American History 2 2014 15 Semester 1 Tu

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American History 2, 2014-2015

Semester 1: Tutorial Outlines

Contents

Tutorials

Week 2

Introduction p.2

Week 3

Servitude & Slavery in Colonial America p.8

Week 4

The American Revolution p.11

Week 5

The Constitution p.16

Week 6

The War of 1812 p.19

Week 7

Andrew Jackson & Indian Removal p.22

Week 8

Ante-bellum Slave Narratives p.28

Week 9

Appendix A: Primary Source Databases p.45

Appendix B: Citing Primary Sources p.47

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AH2/Semester 1/Week 2: Introduction

Tutor: Dr Malcolm Craig

Email: [email protected]

Office hour: Fridays, 11.00 – 12.00, room 1.26

What is in this section?

• Student responsibilities

• Some basic guidelines

• How tutorials will operate

• Leading the discussion

• Use of laptops and tablets in class

• Key terms and key people

• Office hour

Please ensure that you read all of the information below prior to our first class. This will answer many of the basic questions that you might have about

tutorials, the way they operate, and what you can expect from our classes.

Student Responsibilities

Welcome to your American History 2 tutorials. My expectations for your optimum preparation for, and participation in, classes are as follows:

• You will have read the assigned primary and secondary sources before class.

• You will be able to articulate the central theses of key historiography and the arguments that supported them.

• You will actively share insights into, and interpretations of, the readings in a respectful, collegial manner.

• You will engage in a variety of individual and group activities. Active participation from all students is critical to successfully achieving the objectives of this class.

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Some Basic Guidelines

During discussion, please be mindful of contributing to respectful class dynamics. If you are courageous and rarely afraid to speak, remember not to dominate discussion and to give fellow students the opportunity to express their ideas and opinions. If you are shy and tentative about sharing your

thoughts, now is the time to cultivate courage. I expect everyone to be alert, to ask questions, and to share their thoughts about the material with the class.

Our tutorial should be a place where we can share ideas without fear of having our points summarily dismissed. Disagreement is different from

personal attacks. Disagreement is encouraged; personal attacks will not be tolerated. In order to achieve this atmosphere, I expect everyone to treat each other with respect and uphold the goal of expanding our knowledge and contributing to the collective education of our group.

If you know you are going to miss class, you must email me in

advance citing the reason for absence. If you have not notified me in advance, but miss a class, you should email me within twenty-four hours with your reason for absence. Missing class and showing up late should be avoided, because if you are not in class, you cannot participate and contribute to our learning. If there is a mitigating circumstance — such as illness or

bereavement — that prevents you from attending class, you should contact me in advance, as a courtesy to our group. Lateness disrupts learning and is disrespectful to all who arrive on time and are prepared to contribute. If a student is late, they should see me after class ends.

How Tutorials Will Operate

Each week we will focus our discussion around questions for consideration and defined activities. Each tutorial outline is comprised of these questions,

primary source materials (which you must consult), a list of historiography, class activities, and journal entry questions.

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The class activity may be a structured debate, small group work, or the consideration of primary sources. Taking a full part in these activities is a good way of enhancing your understanding of a given topic. The class activities will be:

o_{Week 3: How to critically examine a secondary source.}

o_{Week 4: A debate on the American Revolution and whether or not it} can be considered revolutionary.

o_{Week 5: Research on major figures in the Constitutional era and their} positions with regard to the Constitution.

o_{Week 6: An in-depth, critical analysis of primary sources related to the} War of 1812

o_{Week 7: A debate on Andrew Jackson and the Indian Removal Act.} o_{Week 8: Discussion and analysis of excerpts you have chosen from}

key fugitive slave narratives.

o_{Week 9: Discussion and critical analysis of photography from the} American Civil War.

o_{Week 10: Discussion and critical analysis of political cartoons from the} Reconstruction era.

Leading the Discussion

You will also be required to lead discussions for one week each semester. This will involve setting the context of the week’s discussion with the group through a short presentation focusing on an important aspect of the week’s topic. This forms part of the assessment of your non-written skills. However, if you are nervous about speaking in front of others, do not get too worried! It is natural to feel nervous and all of this will be taken into account. Your content

and insights are more important than the style of your delivery.

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lectures and class reading, we should all have a basic familiarity with the underlying events and concepts. Focus on something you found

particularly interesting and stimulating. Suggestions in this regard include:

o_{Offering a précis and analysis of a significant primary source related to} the topic (for example, a political pamphlet or speech.)

o_{Introducing and analysing key popular culture artefacts associated with} the topic (for example, political cartoons produced during the era under study that highlight key issues or perhaps the ways in which clothing has been used to express political allegiance.)

Furthermore, in your class introductions, I expect you to explicitly

bring in a selection of key historiography. You do not have to offer an

in-depth, journal-style analysis, but I do expect you to make it clear to me

that you have engaged with the wider historiography and not just

cribbed from Foner or Wikipedia! This – along with the rest of your presentation – will help your fellow students to formulate questions and will help spark debate.

In order to enhance our learning, all presentations will be posted on LEARN. That being the case, it is a requirement that you submit the text of your presentation (with appropriate bibliography) and your PowerPoint

presentation to me at least twenty-four hours in advance. I will then place your work on LEARN for the benefit of your fellow students.

If you are worried about this aspect of the tutorials, please do not

hesitate to get in touch by email, after classes, or during my office hour. I have

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Laptops and Tablets in Class

Many classes will allow you to make use of your laptops and tablets during the tutorial. This class is not one of them.1 Tutorials are for listening,

discussing, debating, and learning. They are not for tapping notes into your computer or looking up the answers on Wikipedia.

In our classes, please keep your laptops, tablets, and phones in your bags.

Reading the PDF of a scholarly article during class will not do you any good. You should have read and absorbed the key arguments before coming to class. If you have a certified medical need to use a laptop or other electronic device in class, you should approach Student Support who will put all the necessary arrangements in place and make sure that I am notified of your requirements.

