually respond to emails within 24 hours (except on weekends when there will be a much longer delay). If you don’t get a response from me in this time period – email again because it is highly likely I didn’t receive the message.

  • Please note: I do not respond to emails that contain questions that may be answered by: reading this syllabus, listening to/reading class announcements/emails, or attending class
  • If you have a complicated question, you need to come to office hours.
  • I will not respond to questions about your grade via email.
  • I do not respond to emails about exams or papers that are due the next day after 3 p.m. the day before the due date/exam date

When you write to me, you need to treat it as if you are addressing a formal correspondence. Thus, some general email etiquette guidelines:

  • Begin your email with a formal greeting as if you were addressing a letter (i.e. “Dear Professor Grunder,”)
  • Use complete sentences in your email and proper grammar, capitalization, and punctuation
  • Be clear and concise – make sure your question or concern is evident
  • Sign your email with your full name and include your course number, meeting dates, and times (History 103, M/W, 12:30) so that I may easily determine what class you are in (I teach six classes, so this is important)

Please note: If you fail to follow the above guidelines, I reserve the right to not respond to your email.

Finally, the office phone: At the top of the syllabus you’ll find the phone number for my office. I only check the voice mail on days I am on campus, M-Th (once a day, in the morning). I will pick up the phone during office hours if I do not have a student in my office. However, this is not an effective way to reach me and should not be used unless there is a critical emergency.

Parents/Grandparents/Guardians/Aunts/Uncles/and-others-who-care-about-you: You are adults: is not appropriate for your parents/guardians, etc. to contact me unless there is an extreme emergency (which prevents you from contacting me directly). By law, I may not speak to them or even admit that you are in my class (and yes, that’s true even if they are paying the bills).

Major Assignments and Grading Breakdown:

Midterm Exam

(20 percent of final grade)

This course has an in-class, closed-book, written midterm exam on Thursday, October 16th. You will have the entire class period to complete the exam. The exam consists of essay questions and identifications. A review sheet with four potential essay questions will be distributed one week prior to the exam (one of the four will appear on the exam). I’ll discuss the format of the exam in more detail in class.

  • Please Note: You must take the examination on the dates listed on the syllabus. Only in the case of extreme emergency, and with proper, official documentation, will make-up examinations be given.
  • I will provide a BLUEBOOK for these exams.
  • The essay questions require you to write an in-class essay. I expect these essays to include a thesis (argument) and to address all aspects of the question. The essays should be substantial and detailed – and be at least 5-6 paragraphs long. The idea is to make sure you are addressing all aspects of the question and providing as much detail as possible.
  • These exams should take you nearly the entire class period to complete.

Paper

(20 percent of final grade) 

You are required to write a 5-page paper as part of this course. The paper is due at the beginning of class on Tuesday, October 28th. The prompt will be handed out separately the first week of class and will center on putting local history (New York and Long Island: Puritans, the Dutch, slavery in New York, trade) into a global, Atlantic history perspective. I will provide all of the sources you need for this paper (i.e. it is NOT a research paper).

  • The paper is due before you arrive in class (uploaded to BLACKBOARD by the start time of our class) and a hard copy must also be handed in DURING CLASS on the due date. DO NOT email me your paper (I will not count it if you do).
  • The paper must be five pages in length, double-spaced, with 11 or 12 point type (Times New Roman) and 1 inch margins.
  • The paper must include proper citations (historians typically use the Chicago Manual of Style - http://www.chicagomanualofstyle.org/home.html - for footnote and style) and a bibliography that follows Chicago style.
  • If your paper is late, you will be docked 10 points per class session it is late (that means if it was due on Tuesday at 9:30 a.m. and you turn it in between 9:31 a.m. Tuesday and 9:30 a.m. Wednesday = 10 point grade reduction.)
  • I stop accepting late papers the day I return papers to the class. At that point, you receive a “0” for 20 percent of your semester grade.

Final Exam

(20 percent of final grade) 

This course has an in-class, closed-book, written final exam (covering from after the midterm; thus, it is NOT comprehensive) on Tuesday, Dec. 16th. It consists of essay question and identifications. You will have the entire class period to complete the exam. A review sheet with four potential essay questions will be distributed one week prior to the exam (one of the four will appear on the exam). I’ll discuss the format of the exam in more detail in class.

