WHAT WOULD IT TAKE FOR YOU TO TAKE UP ARMS AND REVOLT VIOLENTLY AGAINST YOUR COUNTRY?
How do modern political, social, or market movements spread?
I. Changing Policies:
(ending “salutary neglect”)
A. Navigation Acts:
B. Sugar Act (1764)
C. Stamp Act (1765)
Stamp Act Repealed in February of 1766
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
D. Townshend Duties (1767)
II. Escalation:
A. The Boston Massacre
B. Burning of the Gaspee
C. The Boston Tea Party, 1773
D. Intolerable Acts
(1774, also called The Coercive Acts)
1. Boston Port Bill
2. Massachusetts Bay Regulating Act
3. Impartial Administration of Justice Act
4. Quartering Act
The Quebec Act
III. Events plus Ideas=
Revolution
A. EVENTS:
Lexington and Concord
B. IDEAS:
1. Thomas Paine,
“Common Sense” 1776
“But where says some is the King of America? I'll tell you Friend, he reigns above, and doth not make havoc of mankind like the Royal Brute of Britain...let it be brought forth placed on the divine law, the word of God; let a crown be placed thereon, by which the world may know, that so far as we approve of monarchy, that in America THE LAW IS KING.”
“Small islands not capable of protecting themselves, are the proper objects for kingdoms to take under their care; but there is something very absurd, in supposing a continent to be perpetually governed by an island. In no instance hath nature made the satellite larger than its primary planet, and as England and America, with respect to each Other, reverses the common order of nature, it is evident they belong to different systems: England to Europe- America to itself.”
2. Thomas Jefferson:
Declaration of Independence
…
and finally…
The Battle of Saratoga
The Battle of Yorktown
and
The Treaty of Paris, 1783
Thursday, April 26, 2012
Thursday, April 19, 2012
COMMON SENSE READING GUIDE
The pamphlet "Common Sense" must be read by April 24th. It is a fairly short read, but you should approach it in a particular way to get the most out of it. As you read, keep a list of arguments that Paine gives in support of independence. How does he argue his case? If you were a loyalist, would you agree with his assertions?
As with Franklin, these questions are intended to guide your reading. We will have a discussion of the book on Tuesday.
As with Franklin, these questions are intended to guide your reading. We will have a discussion of the book on Tuesday.
EXAMINATION STUDY GUIDE
This exam will be on Tuesday, May 1.
The exam will consist of 27 multiple choice questions. You will answer 25 of them.
The information for this exam will come directly from lectures.
Here's an example of a possible question, showing you the depth of information you'll need:
The treaty that ended the French and Indian War was the
Versailles Treaty?
Treaty of Paris, 1783?
Treaty of Paris, 1763?
The exam will consist of 27 multiple choice questions. You will answer 25 of them.
The information for this exam will come directly from lectures.
Here's an example of a possible question, showing you the depth of information you'll need:
The treaty that ended the French and Indian War was the
Versailles Treaty?
Treaty of Paris, 1783?
Treaty of Paris, 1763?
Tuesday, April 17, 2012
Mid-Century Challenges
I. Great Awakening:
There is nothing that keeps wicked men, at any one moment, out of hell, but the mere pleasure of God.
That world of misery, that lake of burning brimstone is extended abroad under you. There is the dreadful pit of the glowing flames of the wrath of God; there is hell's wide gaping mouth open; and you have nothing to stand upon, nor any thing to take hold of: there is nothing between you and hell but the air; ‘tis only the power and mere pleasure of God that holds you up.
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 God that holds you over the pit of hell, much as one holds a spider, or some loathsome insect, over the fire, abhors you, and is dreadfully provoked; his wrath towards you burns like fire; he looks upon you as worthy of nothing else, but to be cast into the fire; he is of purer eyes than to bear to have you in his sight; you are ten thousand times so abominable in his eyes as the most hateful venomous serpent is in ours. You have offended him infinitely more than ever a stubborn rebel did his prince; and yet ‘tis nothing but his hand that holds you from falling into the fire every moment.
How is the Great Awakening a challenge to British authority?
II. The American Enlightenment:
III. French and Indian War
“play off” system
Battle of Quebec:
Sept. 13, 1759
50 warships
200 transport ships
8500 men
General James Wolfe:
“The paths of glory lead but to the grave.”