Key Terms and Key People

One thing that you will notice is the inclusion of ‘Key Terms’ and ‘Key People’ sections at the start of each tutorial outline. These give pointers towards vital information that you should know about each topic. During lectures, research online, reading the course textbook, and reading of the wider historiography, you should make an effort to find out what these terms mean and who the various people are. This will not only benefit our in-class discussions, such knowledge will also be extremely useful when it comes to the exam. Nuggets of information such as this will demonstrate to the examiner that you have knowledge of the subject and have substantively engaged with it.

For each tutorial, I expect you to know what the majority of the terms mean and whom the majority of the people mentioned are. It is not a

requirement that you investigate absolutely everything, but it will be useful if

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Office Hour

You should feel free to approach me to discuss any aspect of our tutorials, the course, or your studies in general. To facilitate this, I have an open office hour each Friday between 11.00 and 12.00 in room 1.26 in the School of History, Classics, and Archaeology. You do not have to make an appointment for my office hour, just turn up! I realise that might not be a convenient time for everybody, so if you require a face-to-face meeting outwith my office hour,

please to get in touch (by email or in class) and we can sort out a mutually convenient time. I am also happy to answer queries by email, particularly those that just require a quick answer or some clarification of a particular point. Under most circumstances, I will try to provide an answer within 24 hours. On occasion (such as at weekends or at times when I'm immersed in research and writing) things might take slightly longer.

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AH2/Semester 1/Week 3: Slavery & Servitude in Colonial America

Key Terms: 1619, Bacon’s Rebellion, Chattel Slavery, Indentured Servitude, Indigo, Tobacco, Triangular Trade.

Key People: Nathaniel Bacon, William Berkeley, James Oglethorpe, John Rolfe.

Textbook: Foner, Give Me Liberty!, Chapters 1-3

Questions for consideration

• With reference to primary and secondary sources, what role did the

institution of indentured servitude play in the rise of chattel slavery as a

phenomenon?

• How did the institution of slavery contribute to economic growth and

what activities provided a profitable use of slavery?

Primary Sources

Letter from an Indentured Servant, 1623

http://historymatters.gmu.edu/d/6475

Diary of William Byrd, excerpts, 1709-1722 Above: A contract of indenture from 1766

(http://commons.wikimedia.org/wiki/

File:William_Spencer_Apprenticeship_

4_Nov_1766.png)

Above: An advertisement for newly arrived

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http://www.indiana.edu/~h105swrd/readings/H105-documents-web/week05/Byrd1709.html

Colonial Virginia Laws on Slavery

http://www.indiana.edu/~h105swrd/readings/H105-documents-web/week03/VAlaws1643.html

Slave Auction Broadside, 1769

http://www.pbs.org/wgbh/aia/part1/1h304.html

Early American Newspaper Advertisements - The Virginia Gazette

http://www.history.org/foundation/journal/Autumn10/news/

Class Activity

Using the article by David Eltis listed below, consider how do we critically analyse historiography. What argument(s) is Eltis making; how do we critically engage with such work; what are the best strategies for divining such things? Now, compare the Eltis article with others.

Historiography - Essentials

David Eltis, ‘Europeans and the Rise and Fall of African Slavery in the Americas: An Interpretation’, American Historical Review 98 (1993),1399-1423.

Oscar Handlin and Mary F. Handlin, ‘Origins of the Southern Labor System,’

William and Mary Quarterly 7 (1950):199-222.

Edmund S. Morgan, ‘Slavery and Freedom: The American Paradox,’ Journal

of American History 59 (Jun 1972): 5-29.

Philip D. Morgan, ‘The Origins of American Slavery,’ OAH Magazine of

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Historiography – Further Reading

Ira Berlin, ‘From Creole to African: Atlantic Creoles and the Origins of African-American Society in Mainland North America,’ William and Mary Quarterly, 53 (1996): 251-288.

Robin Blackburn, 'The Old World Background to European Colonial Slavery',William and Mary Quarterly, 54 (1997), 65-102

Carl N. Degler, ‘Slavery and the Genesis of American Race Prejudice,’

Comparative Studies in Society and History 2 (October 1959):49-66.

Lorena Walsh, ‘The Transatlantic Slave Trade and Colonial Chesapeake Slavery.’ OAH Magazine of History 17 (2003): 11-15.

There is a huge catalogue of scholarly work on early colonial slavery beyond this very brief reading list. You are encouraged to look further afield and, as with every topic, read as widely as you can.

Practice Journal Question

Remember that you must submit a journal entry on this question to me

in this class. I will then give you feedback to allow you to prepare for the five marked journal entries you will submit this semester.

Do historians agree that racial motives account for both the introduction of

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AH2/Semester 1/Week 4: The American Revolution

Key Terms: Boston Tea Party, ‘Common Sense’ (pamphlet), Intolerable Acts, Loyalists, Patriots, Stamp Act, Boston Massacre, Homespun Movement

Key People: Mercy Otis Warren, Phillis Wheatley, Betsy Ross, Abigail Adams, Crispus Attucks, George Robert Twelves Hewes, Minutemen, Lord Dunmore, ‘Molly Pitcher,’ James Armistead Lafayette, Salem Poor

• What were the differences and similarities between the American

colonies and Britain, and between the thirteen American colonies

themselves?

• How did concepts of freedom and slavery work their way into the

relationship between the Colonies and Britain? How did slaves and free

blacks participate in the Revolution?

• What roles did women play in the Revolution?

Above: A magazine rendering of ‘The women of ’76: “Molly Pitcher” the heroine of

Monmouth’ first published in Currier & Ives. (http://commons.wikimedia.org/wiki/File:Molly _Pitcher_currier_ives.jpg)

Above: An 1846 artists impression of the December 16, 1773 event which came to be known as the Boston Tea Party.