  • Please Note: You must take the examination on the dates listed on the syllabus. Only in the case of extreme emergency, and with proper, official documentation, will make-up examinations be given.
  • I will provide a BLUEBOOK for these exams.
    1. The essay question requires you to write an in-class essay. I expect these essays to include a thesis (argument) and to address all aspects of the question. The essays should be substantial and detailed – and be at least 5-6 paragraphs long. The idea is to make sure you are addressing all aspects of the question and providing as much detail as possible.
    2. These exams should take you nearly the entire class period to complete.

Participation, Group Work, Presentations, General Good Citizenship

(10 percent)

This class relies heavily on discussions and group work. Every couple of weeks we’ll have a discussion-based class meeting during which we’ll FLIP the class (that means you’ll work with each other, and me, to discuss primary and secondary source readings, to work through historical problems – in short, to enhance your understanding of the past and move away from the textbook-and-lecture tradition of history courses). I expect your full participation in these sessions. I will be giving you a discussion grade each time we hold a discussion. These grades will together be counted as 10 percent of your final course grade.

Participation also includes the following:

  • General Citizenship and Behavior: This refers to overall class demeanor, including, but not limited to: being prepared for class, taking notes, following directions, participating and taking on leadership roles in group work, and not being rude or disruptive to the learning environment. Sitting in the back with a cap pulled over your eyes, putting your head down, not following directions, being inappropriate in a variety of ways with me or your classmates, having a bad attitude, being hostile toward or uninterested in learning, or being verbally or physically confrontational = bad citizenship.

Announced and Unannounced Reading Exams

(10 percent)

On the dates listed as discussion on the syllabus, the class will be subject to reading exams on the material we’ll be discussing. These quizzes will be given at the beginning of class and will count as 10 percent of your final grade. There are no make-ups for these quizzes. As there are no make-ups, in the interest of fairness I will drop your lowest quiz grade. Quizzes may include MC questions, short answer questions, true/false questions, etc. To prepare for these quizzes you need to review the readings listed on the syllabus between the previous discussion and the current discussion (i.e. everything due between discussions is fair game for the reading quiz) and identify important themes, people, and events. We’ll discuss these quizzes more in class.

  • In addition, I reserve the right to give unannounced reading exams at ANY time during the semester (on the reading due in class that day). I reserve the right to give these unannounced quizzes at the beginning of class, in the middle of class, or at the end of class.
  • YOU MUST BRING SCANTRONS FOR ALL OF THESE READING EXAMS

Kingdom of Matthias Exam

(20 percent)

You will have a substantial reading exam on the monograph we’re reading for this class. The format will be multiple choice, matching, and true/false questions. We’ll discuss how to best prepare for this exam during class (here’s my first hint: YOU MUST READ THIS BOOK). You MUST BRING A SCANTRON to the exam. The date of this exam is Tuesday, Dec. 2nd.

Evaluation

Please note: “A’s” are reserved for exceptional work; “B’s” are for good, solid work; and “C’s” are for average work. But, I’m impressed by improvement. So if you start out with a shaky B, but receive consistent A’s by the end of the semester, I will take that into account as I calculate final grades. This is college – I do not give extra credit assignments (don’t ask)

From Richardson’s Rules of Order:  “Never tell a teacher that you “need” a certain grade on an assignment. You earn grades; they are not “given” to you. If you need a certain grade to maintain your athletic eligibility or to graduate, it is your job to work all semester to maintain a healthy average. You cannot simply “get” a passing grade because you “need” one.”

Grading Scale:

Grades are based on the following scale (SCCC’s grading scale)

A = 90-100
B+ = 85-89
B = 80-84
C+ = 75-79
C = 70-74
D+ = 65-69
D = 60-64
F = below 60

Plagiarism and Academic Dishonesty

The Suffolk County Community College Student Code of Conduct (read it here: http://www.sunysuffolk.edu/forms/Policies_9.pdf) specifically addresses the issue of cheating and academic dishonesty. It defines it as: “Engaging in any form of academic dishonesty as follows: The term “academic dishonesty” includes, but is not limited to, cheating on an examination; plagiarizing, that is, the taking and passing off as one’s own work the ideas, writings, or work of another, without citing the source; submitting work from another course unless receiving advance approval to do so by the instructor; stealing or possessing stolen examinations or course materials; posing as another person or allowing another person to pose as oneself; falsifying academic records; receiving help from others in work to be submitted, if contrary to stated course rules.”