How is the French and Indian War a challenge to British authority?
IV. Economic Shift
What is industrialism and how does it change the historical trajectory of the world?
POWER:
Thomas Newcomen (1702)
James Watt (1763)
STEEL PRODUCTION:
Britain: 1.3 million tons in 1840
6.7 million tons in 1870
10.4 million tons in 1913
Germany :
.19 million tons in 1840
1.56 million tons in 1870
19.3 million tons in 1913
Dr. Loudon reports, "I am of the opinion no child under fourteen years of age should work in a factory of any description more than eight hours a day." Dr. Hawkins reports, "I am compelled to declare my deliberate opinion, that no child should be employed in factory labour below the age of ten; that no individual, under the age of eighteen, should be engaged in it longer than ten hours daily."
V. Land Conflicts
A. Susquehannah Company
(Pennamite Wars)
B. Paxton Boys
C. South Carolina Regulators
D. North Carolina Regulators
E. The Boston Fire of 1760
F. The Great Migration of 1773
From 1763 to 1776 there was an influx of immigrants into British North America:
55,000 Protestant Irish
40,000 Scots
30,000 English
12,000 Germans (mostly to Philadelphia)
84,500 enslaved Africans
How might this immigration alter the historical trajectory of the colonies?
By the way, total population of the
13 colonies was about 2.5 million…
and the largest city in the colonies in 1776 is Philadelphia with 25,000.
…one example, a family of four from Heuchelheim, Germany.
VI. Significance
There is nothing that keeps wicked men, at any one moment, out of hell, but the mere pleasure of God.
That world of misery, that lake of burning brimstone is extended abroad under you. There is the dreadful pit of the glowing flames of the wrath of God; there is hell's wide gaping mouth open; and you have nothing to stand upon, nor any thing to take hold of: there is nothing between you and hell but the air; ‘tis only the power and mere pleasure of God that holds you up.
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 God that holds you over the pit of hell, much as one holds a spider, or some loathsome insect, over the fire, abhors you, and is dreadfully provoked; his wrath towards you burns like fire; he looks upon you as worthy of nothing else, but to be cast into the fire; he is of purer eyes than to bear to have you in his sight; you are ten thousand times so abominable in his eyes as the most hateful venomous serpent is in ours. You have offended him infinitely more than ever a stubborn rebel did his prince; and yet ‘tis nothing but his hand that holds you from falling into the fire every moment.
How is the Great Awakening a challenge to British authority?
II. The American Enlightenment:
III. French and Indian War
“play off” system
Battle of Quebec:
Sept. 13, 1759
50 warships
200 transport ships
8500 men
General James Wolfe:
“The paths of glory lead but to the grave.”
How is the French and Indian War a challenge to British authority?
IV. Economic Shift
What is industrialism and how does it change the historical trajectory of the world?
POWER:
Thomas Newcomen (1702)
James Watt (1763)
STEEL PRODUCTION:
Britain: 1.3 million tons in 1840
6.7 million tons in 1870
10.4 million tons in 1913
Germany :
.19 million tons in 1840
1.56 million tons in 1870
19.3 million tons in 1913
Dr. Loudon reports, "I am of the opinion no child under fourteen years of age should work in a factory of any description more than eight hours a day." Dr. Hawkins reports, "I am compelled to declare my deliberate opinion, that no child should be employed in factory labour below the age of ten; that no individual, under the age of eighteen, should be engaged in it longer than ten hours daily."
V. Land Conflicts
A. Susquehannah Company
(Pennamite Wars)
B. Paxton Boys
C. South Carolina Regulators
D. North Carolina Regulators
E. The Boston Fire of 1760
F. The Great Migration of 1773
From 1763 to 1776 there was an influx of immigrants into British North America:
55,000 Protestant Irish
40,000 Scots
30,000 English
12,000 Germans (mostly to Philadelphia)
84,500 enslaved Africans
How might this immigration alter the historical trajectory of the colonies?
By the way, total population of the
13 colonies was about 2.5 million…
and the largest city in the colonies in 1776 is Philadelphia with 25,000.
…one example, a family of four from Heuchelheim, Germany.