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Primary Sources

Account of the Boston Massacre (1770)

http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=3&psid=1191

Patrick Henry, ‘Give Me Liberty or Give Me Death,’ (1775)

Declaration of Independence (1776)

Hector St. Jean de Crevecoeur, Letters from an American Farmer (1782)

The Poetry of Mercy Otis Warren:

http://books.google.co.uk/books?id=oYAEAAAAYAAJ&pg=PR4-IA3#v=onepage&q&f=false (Poem IX is about the Boston Tea Party)

The Poetry of Phillis Wheatley:

General information: http://www.poets.org/viewmedia.php/prmMID/21710

Select Poems brought together by Ann M. Woodlief, Emerita Associate Professor at Virginia Commonwealth University:

http://www.vcu.edu/engweb/webtexts/Wheatley/phil.htm

Class Activity

The activity for this class will be a structured debate, examining the proposition that “Because women, African-Americans, and others were

politically marginalised, the American Revolution can not be considered revolutionary.”

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assigned in the week before this class. There will be a further debate later in the semester, so everyone will be expected to take part in such an activity. Each side in the debate will have 10 minutes to present their case, broken down into one 5 minute primary statement and one 5 minute rebuttal. Once both sides have had a chance to present their case, there will be

approximately 15 minutes for questions from the audience.

Teams can allocate their time among their members as they see fit. Non-participants will be responsible for asking questions at the end of the debate. If no questions are forthcoming from the audience, I will ask questions.

Teams and individuals will be evaluated on the persuasiveness of the argument, the evidence brought forth in support of that argument, and the quality of the presentation (organization, clarity, rhetoric, etc.).

Some rules:

• Time limits will be strictly enforced. Do not exceed the allotted time.

• The evidence should be drawn primarily from the assigned primary and secondary sources. Teams that wish to use other sources must supply a list of those sources to the other team and to me at least 24 hours

before the debate. Debaters should be able to cite the sources of their information.

• Novel arguments should not be introduced in the rebuttal. Instead, this time should be to clarify arguments previously made or to respond to arguments made by the other team.

Historiography - Essentials

T. H. Breen, ‘Ideology and Nationalism on the Eve of the American

Revolution: Revisions Once More in Need of Revising,’ Journal of American

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Francis D. Cogliano, Revolutionary America 1763 - 1815, A Political History,

2nd edition (New York, NY: Routledge, 2009), Chp. 3-4 [e-book available on

library website]

Mary Beth Norton, ‘Eighteenth-Century American Women in Peace and War: The Case of the Loyalists,’ William and Mary Quarterly, 33, No. 3 (July 1976), 386-409.

Bernard Bailyn, ‘The Logic of Rebellion’ from Bailyn, The Ideological Origins of the American Revolution Cambridge, Mass.: Belknap Press of Harvard University Press, 1992), 94-159. [E-reserve]

Michael A. McDonnell & Woody Holton, ‘Patriot vs. Patriot: Social Conflict in Virginia and the Origins of the American Revolution,’ Journal of American

Studies Vol.34, No.2 (2000), 231-256.

Gary B. Nash, ‘African Americans in the Early Republic,’ OAH Magazine of History 14 (2000), 12-16.

Al Young, ‘George Robert Twelves Hewes: A Boston Shoemaker and the Memory of the American Revolution,’ William and Mary Quarterly 38 (1981), 561-623.

Multimedia

Photographic Portraits of Revolutionary War Veterans:

http://lightbox.time.com/2013/07/03/faces-of-the-american-revolution/#1

Sounds of the Revolutionary War:

http://www.youtube.com/watch?v=BMmouP3TM9g&ytsession=3P3_a0Lnom8

3xWFqFyiZGRu9N1uM7ZnNaiQStOzgOo-po6oPihk0CyeRM4UeJKazhKuKH-qfLW4b2zegEAMFnnfNXB6xsPHhORsn_wCvVQKRInEN4XutTcnBYSIiStZ8I

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9bTE5VQXkrvxRl-q1eRs_FiFNcMaY00TtKOn-3SXjzXgmPiPt2dx-e_Mt7bTXtJtjknTyMlFh (This is a YouTube video of music produced in 1976 of songs that were used during the revolution)

Journal Questions

How revolutionary do historians assess the American Revolution as being?

Or

How have historians assessed the contribution of politically marginalized

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AH2/Semester 1/Week 5: The US Constitution

Key Terms: Anti-Federalists, Articles of Confederation, Bill of Rights, Constitution, Constitutional Convention, Federalists, Federalist Papers.

Key People: John Adams, Alexander Hamilton, Patrick Henry, Thomas Jefferson, James Madison. Edmund Randolph, Sam Adams, Benjamin Franklin, Patrick Henry, Thomas Jefferson, Gouverneur Morris, Thomas

Paine, Paul Revere, George Washington.

Textbook: Foner, Give Me Liberty!, Chps. 6-7

• Characterize and analyse the Constitution: Did it realise or betray the

principles of the Revolution?

• To what extent was the Constitution a compromise between big and

small states? Rich and poor states? Slave and free states?

• Should the Founding Fathers and their documents (i.e. the Declaration

of Independence and the Constitution) be credited as crippling the

institution of slavery or strengthening its existence?

Above: Thomas Jefferson,

painted by Mather Brown

c.1786(commons.wikimedia.org

/wiki/File:Thomas_Jefferson_by

_Mather_Brown.jpg)

Above: The Constitutional Convention, c.1787, as

envisaged by painter Junius Brutus Stearns in 1856

(commons.wikimedia.org/wiki/File:Washington_Constitution

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Primary Sources

United States Constitution (1787)

http://www.archives.gov/exhibits/charters/constitution.html

Federalist #10 (1787)

http://teachingamericanhistory.org/library/document/federalist-no-10/

Letters from a Federal Farmer (1787)

http://teachingamericanhistory.org/library/document/federal-farmer-ii/

George Washington, Farewell Address (1796)

Class Activity

Last week you will been assigned a major figure in the debates on the constitution and researched their position on the creation and ratification of the document.

The major figures are: John Adams, Samuel Adams, John Dickinson, Elbridge Gerry, Alexander Hamilton, John Hancock, Patrick Henry, James Madison, Gouverneur Morris, Charles Pinckney, Edmund Randolph, John Rutledge.

Your task this week is to present the position of that person to the class and argue for their particular take on the constitution. How do the views interact with the stances of other major figures and what do the compromises made mean for the document itself? You should present your findings in the first person.