Quite simply, DO NOT CHEAT OR PLAGIARIZE THE WORK OF OTHERS. If you have any questions about what this means, please contact me. In addition, SCCC’s library maintains a reference page about plagiarism and how to properly cite sources. You may find it here: http://depthome.sunysuffolk.edu/Library/reference/plagiarism.asp

If you are caught cheating on an exam or plagiarizing an assignment, you will receive an automatic F on that exam/paper (and you may NOT rewrite, retake, etc. – do not ask), you will fail the entire course (you will receive an automatic “F” for the semester), and I will report it to the Dean’s office.

Academic Resources

Writing Center

SCCC maintains a writing center where students may receive one-on-one tutoring services (free!). The Writing Center is open five days a week during the semester. You may visit the Writing Center in the Islip Arts Building, Room 101 or reach it via telephone at 631-451-4150. The Center’s website is http://libguides.sunysuffolk.edu/ammerman_writing_center.

Students with Disabilities

Any student who feels that he/she may need an accommodation because of a disability should contact me privately to discuss your specific needs. I will made accommodations for students with documented learning, physical or other disabilities. Information about Disability Services may be found at the following website: http://www.sunysuffolk.edu/Students/Disability.asp.

Contact Disability Services:

  • by phone at (631) 451-4045
  • by visiting the office in the Ammerman Building, Room 202
  • by email at disabilityserv-ammr@sunysuffolk.edu

Class Schedule

Note, all reading is due in class on the date listed. That means reading listed under Tuesday, September 9th should be done before you arrive in class on Tuesday, September 9th. Ignoring (or failing to read) this extra-large italicized, bold, underlined & highlighted statement does not excuse you from completing the reading on the due dates listed.

Week 1

Thursday, Aug. 27th
  • Introductions & Syllabus
  • The Framework: Atlantic and Pacific Worlds
Tuesday, Sept. 1st: Atlantic & Pacific Encounters I: Making An Atlantic World, Making a Pacific World
  • Exercise and Discussion: When Does American History Begin?
  • Reading
    • Foner, Chapter 1: A New World
    • Voices, Chapter 1: A New World
      • Adam Smith, The Results of Colonization
      • Thomas Morton, The Native Americans of New England
      • Bartolome de las Casas on Spanish Treatment of the Indians
  • Charles Mann, “1491,” The Atlantic, March 2002. Available here: http://www.theatlantic.com/magazine/archive/2002/03/1491/2445/ (Note: Mann’s research was published in book format in 2005. The book is also called 1491)
Thursday, Sept. 3rd
  • Lecture – Atlantic and Pacific Encounters: The English, The Spanish, The French, The Dutch
  • Reading
  • BLACKBOARD Reading: Daniel Richter, “Confronting a Material New World,” in Facing East from Indian Country (pp. 41-68)
  • Foner, Chapter 1: A New World
  • Voices, Chapter 1: A New World
    • Father Jean de Brebeuf on the Customs and Beliefs of the Hurons
    • Jewish Petition to the Dutch West India Company

Week 2

Tuesday, Sept. 8
  • North America Before and After Europeans
  • Be Prepared for a Reading Exam on readings assigned during first week = bring SCANTRON
  • Lecture: American Empires I: The English (cont.) and the Dutch
Thursday, Sept. 10
  • Lecture – American Empires: It the Beginning it was all Virginia: The British in North America
  • Reading –
    • Foner, Chapter 2: The Beginnings of English America
    • Foner, Chapter 3: Creating Anglo-America
    • Voices, Chapter 2, The Beginnings of English America
      • Exchange between John Smith and Powhatan
      • Sending Women to Virginia
      • Maryland Act Concerning Religion
  • Voices, Chapter 3, Creating Anglo-America
    • Nathaniel Bacon on Bacon’s Rebellion
  • Spend some time exploring BOTH Jamestown and Werowocomoco with this National Geographic feature: http://ngm.nationalgeographic.com/2007/05/jamestown/jamestown-standalone. Use the magnifying glass to explore various regions of each site, watch the videos about both sites, and look at the images on both sites. You should spend 20 minutes or so reading and watching videos during your virtual field trip.