VI. Significance
Thursday, April 5, 2012
DISCOVERY AND SETTLEMENT OUTLINE
I. The Colonizers:
Remember, colonies=tensions.
(Anglo-Indian, Anglo-French, etc.)
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
By 1700:
Manhattan=5000 inhabitants
--mostly Dutch, but quite religiously and ethnically diverse:
15% African (overwhelmingly slaves), also some Jews, Dutch Reformed, Walloon, British Anglicans, Presbyterians, French Protestant, Roman Catholics, Quakers, singing Quakers, ranting Quakers, Sabbatarians and anti-Sabbatarians, Anabaptists
C. The English:
Why colonize?
➢ Religious Reasons
➢ Social Reasons
➢ Economic Reasons
1. Virginia
South—Chesapeake—Virginia
Founding Pains
A. Settlement
B. Headright
C. House of Burgesses
D. Royal Colony
Economy: “The Crop that Cureth”
A. The Chesapeake
B. Labor trouble
Indentured Servitude
Slavery
Social and Political Life:
Cavalier Culture
A. Violence
B. Bacon’s Rebellion
2. 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.
3. 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
4. Other Dangers:
King Philip’s War,
1675-1676
Historian Bernard Bailyn:
“Borderland violence and bizarre distensions of normal European culture patterns had become fused with a growing civility into a distinctive way of life.”
KEY AMERICAN CONTRADICTION:
SLAVERY/FREEDOM
BRUTALITY/KINDNESS
PRIMITIVISM/CIVILIZATION
SAVAGRY/COMPASSION
Bernard Bailyn: “What did it mean to Jefferson, slave owner and philosophe, that he grew up in this far western borderland world of Britain, looking out of Queen Anne rooms of spare elegance onto a wild, uncultivated land? We can only grope to understand.”
By 1710:
Virginia: 78,281
Massachusetts: 62,390
New York: 21,625
Pennsylvania: 24,450
Remember, colonies=tensions.
(Anglo-Indian, Anglo-French, etc.)
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
By 1700:
Manhattan=5000 inhabitants
--mostly Dutch, but quite religiously and ethnically diverse:
15% African (overwhelmingly slaves), also some Jews, Dutch Reformed, Walloon, British Anglicans, Presbyterians, French Protestant, Roman Catholics, Quakers, singing Quakers, ranting Quakers, Sabbatarians and anti-Sabbatarians, Anabaptists
C. The English:
Why colonize?
➢ Religious Reasons
➢ Social Reasons
➢ Economic Reasons
1. Virginia
South—Chesapeake—Virginia
Founding Pains
A. Settlement
B. Headright
C. House of Burgesses
D. Royal Colony
Economy: “The Crop that Cureth”
A. The Chesapeake
B. Labor trouble
Indentured Servitude
Slavery
Social and Political Life:
Cavalier Culture
A. Violence
B. Bacon’s Rebellion
2. 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.
3. 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
4. Other Dangers:
King Philip’s War,
1675-1676
Historian Bernard Bailyn:
“Borderland violence and bizarre distensions of normal European culture patterns had become fused with a growing civility into a distinctive way of life.”
KEY AMERICAN CONTRADICTION:
SLAVERY/FREEDOM
BRUTALITY/KINDNESS
PRIMITIVISM/CIVILIZATION
SAVAGRY/COMPASSION
Bernard Bailyn: “What did it mean to Jefferson, slave owner and philosophe, that he grew up in this far western borderland world of Britain, looking out of Queen Anne rooms of spare elegance onto a wild, uncultivated land? We can only grope to understand.”
By 1710:
Virginia: 78,281
Massachusetts: 62,390
New York: 21,625
Pennsylvania: 24,450
Wednesday, April 4, 2012
DUE THURSDAY
Simply write out your own statement that says, "I read the syllabus."
Sign it, and bring it to class.
Sign it, and bring it to class.
Tuesday, April 3, 2012
READING DUE THURSDAY....RABBIT BOY IS AWESOME!
White River Lakota Origin Story
Rabbit Boy:
In the old days, there lived a rabbit - a very lively, playful, good-hearted rabbit. One day this rabbit was walking, enjoying himself, when he came across a clot of blood. How it got there, nobody knows. It looked like a blister, a little bladder full of red liquid. Well, the playful rabbit began toying with that clot of blood, kicking it around as if it were a tiny ball. Now, we Indians believe in Takuskanskan, the mysterious power of motion. Its spirit is in anything that moves. It animates things and makes them come alive.