Historiography – Essentials

Francis D. Cogliano, Revolutionary America 1763 - 1815, A Political History,

2nd edition (New York, NY: Routledge, 2009), Chps. 5-6 [e-book available

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Kenneth Morgan, ‘Slavery and the Debate over Ratification of the United States Constitution’, Slavery and Abolition 22 (2001), 40-65.

Jack N. Rakove, ‘The Great Compromise: Ideas, Interests and the Politics of Constitution Making,’ William and Mary Quarterly 44 (1987), 424-457.

Lance Banning, ‘Republican Ideology and the Triumph of the Constitution, 1789 to 1793,’ William and Mary Quarterly 31 (1974), 167-188.

Saul Cornell, ‘Aristocracy Assailed: The Ideology of Backcountry Anti-Federalism,’ Journal of American History 76 (1990), 1148-1172.

Isaac Kramnick, ‘”The Great National Discussion”: The Discourse of Politics in 1787,’ William and Mary Quarterly, 45 (1988), 3-32.

William M. Wiecek, 'The Witch at the Christening: Slavery and the

Constitution's Origins,' in Leonard W. Levy and Dennis J. Mahoney (eds.),

The Framing and Ratification of the Constitution (New York, NY, 1987),

167-184

Compare and contrast differing historiographical perspectives on the creation

of the Constitution.

Or

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AH2/Semester 1/Week 6: The War of 1812

Key Terms: Anti-Federalists, Barbary Wars, Democratic-Republican Party, Federalists, Federalist Party, First Party System, Lewis & Clark Expedition, Louisiana Purchase, Monroe Doctrine, Quasi War, War of 1812.

Key People: John Adams, William Clark, Stephen Decatur, Alexander Hamilton, Thomas Jefferson, Meriwether Lewis, James Madison, George

Washington.

• What were the foundations of United States foreign policy prior to the

War of 1812? After the War of 1812? Were there noticeable changes?

• What caused the United States to go to war in 1812?

• Did the War of 1812 contribute to the creation of a genuinely

‘American’ identity?

Above: The USS Constitution versus HMS

Guerriere, August 19, 1812.

Above: The bombardment of Fort

McHenry, September 13, 1814, an event

that would give rise to the American

national anthem, the ‘Star Spangled

Banner’ by Francis Scott Key.

Primary Sources

‘The Chesapeake and The Leopard,’ New York Evening Post (1807)

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Tecumseh to William Henry Harrison (1810)

President James Madison’s State of the Union Address, November 5, 1811:

http://memory.loc.gov/cgi-bin/query/r?ammem/hlaw:@field(DOCID+@lit(hj0084))

President James Madison’s War Message to Congress, June 1, 1812:

www.presidentialrhetoric.com/historicspeeches/madison/warmessage.html

‘War!’ Columbia Sentinel (1812)

http://teachingamericanhistory.org/library/document/war/

Class Activity

Using the first and last primary sources listed above, consider how we use and interpret primary sources. How do the articles report events? How do they portray America’s relationship with Britain? How is Britain portrayed? What factors should we consider when examining newspaper sources. Additionally, compare these media accounts with the other primary sources list above. How do we compare, contrast, and make use of sources?

‘Interchange: The War of 1812,’ Journal of American History 99 (2012), 520-555.

Francis D. Cogliano, Revolutionary America 1763 - 1815, A Political History,

2nd edition (New York, NY, 2009), Chps.7 and 8 [this volume is available as an electronic resource through the library website]

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Amanda Foreman, ‘The British View the War of 1812 Quite Differently than Americans Do,’ Smithsonian Magazine (May 2014)

http://www.smithsonianmag.com/history/british-view-war-1812-quite-differently-americans-do-180951852/

Donald R. Hickey, ‘The War of 1812: Still A Forgotten Conflict,’ The Journal of

Military History, 65 (2001), 741-69.

Richard Jensen, ‘Military History on the Electronic Frontier: Wikipedia Fights the War of 1812,’ Journal of Military History, 76 (2012), 523-56.

How have historians assessed the War of 1812 in terms of its position in

consolidating and defining a truly ‘American’ sense of national identity?

Or

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AH2/Semester 1/Week 7: Andrew Jackson and Indian Removal

Key Terms: Democratic Party, Indian Removal Act, Jacksonian Democracy, Second Party System, Trail of Tears, Whigs.

Key People: John C. Calhoun, Henry Clay, William Henry Harrison, Andrew Jackson, Martin Van Buren, Daniel Webster.

• Was Jackson’s Indian removal policy an act akin to ‘protective custody’

or was it an act of ethnic cleansing?

• What conflicts can you identify in the scholarship on the Jackson’s

Indian policy? How have different historians approached the topic?

Above: ‘Old Hickory’ himself (http://commons.wikimedia.org/ wiki/File:Andrew_Jackson_Portr

ait.jpg)

Above: Unruly goings on and widespread drunkenness at the first inauguration of Andrew Jackson in 1829

(http://commons.wikimedia.org/wiki/File:Jackson_inaugurat ion_crop.jpg)

Primary Sources

Andrew Jackson on Indian Removal

http://www.ucl.ac.uk/USHistory/Building/docs/Jackson.htm)

Indian Removal Act (1830)

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Cherokee Nation v. Georgia (1831)

https://www.mtholyoke.edu/acad/intrel/cherokee.htm

Jackson's speech on Indian Removal (begins in paragraph 2 of column 2 and continues across the subsequent page.)

http://memory.loc.gov/cgi-bin/ampage?collId=llrd&fileName=010/llrd010.db&recNum=438

John Ross Protests Removal (1836)

http://historymatters.gmu.edu/d/6598/

General Winfield Scott to Cherokees

http://georgiainfo.galileo.usg.edu/scottadd.htm

Soldier Recalls Trail of Tears

http://www.learnnc.org/lp/editions/nchist-newnation/4532

Class Activity

The activity for this class will be a structured debate, examining the proposition that "Andrew Jackson was a humanitarian who had the best interests of Native American peoples at heart."