Week 3

Tuesday, Sept. 15
  • Lecture – American Empires: The “New” England – Puritans and Creating a Godly Society; Indian Relations
  • Reading –
    • Foner, Chapter 2, : The Beginnings of English America
    • Foner, Chapter 3: Creating Anglo-America
    • Voices, Chapter 2, The Beginnings of English America
      • John Winthrop, Speech to the Massachusetts General Court
      • The Trial of Anne Hutchinson
      • Roger Williams, Letter to the Town of Providence
      • The Levellers, The Agreement of the People Presented to the Council of the Army
  • “Before Salem, There Was the Not-So-Wicked-Witch of the Hamptons” on The Smithsonian Magazine website.
Thursday, September 17
  • Lecture – (Continue) “New” England – Puritans and Creating a Godly Society and Conflicts with Natives
  • Reading –
    • Foner, Chapter 3: Creating Anglo-America
    • Voices, Chapter 3: Creating Anglo-America
      • William Penn, Pennsylvania Charter
      • Letter by an Immigrant to Pennsylvania
      • An Apprentice’s Indenture Contract
      • Memorial Against Non-English Immigration
      • Women in the Household Economy

Week 4

Tuesday, Sept. 22
  • Discussion: A New England: Puritans and North America
  • Be Prepared for a Reading Exam = BRING SCANTRON
Thursday, Sept. 24
  • NO CLASS, Conversion day (Wednesday classes meet instead of Thursday classes)

Week 5

Tuesday, Sept. 29
  • Lecture – American Economic Empires, the Dutch and English: The West Indies, the Sugar Revolution, and the Development of Plantation Slavery
  • Readings
    • Foner, Chapter 4: Slavery, Freedom, and the Struggle for Empire (entire chapter)
    • Voices, Chapter 4 documents:
      • Olaudah Equiano on Slavery
      • Advertisements for Runaway Slaves and Servants
Thursday, Oct. 1
  • Lecture – 18th Century British America: Refinement, Development, Convergence, Enlightenment, and Awakenings
  • Reading
    • Voices, Chapter 4 documents:
      • The Great Awakening Comes to Connecticut
      • The Independent Reflector on Limited Monarchy and Liberty
      • The Trial of John Peter Zenger
    • George Washington’s “Rules of Civility and Decent Behavior” (this may be found at http://gwpapers.virginia.edu/documents/civility/transcript.html#p2)

Week 6

Tuesday, Oct. 6
  • Lecture –The 18th century World War: British America and the Seven Years’ War
  • Reading 
    • Voices, Chapter 4 documents:
      • Pontiac, Two Speeches
  • Midterm Review Sheet posted to BLACKBOARD
Thursday, Oct. 8
  • Midterm Review

Week 7

Tuesday, Oct. 13
  • – No Class – Professional Development Day
Thursday, Oct. 15

*********** MIDTERM EXAMINATION*********************

Week 8

Tuesday, Oct. 20
  • Lecture – The Imperial Crisis & American Revolution
  • Reading –
    • Foner, Chapter 5: The American Revolution (entire chapter)
    • Voices, Chapter 5, The American Revolution
      • Virginia Resolutions on the Stamp Act
      • New York Workingmen Demand a Voice in the Revolutionary Struggle
      • Association of the New York Sons of Liberty
Thursday, Oct. 22
  • Lecture – The Age of Revolutions
  • Reading –
    • Voices, Chapter 5, The American Revolution
      • Farmington, Connecticut, Resolutions on the Intolerable Acts
      • Thomas Paine, Common Sense
      • Jonathan Boucher’s Argument against Independence

Week 9

Tuesday, Oct. 27
  • Lecture – The Critical Period: State Constitutions, the Articles of Confederation, and Unrest
  • Reading –
    • Foner, Chapter 6: The Revolution Within
    • Voices, Chapter 6: The Revolution Within
      • Jefferson’s Bill for Establishing Religious Freedom
      • Noah Webster on Equality
      • Petition of Slaves to the MA Legislature
      • Benjamin Rush, Thoughts Upon Female Education
  • LAST DAY TO WITHDRAW FROM THE COURSE IS Monday, Oct. 26
Thursday, Oct. 29
  • Be prepared for a Reading Exam (includes Chapter 7 materials) = BRING SCANTRON
  • Lecture – The New Nation & The Federalist Era
  • Reading
  • Foner, Chapter 7, Founding a Nation (entire chapter)
  • Voices, Chapter 7, Founding a Nation
    • James Madison, The Federalist, No. 51
    • Patrick Henry’s Anti-Federalist Argument
    • A July Fourth Oration
    • Thomas Jefferson on Race and Slavery