Well, the rabbit got into this strange moving power without even knowing it, and the motion of being kicked around, or rather the spirit of the motion - and I hope you can grasp what I mean by that - began to work on the little blob of blood so that it took shape, forming a little gut.
The rabbit kicked it some more, and the blob began to grow tiny hands and arms. The rabbit kept nudging it, and suddenly it had eyes and a beating heart. In this way the rabbit, with the help of the mysterious moving power, formed a human being, a little boy. The rabbit called him "We-Ota-Wichasha", Much-Blood Boy, but he is better known as Rabbit Boy. The rabbit took him to his wife, and both of them loved this strange little boy as if he were their only son. They dressed him up in a beautiful buckskin shirt, which they painted with the sacred red color and decorated with designs made of porcupine quills.
The boy grew up happily among the rabbits. When he was almost a man, the old rabbit took him aside and said: "Son, I must tell you that you are not what you think you are - a rabbit like me. You are a human. We love you and we hate to let you go, but you must leave and find your own people." Rabbit Boy started walking until he came to a village of human beings, where he saw boys who looked like himself. He went into the village. The people could not help staring at this strange boy in his beautiful buckskin clothes.
"Where are you from?" they asked him. "I am from another village," said Rabbit Boy, though this was not true. There was no other village in the whole world, for as I told you, the earth was still in its beginning. In the village was a beautiful girl who fell in love with Rabbit Boy, not only for his fine clothes, but also for his good looks and kind heart. Her people, too, wanted him to marry into the village, wanted a man with his great mystery power to live among them. And Rabbit Boy had a vision. In it he was wrestling with the sun, racing the sun, playing hand games with the sun - and always winning. But Iktome, the wicked Spider Man, the mean trickster, prankster, and witch doctor, wanted that beautiful girl for himself. He began to say bad things about Rabbit Boy.
"Look at him," Iktome said, "showing off his buckskin outfit to us who are too poor to have such fine things." And to the men he also said:
"How come you're letting him marry a girl from your village?" He also told them:
"In case you want me to, I have a magic hoop to throw over that Rabbit Boy. It will make him helpless." Several boys said, "Iktome is right." They were jealous of Rabbit Boy on account of his strange power, his wisdom and generosity. They began to fight him, and Spider Man threw his magic hoop over him. Though it had no effect on Rabbit Boy, he pretended to be helpless to amuse himself. The village boys and young men tied Rabbit Boy to a tree with rawhide thongs. The evil Spider Man was encouraging them: "Let's take our butchering knives and cut him up!" "Friends, *kola-pila,*.." said Rabbit Boy, "if you are going to kill me, let me sing my death song first." And he sang: Friends, friends,I have fought the sun. He tried to burn me up,But he could not do it. Even battling the sun, I held my own. After the death song, the villagers killed Rabbit Boy and cut him up into chunks of meat, which they put in a soup pot. But Rabbit Boy was not hurt easily. A storm arose, and a great cloud hid the face of the sun, turning everything into black night.
When the cloud was gone, the chunks of meat had disappeared without a trace. But those who had watched closely had seen the chunks forming up again into a body, had seen him going up to heaven on a beam of sunlight. A wise old medicine man said, "This Rabbit Boy really has powerful medicine: he has gone up to see the sun. Soon he will come back stronger than before, because up there he will be given the sun's power. Let's marry him to that girl of ours." But the jealous spider, Iktome, said, "Why bother about him? Look at me: I am much more powerful than Rabbit Boy! Here, tie me up too; cut me up! Be quick!" Iktome thought he remembered Rabbit Boy's song. He thought there was power in it - magic strength. But Iktome did not remember the words right. He sang, Friends, friends,I have fought the moon, She tried to fight, But I won. Even battling the moon,I came out on top.
They cut Iktome up, as he had told them, but he never came to life again.
The spider had finally outsmarted himself. Evil tricksters always do.