Three students will be asked to support the proposition, and three students will be asked to speak against the proposition. The rest of the class will be expected to ask questions of both sides after the debate proper. Sides will be assigned in the week before this class. If you were a debater in our discussion of the American Revolution, you will be the audience for this debate and vice versa.

Each side in the debate will have 10 minutes to present their case, broken down into one 5 minute primary statement and one 5 minute rebuttal. Once both sides have had a chance to present their case, there will be

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Teams can allocate their time among their members as they see fit. Non-participants will be responsible for asking questions at the end of the debate. If no questions are forthcoming from the audience, I will ask questions.

Teams and individuals will be evaluated on the persuasiveness of the argument, the evidence brought forth in support of that argument, and the quality of the presentation (organization, clarity, rhetoric, etc.).

Some rules:

• Time limits will be strictly enforced. Do not exceed the allotted time.

• The evidence should be drawn primarily from the assigned primary and secondary sources. Teams that wish to use other sources must supply a list of those sources to the other team and to me at least 24 hours before the debate. Debaters should be able to cite the sources of their information.

• Novel arguments should not be introduced in the rebuttal. Instead, this time should be to clarify arguments previously made or to respond to arguments made by the other team.

Historiography

Francis Paul Prucha, ‘Andrew Jackson’s Indian Policy: A Reassessment’,

Journal of American History, 56 (1969), 527-539 (available on JSTOR).

Ronald N Satz, ‘Indian Policy in the Jacksonian Era,’ in Leonard Dinnerstein and Kenneth T. Jackson (eds.), American Vistas 1607-1877 (New York and Oxford, Oxford University Press, 1995), 211-227. [E-reserves]

Alexander,Saxton, ‘Equality, Racism, and Jacksonian Democracy’ in Sean Wilentz (ed), Major Problems in the Early Republic, 1787-1848 (Lexington, Mass.: D.C. Heath and Company, 1992), 407-414. [E-reserves]

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Michael Morris, ‘Georgia and the Conversation Over Indian Removal,’ The

Georgia Historical Quarterly, Vol. 91, No. 4 (Winter 2007), 403-423

Theda Perdue, ‘The Legacy of Indian Removal,’ Journal of Southern History

78 (2012), 3-36.

Mary Young, ‘The Cherokee Nation: Mirror of the Republic,’ American

Quarterly, 33 (1981): 502-24.

Robert V. Remini, ‘Andrew Jackson and Jacksonian Democracy,’ in Sean Wilentz (ed.), Major Problems in the Early Republic (Lexington, Mass.: D.C. Heath and Company, 1992), 399-406. [E-reserves]

“The plan for their removal and reestablishment is founded upon the

knowledge we have gained of their character and habits, and has been

dictated by a spirit of enlarged liberality” (Andrew Jackson, December 7,

1835).2 Do historians see this statement as accurately describing the motives

underlying Andrew Jackson's Indian policy?

Or

Do historians see Indian Removal as founded in racism?

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

2_{!This!is!an!excerpt!from!Andrew!Jackson,!‘Seventh!Annual!Message!to!Congress,’!December!7,!1835,!PBS!}

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A humourous (but reasonably accurate) look at the life of Jackson

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AH2/Semester1/Week 8: Ante-bellum Slave Narratives

Key Terms: Abolitionism, American Colonization Society, Antebellum South, Black Codes, Colonization, Fugitive Slave Law of 1850, John Brown’s Raid, Underground Railroad, Uncle Tom’s Cabin (novel.)

Key People: John Brown, John C. Calhoun, Frederick Douglass, William Lloyd Garrison, Harriet Jacobs, Wendell Phillips, Harriet Beecher Stowe,

Harriet Tubman, Amy Post, Sojourner Truth.

• What problems have historians identified with the ‘slave narratives’ as

primary sources?

• How might the female perspective on slavery differ from the male

perspective? Does, for example, Harriet Jacobs articulate particularly

gendered concerns in her narrative?

Above: Advertisement from 1858, offering a substantial reward for a runaway female slave (http://commons.wikimedia.org/wiki/File:SlaveR ewardWashington1858.jpg)

Above: Harriet Jacobs in 1894

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Primary Sources

Frederick Douglass, Narrative of the Life of Frederick Douglass (1845)

http://docsouth.unc.edu/neh/douglass/douglass.html

Harriet Jacobs, Incidents in the Life of a Slave Girl (1861)

http://docsouth.unc.edu/fpn/jacobs/jacobs.html

Solomon Northup, Twelve Years a Slave (1853)

http://docsouth.unc.edu/fpn/northup/northup.html

Class Activity

I would like you to come prepared with at least two excerpts (no more than one or two paragraphs long and you should not offer two excerpts from the same volume) from Douglas, Jacobs, or Northrup that, for you, highlight key parts of the slave experience - what these key parts might be is up to you. I would like everyone to present one of these excerpts to the class and offer a brief comment on why you feel it is significant and what historiographical issues there might be with using your chosen excerpt as evidence.

William L. Andrews, ‘An Introduction to the Slave Narrative’

http://docsouth.unc.edu/neh/intro.html

John W. Blassingame, 'Using the Testimony of Ex-Slaves: Approaches and Problems', The Journal of Southern History, Vol.41, No.4 (Nov., 1975), 473-492

Carl N. Degler, ‘Why Historians Change their Minds,’ Pacific Historical Review

45 (1976), 167-184.

Drew Gilpin Faust, ‘The Meaning of Power on an Antebellum Plantation,’ in Michael Perman (ed.), Perspectives on the American Past: Readings and

Commentary Vol.1: To 1877, 2nd ed. (Lexington MA, 1996), 255-265.

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For this journal you can EITHER submit a historiographical analysis of work

done by historians on slave narratives OR a textual analysis of the primary

sources.

Historiographical Analysis Question

How have scholars assessed slave narratives and the contribution they make

to our understanding of the past?

Or

Textual Analysis Question

Assess the core differences between the account of Fredrick Douglass OR

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AH2/Semester 1/Week 9: The Civil War

Key Terms: Confederate States of America (CSA), Emancipation Proclamation, Sectionalism, States Rights.