Week 10

Tuesday, Nov. 3
  • PAPER DUE AT THE BEGINNING OF CLASS and ELECTRONIC COPY UPLOADED TO BLACKBOARD BEFORE YOU ARRIVE IN CLASS (no electronic copy = I will not grade it).
  • Lecture – The Revolution of 1800
  • Reading
    • Review: Foner, Chapter 8, Securing the Republic (entire chapter)
    • Review: Voices, Chapter 8, Securing the Republic
      • Address of the Democratic-Republican Society of Pennsylvania
      • Judith Sargent Murray, On the Equality of the Sexes
      • George Washington, Farewell Address
      • George Tucker, Gabriel’s Rebellion
      • Tecumseh on Indians and Land
Thursday, Nov. 5
  • Lecture –The Market Revolution and 19th Century American Politics and Culture
  • Reading –
    • Foner, Chapter 9, The Market Revolution (entire chapter)
    • Voices, Chapter 9, The Market Revolution
      • Complaint of a Lowell Factory Worker
      • A Woman in the Westward Movement
      • Ralph Waldo Emerson, “The American Scholar”
      • Charles G. Finney, Sinners Bound to Change Their Own Hearts
Week 11 Tuesday, Nov. 10
  • Finish Lecture –19th Century American Politics and Culture
  • Discussion: The New Nation Be Prepared for a Reading Exam = BRING SCANTRON
  • Reading:
    • Johnson and Wilentz, The Kingdom of Matthias - BEGIN READING (Prologue and Chapter 1)
Thursday, Nov. 12
  • Lecture – Jacksonian America and Indian Removal
  • Reading –
    • Foner, Chapter 10, Democracy in America (entire chapter)
    • Voices, Chapter 10, Democracy in America
      • John Quincy Adams on the Role of the National Government
      • John C. Calhoun, The Concurrent Majority
      • Appeal of the Cherokee Nation
      • Appeal of Forty Thousand Citizens
    • Johnson and Wilentz, The Kingdom of Matthias - KEEP READING (Chapter 2)

Week 12

Tuesday, Nov. 17
  • Lecture – The Peculiar Institution
    • Reading –
    • Foner, Chapter 11: The Peculiar Institution (entire chapter)
    • Voices, Chapter 11: The Peculiar Institution
      • Rise of Cotton Kingdom
      • William Sewall, The Results of British Emancipation
      • Rules of Highland Plantation
      • Slavery and the Bible
      • Letter By a Fugitive Slave
    • Johnson and Wilentz, The Kingdom of Matthias - READ SOME MORE (Chapter 3)
Thursday, Nov. 19
  • Lecture – The Age of Reform
  • Reading –
  • Foner, Chapter 12: An Age of Reform
  • Voices, Chapter 12: An Age of Reform
    • David Walker’s Appeal
    • Frederick Douglas on the Fourth of July
    • Declaration of Sentiments of the Seneca Falls Convention
    • Catharine Beecher on the “Duty of American Females”
  • Johnson and Wilentz, The Kingdom of Matthias - READ EVEN MORE (Chapter 4 & Epilogue)

Week 13

Tuesday, Nov. 24
  • Discussion: Jacksonian America through the Age of Reform
  • Be Prepared for a Reading Exam = BRING SCANTRON
  • Reading –
    • Johnson and Wilentz, The Kingdom of Matthias - FINISH READING (Prologue, Chapters 1-4, Epilogue)
Thursday, Nov. 26

NO CLASS, THANKSGIVING (remind me to ruin the holiday for you!)

Week 14

Tuesday, Dec. 1
  • READING EXAM ON KINGDOM OF MATTHIAS = BRING SCANTRON
Thursday, Dec. 3
  • Lecture – Manifest Destiny and War with Mexico
  • Reading –
    • Foner, Chapter 13: A House Divided
    • Voices, Chapter 13: A House Divided
      • John O’Sullivan, Manifest Destiny
      • A Protest Against Anti-Chinese Prejudice
      • Henry David Thoreau, “Resistance to Civil Government”

Week 15

Tuesday, Dec. 8
  • The Crisis of the 1850s
  • Reading –
    • Foner, Chapter 13: A House Divided
    • Voices, Chapter 13: A House Divided
      • William Henry Seward, The Irrepressible Conflict
      • Hinton R. Helper, The Impending Crisis
      • The Lincoln-Douglas Debates
      • South Carolina Ordinance of Secession
Thursday, Dec. 10
  • The Civil War
  • Reading –
    • Foner, Chapter 14: A New Birth of Freedom, The Civil War (entire chapter)
    • Voices, Chapter 14: A New Birth of Freedom, The Civil War
      • Marcus M. Spiegel, Letter of a Civil War Soldier
      • Samuel S. Cox Condemns Emancipation
      • Abraham Lincoln, The Gettysburg Address
      • Letter by the Mother of a Black Soldier
      • Mary Livermore on Women and the War

Week 16

Tuesday, Dec. 15

************FINAL EXAM *************

Thursday, Dec. 17

Finals returned