Rabbit Boy:
In the old days, there lived a rabbit - a very lively, playful, good-hearted rabbit. One day this rabbit was walking, enjoying himself, when he came across a clot of blood. How it got there, nobody knows. It looked like a blister, a little bladder full of red liquid. Well, the playful rabbit began toying with that clot of blood, kicking it around as if it were a tiny ball. Now, we Indians believe in Takuskanskan, the mysterious power of motion. Its spirit is in anything that moves. It animates things and makes them come alive.
Well, the rabbit got into this strange moving power without even knowing it, and the motion of being kicked around, or rather the spirit of the motion - and I hope you can grasp what I mean by that - began to work on the little blob of blood so that it took shape, forming a little gut.
The rabbit kicked it some more, and the blob began to grow tiny hands and arms. The rabbit kept nudging it, and suddenly it had eyes and a beating heart. In this way the rabbit, with the help of the mysterious moving power, formed a human being, a little boy. The rabbit called him "We-Ota-Wichasha", Much-Blood Boy, but he is better known as Rabbit Boy. The rabbit took him to his wife, and both of them loved this strange little boy as if he were their only son. They dressed him up in a beautiful buckskin shirt, which they painted with the sacred red color and decorated with designs made of porcupine quills.
The boy grew up happily among the rabbits. When he was almost a man, the old rabbit took him aside and said: "Son, I must tell you that you are not what you think you are - a rabbit like me. You are a human. We love you and we hate to let you go, but you must leave and find your own people." Rabbit Boy started walking until he came to a village of human beings, where he saw boys who looked like himself. He went into the village. The people could not help staring at this strange boy in his beautiful buckskin clothes.
"Where are you from?" they asked him. "I am from another village," said Rabbit Boy, though this was not true. There was no other village in the whole world, for as I told you, the earth was still in its beginning. In the village was a beautiful girl who fell in love with Rabbit Boy, not only for his fine clothes, but also for his good looks and kind heart. Her people, too, wanted him to marry into the village, wanted a man with his great mystery power to live among them. And Rabbit Boy had a vision. In it he was wrestling with the sun, racing the sun, playing hand games with the sun - and always winning. But Iktome, the wicked Spider Man, the mean trickster, prankster, and witch doctor, wanted that beautiful girl for himself. He began to say bad things about Rabbit Boy.
"Look at him," Iktome said, "showing off his buckskin outfit to us who are too poor to have such fine things." And to the men he also said:
"How come you're letting him marry a girl from your village?" He also told them:
"In case you want me to, I have a magic hoop to throw over that Rabbit Boy. It will make him helpless." Several boys said, "Iktome is right." They were jealous of Rabbit Boy on account of his strange power, his wisdom and generosity. They began to fight him, and Spider Man threw his magic hoop over him. Though it had no effect on Rabbit Boy, he pretended to be helpless to amuse himself. The village boys and young men tied Rabbit Boy to a tree with rawhide thongs. The evil Spider Man was encouraging them: "Let's take our butchering knives and cut him up!" "Friends, *kola-pila,*.." said Rabbit Boy, "if you are going to kill me, let me sing my death song first." And he sang: Friends, friends,I have fought the sun. He tried to burn me up,But he could not do it. Even battling the sun, I held my own. After the death song, the villagers killed Rabbit Boy and cut him up into chunks of meat, which they put in a soup pot. But Rabbit Boy was not hurt easily. A storm arose, and a great cloud hid the face of the sun, turning everything into black night.
When the cloud was gone, the chunks of meat had disappeared without a trace. But those who had watched closely had seen the chunks forming up again into a body, had seen him going up to heaven on a beam of sunlight. A wise old medicine man said, "This Rabbit Boy really has powerful medicine: he has gone up to see the sun. Soon he will come back stronger than before, because up there he will be given the sun's power. Let's marry him to that girl of ours." But the jealous spider, Iktome, said, "Why bother about him? Look at me: I am much more powerful than Rabbit Boy! Here, tie me up too; cut me up! Be quick!" Iktome thought he remembered Rabbit Boy's song. He thought there was power in it - magic strength. But Iktome did not remember the words right. He sang, Friends, friends,I have fought the moon, She tried to fight, But I won. Even battling the moon,I came out on top.
They cut Iktome up, as he had told them, but he never came to life again.
The spider had finally outsmarted himself. Evil tricksters always do.