Key People: James Buchanan, Jefferson Davis, Robert E. Lee, Abraham Lincoln, William T. Sherman.

• Was the Civil War an ‘irrepressible’ conflict? (a term used by William

Henry Seward in 1858: http://www.nyhistory.com/central/conflict.htm)

• How have historians assessed the Civil War experiences of rich and

poor, black and white, Northern and Southern?

• What do the primary sources listed below tell us about the role of

slavery as an issue in the Civil War?

Above: President Lincoln and General

McLellan at the Battle of Antietam, September, 1862

(http://commons.wikimedia.org/wiki/File:Maryla nd,_Antietam,_President_Lincoln_on_the_Batt lefield_-_NARA_-_533297.jpg)

Above: African-American soldiers at Dutch Gap, Virginia

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Primary Sources

Thomas Henry Thornwell, ‘A Southern Christian View of Slavery’ (1861)

http://teachingamericanhistory.org/library/document/a-southern-christian-view-of-slavery/

Alexander Stephens, Cornerstone Speech (1861)

http://teachingamericanhistory.org/library/document/corner-stone-speech-excerpt/

Abraham Lincoln, First Inaugural Address (1861)

http://teachingamericanhistory.org/library/document/first-inaugural-address-2/

Account of the Battle of Shiloh (1862)

Abraham Lincoln to Horace Greeley (1862)

http://teachingamericanhistory.org/library/document/letter-to-horace-greeley/

Samuel Cox, ‘Emancipation and Its Consequences – Is Ohio to be Africanized?’ (1862)

http://teachingamericanhistory.org/library/document/emancipation-and-its-results-is-ohio-to-be-africanized/

Abraham Lincoln, The Emancipation Proclamation (1862)

http://www.civilwar.org/education/history/primarysources/emancipation.html

Abraham Lincoln, Gettysburg Address (1863)

http://teachingamericanhistory.org/library/document/gettysburg-address/

Abraham Lincoln, Second Inaugural Address (1865)

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Class Activity

Do a bit of research on photography and photographers (such as Mathew Brady and Alexander Gardner) in the Civil War. Why was it important? Was the Civil War the first ‘photographic war’? Find a photograph that you feel expresses some of the themes of the war, print it out, and bring it to class. You must be prepared to talk about your chosen photograph: why you choose it, when it was taken, what it represents, etc. How can we use and analyse

photographs as primary sources and what are the pitfalls of such sources?

Joseph T. Glatthaar, ‘Everyman's War: A Rich and Poor Man's Fight in Lee's Army,’ Civil War History 54:3 (2008), 229-246.

Mark Neely, Jr. ‘Was the Civil War a Total War?’ Civil War History 50:4 (2004), 5-28.

David Silkenat, ‘‘A Typical Negro’: Gordon, Peter, Vincent Colyer, and the Story behind Slavery’s Most Famous Photograph,’ American Nineteenth

Century History (2014)

Carole Emberton, ‘Only Murder Makes Men: Reconsidering the Black Military Experience,’ Journal of the Civil War Era 2 (2012), 369-393

Drew Gilpin Faust, ‘The Dread Void of Uncertainty: Naming the Dead in the American Civil War,’ Southern Cultures, Summer 2005.

Gary J. Kornblith, 'Rethinking the Coming of the Civil War: A Counterfactual Exercise', Journal of American History, Vol.90, No.1 (Jun., 2003), 76-105.

James M. McPherson, ‘Antebellum Southern Exceptionalism: A New Look at an Old Question’ Civil War History 1983, reprinted in Civil War History vol. 50 (2004): 418-433. Also available as chap. 1 of McPherson’s Drawn with the

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How have historians assessed the experiences of different groups involved in

the Civil War?

Or

Using two or more pieces of scholarship, explain the different ways in which

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AH2/Semester 1/Week 10: Reconstruction

Key Terms: Carpetbaggers, Freedmen’s Bureau, Jim Crow Laws, Presidential Reconstruction, Radical Reconstruction, Redeemers, Scallawags.

Key People: Ulysses S. Grant, Andrew Johnson, Thomas Nast, Charles Sumner.

Textbook: Foner, Give Me Liberty!, Chapter 15

• Compare the visions for Reconstruction advanced by President

Andrew Johnson and the congressional Republicans. What are the

main differences/similarities?

• With reference to primary sources, how would you consider the

treatment of black Americans during Reconstruction?

Primary Sources

An African American Recalls the Origins of Sharecropping

http://www.pbs.org/wgbh/amex/reconstruction/sharecrop/ps_adams.html

An African American Recalls Violence during Reconstruction

http://www.pbs.org/wgbh/amex/reconstruction/activism/ps_calhoun.html

Report on Memphis Race Riot

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Class Activity

As part of this reading list, you will see four examples of work by noted political cartoonist Thomas Nast.

You should examine the two cartoons assigned to you in detail, annotating them with your own thoughts, and bringing them to class. What is represented in the cartoon? What is it saying? What/who do the figures represent? What

are the organisations represented? What does the cartoon say to you about the post-Civil War period? How did the cartoons of Thomas Nast frame reconstruction? How did he portray the various parties with an interest in the reconstruction process? How does Nast’s portrayal of Reconstruction align with the portrayal given by the other primary sources?

You should also examine the two cartoons that are not assigned to you, just so you are aware of what fellow students are referring to.

As an aid to understanding political cartoons, the following article will be

helpful: Thomas Milton Kemnitz, 'The Cartoon as a Historical Source', Journal

of Interdisciplinary History (Summer, 1973), pp. 81-93

Michael Les Benedict, ‘Preserving the Constitution: The Conservative Basis of Radical Reconstruction,’ Journal of American History, 61 (1974): 65-90.

Eric Foner, ‘The Failure of Presidential Reconstruction’ from Foner,

Reconstruction: America’s Unfinished Revolution (New York: Perennial

Classics, 2002), 176-227. [E-reserves]

Armstead L. Robinson, ‘Beyond the Realm of Social Consensus: New Meanings of Reconstruction for American History,’ Journal of American

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Harold D. Woodman, ‘Class, Race, Politics, and the Modernization of the Postbellum South,’ Journal of Southern History 63 (1997), 3-22.

Adam Fairclough, ‘Was the Grant of Black Suffrage a Political Error?’ Journal

of the Historical Society 12 (2012), 155-188.

Michael W. Fitzgerald, ‘Reconstruction Re-Engineered: Or, Is Doubting Black

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AH2/Semester 1/Week 11: The Jim Crow South

Key Terms: Civil Rights Act of 1875, Compromise of 1877, Interstate

Commerce Commission, Jim Crow Laws, Ku Klux Klan, Lynching, Plessy vs. Ferguson Decision, Poll Tax, Redeemers, Southern Democrats

Key People: W E B DuBois, Reverend W H Heard, Homer Plessy, Thomas D Rice, Booker T Washington.

Textbook: Foner, Give Me Liberty!, Chapters 16-17

• Was politics or race more important in the creation of the Jim Crow

South?

• To what extent were the black and white communities unified and/or

divided by Jim Crow?

• What did major figures in African-American life – such as Booker T.

Washington or W.E.B. DuBois – have to say about the Jim Crow era?

Above: George Meadows, lynched in

Alabama, January 15, 1889

(http://commons.wikimedia.org/ wiki/File:Lynching-1889.jpg)

Above: Booker T Washington, a former slave

who became the foremost leader for black

Americans in the late nineteenth and early

twentieth centuries

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File:Booker_T_Washington_retouched_ flattened-crop.jpg)

Primary Sources

Ida B. Wells, ‘Lynch Law in America’ (1900)

http://courses.washington.edu/spcmu/speeches/idabwells.htm

Booker T. Washington, Atlanta Exposition Address (1895)

http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=3&psid=3613

W.E.B. DuBois, ‘On Booker T. Washington and Others’ (1903)

http://historymatters.gmu.edu/d/40/

Plessy v. Ferguson (1896)

http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=3&psid=1103

Lynching photos

http://withoutsanctuary.org/

Class Activity

There is no assigned class activity for this week. However, we will take time to discuss what you have enjoyed about this semester, what parts of the course

you found more or less engaging, any feedback you might have on our classes, and what you are most looking forward to studying next semester.

W. Fitzhugh Brundage, ‘The Ultimate Shame: Lynch-Law in Post-Civil War American South,’ Social Alternatives 25 (2006), 28-32.

Howard N. Rabinowitz, ‘From Exclusion to Segregation: Southern Race Relations, 1865-1890,’ Journal of American History 63 (1976), 325-350.

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Adam Fairclough, ‘Being in the Field of Education and Also Being a Negro...,’

Journal of American History (2000), 65-91.

Anne E. Marshall, ‘The 1906 Uncle Tom's Cabin Law and the Politics of Race and Memory in Early-Twentieth Century Kentucky,’ Journal of the Civil War Era (2011), 368-393.

Barbara Welke, ‘When All the Women Were White, and All the Blacks Were

Men,’ Law and History Review 13 (1995), 295-313

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Appendix A: Useful Primary Source Databases

The American Founding Era

A digital database of the papers of many of the founding era’s leading figures. Currently the University of Edinburgh only has access to the general public collection (called ‘Early Access’), which still contains thousands of interesting primary source documents from the likes of John Adams, George

Washington, Thomas Jefferson, Abigail Adams, and Mercy Otis Warren.

http://rotunda.upress.virginia.edu/founders/FGEA.html

America’s Historical Newspapers (via library website)

A vast database of many newspapers from American history.

http://infoweb.newsbank.com.ezproxy.is.ed.ac.uk/iw-search/we/HistArchive

The American State Papers

Comprising a total of thirty-eight physical volumes, contain the legislative and executive documents of Congress during the period 1789 to 1838.

http://memory.loc.gov/ammem/amlaw/lwsp.html

Eigtheenth Century Collections Online (via library website)

A database of primary sources from the eighteenth century, including newpapers, speeches, letters, and published materials.

http://find.galegroup.com.ezproxy.is.ed.ac.uk/ecco/start.do?prodId=ECCO&us

erGroupName=ed_itw

Eighteenth Century Journals (via library website)

Much like the above, but with a focus on rare journals and periodicals.

http://www.18thcjournals.amdigital.co.uk.ezproxy.is.ed.ac.uk/index.aspx

Electronic Enlightenment (via library website)

Correspondence between eighteenth century ‘thinkers and writers.’

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Foreign Relations of the United States

An extremely useful collection of documents relating to American foreign policy matters from the mid nineteenth century to the 1960s.

http://uwdc.library.wisc.edu/collections/FRUS

The Historical Washington Post (1877-1994)

One of the key American newspapers of record and the main news organ of

the nations capital. Access through the library databases website at:

http://www.ed.ac.uk/schools-departments/information-

services/services/library-museum-gallery/finding-resources/library-databases/databases-subject-a-z/database-newspapers

Online Library of Liberty

This website brings together digitized versions – that are searchable! – of all manner of primary and secondary sources in American History and Literature, though their early collection is particularly rich.

http://oll.libertyfund.org

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Appendix B: Citing Primary Sources in Footnotes

This citation method is taken from the Chicago Manual of Style website:

www.chicagomanualofstyle.org/tools_citationguide.html and The Research

and Documentation Online 5th Edition for Chicago documentation:

http://bcs.bedfordstmartins.com/resdoc5e/RES5e_ch10_s1-0001.html#RES5e_ch10_p0193

Cartoons, Works of Art, and Photographs

For an original, make sure you include the institution holding the work as well

as its medium. If you’re citing a reproduction, you may omit these and just

give publication information for your source.

Original: Aaron Siskind, Untitled (The Most Crowded Block), gelatin silver print, 1939, Kemper Museum of Contemporary Art, Kansas City, MO.

Reproduction (most cartoons will fall under this category): Edward Hopper,

August in the City, in Edward Hopper: The Art and the Artist, by Gail Levin

(New York: Whitney Museum of American Art, 1980), 197.