Monday, April 2, 2012
COURSE SYLLABUS
COURSE SYLLABUS
History 231—TuTh 9:30AM - 11:35AM
Spring 2012
Section 001 CRN 30117
Music Building 114
Office: Faculty Towers 201A
Instructor: Dr. Brett Schmoll
Office Hours: Tues and Thu 11:35-2:35
…OR MAKE AN APPOINTMENT!!!
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. Paul Johnson, A History of the American People
2. Malcolm Mclaurin, Celia, A Slave
3. Benjamin Franklin, The Autobiography of Benjamin Franklin
4. Thomas Paine, “Common Sense”
5. Weekly blog readings: Each week you will have both primary and secondary sources to read on the blog.
These will be announced in class.
Grading Scale:
Participation: 10%
Indian Removal Debate: 5%
The Slavery Essay: 20%
Exam #1: 20%
Exam #2: 20%
Final Exam: 25%
The Blog: If you have questions or comments about this class, or if you want to see the
course readings or the syllabus online, just go to http://history231spring2012.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 too much of the quarter. You cannot do that and pass.
GOALS AND OBJECTIVES:
Educational theorists insist that the stating of goals and objectives before entering into
an instruction-rich environment is crucial. Hence, I am including here the goals and objectives
created by the History Department. If you’d like to read more about the way we learn history,
Sam Wineburg, at Stanford, has some wonderful theory on how we adopt historical learning
practices. (For example, look up the following articles, Wineburg, S. (1991). On the
reading of historical texts: Notes on the breach between school and academy. American
Educational Research Journal, 28(3), 495-519. Wineburg, S. & Schneider, J. (2009). Was
Bloom’s taxonomy pointed in the wrong direction? Phi Delta Kappan, 91 (4), 56-61.) None of
these ideas seem to have been incorporated in what is the official statement of the History
Department. Instead, the department seems to define “goals” and “objectives” as events rather
than skills. In this course, however, we will grapple with what it means to learn and with the
way that the brain engages in historical thinking at certain moments. Hence, this will not
only be a course about history, about a bunch of stuff that happened (which is what the goals
below seem to suggest), but will also be a course about memory, about the processing of
information, about writing effectively from various authorial positions, about why our brains
work the way they do and how constructing an historical argument can engage the brain, and
about thinking about history itself. We will get meta-cognitive! (and yes, we’ll define that
term in class) Obviously, we’ll cover the official goals that follow, and we will respect the
departmental guidelines, but we will sacrifice those goals in the interest of quality
instruction. For example, if we are having a brilliant discussion on Andrew Jackson, and we
begin cutting into the time that I had planned to spend on, let’s say, the Anti-Mason movement,
we will sacrifice the Anti-Masons in the interest of what I deem authentic learning. Quantity of
history is not, as opposed to what is printed below and written by people with a fact fetish,
the key to sound history learning!
History Department Course Goals and Objectives for History 231 U.S. History to 1865:
Goal 1:
Students will learn the chronology and topical organization of U.S. history from the origins of European colonization to the conclusion of the Civil War.
Objective #1:
Students will be able to identify the major chronological divisions of U.S. history and discuss in writing how and why scholars have divided the past into various periods.
Objective #2:
Students will be able to identify the major topical divisions of U.S. history and recognize on objective tests and discuss in writing the significance of such topics as epidemic disease in the founding period, the role of political ideology in the coming of the Revolution, the rise of slavery and abolitionism, the political consequences of westward expansion, and the origins of the Civil War.
Goal 2:
Student will learn about the origins of European colonization and the consequences of contact among the peoples of America, Europe, and Africa in the colonial period.
Objective #1:
Students will be able to explain the motivations behind European colonization of the New World, the origins of the transAtlantic slave trade, the rise of the plantation economies, and the roles of mercantilism and religious persecution in the founding of the American colonies.
Objective #2:
Students will be able to define and discuss such terms as Columbian Exchange, virgin-soil epidemics, and Eurocentrism.
Goal 3:
Students will acquire an understanding of the principal political documents of U.S. history, including but not limited to the Declaration of Independence, Articles of Confederation, Constitution, Federalist and Anti-Federalist Papers, and the Emancipation Proclamation.
Objective #1:
Students will be able to write about the core political ideology of the American Revolution as embodied in the Declaration of Independence, Articles of Confederation, and the Constitution.