Legal Documents and Government Publications

Include as much information as you can, including who wrote the document

and, if possible, whom it was for. A document from a general collection would

be cited as follows:

U.S. Department of State, Foreign Relations of the United States: Diplomatic

Papers, 1943 (Washington, DC: GPO, 1965), 562.

Newspapers

Newspapers are cited as primary sources if you are using them as historical

documents. For example, advertisements about runaway slaves or the press

coverage of clashes between Union troops and American Indians in the

nineteenth century. Wherever possible include a page number, especially if

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‘Monday July 27, A Mobocracy,’ Federal Republican and Commercial

Gazette, No. 487 August 3, 1812, p.1, America’s Historical Newspapers

http://infoweb.newsbank.com.ezproxy.is.ed.ac.uk/iw-

search/we/HistArchive/HistArchive?d_viewref=doc&p_docnum=-1&p_nbid=H50Y57KNMTM3ODExNTgzMC4yNjIzMDQ6MToxNDoxMjkuMjE1

LjE3LjE5MA&f_docref=v2:107A06EFAB5F8018@EANX-

11B5C56D9938F478@2383094-

11B5C56DA1FF00C0@0&p_docref=v2:107A06EFAB5F8018@EANX-11B5C56D9938F478@2383094-11B5C56DA1FF00C0@0.

Letters in Published Collections

Jessica Mitford to Esmond Romilly, 29 July 1940, in Decca: The Letters of

Jessica Mitford, ed. Peter Y. Sussman (New York: Knopf, 2006) 55-56.

REMEMBER THAT ANYTHING YOU ACCESS ONLINE MUST INCLUDE A

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Appendix C: Citing Secondary Sources in Footnotes

This citation method is taken from the Chicago Manual of Style website:

www.chicagomanualofstyle.org/tools_citationguide.html and The Research

and Documentation Online 5th Edition for Chicago documentation:

http://bcs.bedfordstmartins.com/resdoc5e/RES5e_ch10_s1-0001.html#RES5e_ch10_p0193

Book

One author

Michael Pollan, The Omnivore’s Dilemma: A Natural History of Four

Meals (New York: Penguin, 2006), 99–100

Subsequent citation: Pollan, The Omnivore’s Dilemma, 103

Two or more authors

Geoffrey C. Ward and Ken Burns, The War: An Intimate History, 1941– 1945 (New York: Knopf, 2007), 52.

Subsequent citation: Ward and Burns, The War, 67

For four or more authors, list all of the authors in the bibliography; in the note, list only the first author, followed by et al. (‘and others’):

Dana Barnes et al., Plastics: Essays on American Corporate Ascendance in

the 1960s . . .

Editor, translator, or compiler instead of author

Richmond Lattimore, trans., The Iliad of Homer (Chicago: University of

Chicago Press, 1951), 91–92.

Subsequent citation: Lattimore, Illiad, 107

Editor, translator, or compiler in addition to author

Gabriel García Márquez, Love in the Time of Cholera, trans. Edith Grossman (London: Cape, 1988), 242–55.

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Chapter or other part of a book

John D. Kelly, ‘Seeing Red: Mao Fetishism, Pax Americana, and the Moral Economy of War,’ in Anthropology and Global Counterinsurgency, ed. John D. Kelly et al. (Chicago: University of Chicago Press, 2010), 77.

Subsequent citation: Kelly, ‘Seeing Red,’ 81–82.

Preface, foreword, introduction, or similar part of a book

James Rieger, introduction to Frankenstein; or, The Modern Prometheus, by Mary Wollstonecraft Shelley (Chicago: University of Chicago Press, 1982), xx–xxi.

Subsequent citation: Rieger, introduction, xxxiii.

Book published electronically

If a book is available in more than one format, cite the version you consulted. For books consulted online, list a URL; include an access date only if one is required by your publisher or discipline. If no fixed page numbers are

available, you can include a section title or a chapter or other number.

Jane Austen, Pride and Prejudice (New York: Penguin Classics, 2007), Kindle edition.

Subsequent citation: Austen, Pride and Prejudice.

Other Sources

Journal article

In a note, list the specific page numbers consulted, if any. In the bibliography, list the page range for the whole article.

Joshua I. Weinstein, ‘The Market in Plato’s Republic,’ Classical Philology 104 (2009): 440.

Subsequent citation: Weinstein, ‘Plato’s Republic,’ 452–53.

Article in a newspaper or popular magazine

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2010, . . .’) instead of in a note, and they are commonly omitted from a bibliography. The following examples show the more formal versions of the citations. If you consulted the article online, include a URL; include an access date only if your publisher or discipline requires one. If no author is identified, begin the citation with the article title.

Daniel Mendelsohn, ‘But Enough about Me,’ New Yorker, January 25, 2010,

68.

Subsequent citation: Mendelsohn, ‘But Enough about Me,’ 69.

Randal C. Archibold, ‘These Neighbors Are Good Ones without a New Fence,’ New York Times, October 22, 2008, sec. A.

Subsequent citation: Archivald, ‘These Neighbors Are Good Ones.’

Book review

David Kamp, ‘Deconstructing Dinner,’ review of The Omnivore’s Dilemma: A

Natural History of Four Meals, by Michael Pollan, New York Times, April 23,

2006, Sunday Book Review,

http://www.nytimes.com/2006/04/23/books/review/23kamp.html. Subseuqent citation: Kamp, ‘Deconstructing Dinner.’

Video or DVD

You may wish to cite a documentary or investigative series. Often, as with secondary source newspaper articles, these are cited in running text, but a formal citation will be necessary in any bibliography.

The Secret of Roan Inish, directed by John Sayles (1993; Culver City, CA:

Columbia TriStar Home Video, 2000), DVD.

Website

A citation to website content can often be limited to a mention in the text or in a note (“As of July 19, 2008, the McDonald’s Corporation listed on its

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examples below. Because such content is subject to change, include an access date or, if available, a date that the site was last modified.

‘Google Privacy Policy,’ last modified March 11, 2009, http://www.google.com/intl/en/privacypolicy.html. Subsequent citation: ‘Google Privacy Policy.’

One last note about citations. If you access anything online – even if

there is a print version available – whether it be primary or secondary,