Objective #2:
Students will be able to explain the historical context and significance of the Emancipation Proclamation.
Goal 4:
Students will acquire an appreciation and understanding of diversity through the study of the history of the contributions of ethnic and racial minorities and women.
Objective #1:
Students will be able to write about and discuss orally the contributions of African Americans to early American history in terms of labor, society and culture.
Objective #2:
Students will be able to write about and discuss orally the contributions of and the prescribed role of women in colonial America and how that role changed as a result of the American Revolution and the subsequent urbanization of the United States.
Goal 5:
Students will learn about the lives of significant individuals in American history.
Objective #1:
Students will be able to identify on objective tests and/or essays the significant individuals in the history of the United States from colonial times to 1865.
Objective #2:
Students will be able to write about the contributions of a number of important people in the history of the United States from colonial times to 1865.
Goal 6:
Students will learn about the importance of republican principles and civic education in the sustaining of the American political system.
Objective #1:
Students will be able to identify the core principles of republicanism and the role of an educated electorate through an examination of a number of historical crises in the era preceding 1865, e.g. the colonial debate over taxation and representation, the struggle for the ratification of the Constitution, the Missouri Compromise, the Mexican War, the Nullification Crisis, the Compromise of 1850, and the Secessionist Crisis.
Goal 7:
Students will learn the geographical setting for historical events and the role expansion played in American history.
Objective #1:
Students will be able to identify on maps and/or objective exams and essays the important geographic settings, locations, and context for historical events.
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 Yorktown 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. If you are late a few (that means three) times, you will lose the entire 10% participation grade. One time tardiness is not a problem precisely because it is not persistent.
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. Oh, and guess what, this room is designed to give your teacher a perfect view of you with a phone beneath the table; is that text message really worth 10% of the quarter grade? 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.
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 a good grade for 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 Integrity
The principles of truth and integrity are recognized as fundamental to a community of teachers and scholars. The University expects that both faculty and students will honor these principles and in so doing will protect the integrity of all academic work and student grades. Students are expected to do all work assigned to them without unauthorized assistance and without giving unauthorized assistance. Faculty have the responsibility of exercising care in the planning and supervision of academic work so that honest effort will be encouraged and positively reinforced.
http://www.csub.edu/studentconduct/documents/academicintegrity.pdf
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:
4/3 Intro/Pre-Columbian Americas
4/5 “Discovery” and Exploration/Early Colonies/HOMEWORK DUE
4/10 Early Colonies
4/12 Great Awakening/American Enlightenment
4/17 Mid-Century Challenges/The Autobiography of Benjamin Franklin Reading Due
4/19 Origins of the Revolution
4/24 Revolutionary War/”Common Sense” Reading Due
4/26 EXAM #1/The Constitution/
5/1 Early National Period/Jefferson’s America
5/3 Celia Reading Due/The World of the Slave Part One
5/8 The World of the Slave Part Two
5/10 War of 1812 to 1820/ The World of Andrew Jackson/
5/15 EXAM #2/ Cherokee Removal Debate Prep
5/17 Cherokee Removal Debate/Early Industrialism
5/22 “Secret Life of a Developing Country”
5/24 SLAVERY ESSAY DUE HERE
5/29 War with Mexico and other Western Issues
5/31 Sectionalism
6/5 Civil War/Gettysburg Address
6/7 Last Day of Class
FINAL EXAM: Thursday, June 14, 11-1:30pm
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. IN FACT, I CAN GUARANTEE THAT THIS COURSE WILL CHANGE...
EVERY COURSE DOES BASED ON THE NEEDS OF THE PARTICULAR CLASS.
History 231—TuTh 9:30AM - 11:35AM
Spring 2012
Section 001 CRN 30117
Music Building 114
Office: Faculty Towers 201A
Instructor: Dr. Brett Schmoll
Office Hours: Tues and Thu 11:35-2:35
…OR MAKE AN APPOINTMENT!!!
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. Paul Johnson, A History of the American People
2. Malcolm Mclaurin, Celia, A Slave
3. Benjamin Franklin, The Autobiography of Benjamin Franklin
4. Thomas Paine, “Common Sense”
5. Weekly blog readings: Each week you will have both primary and secondary sources to read on the blog.
These will be announced in class.
Grading Scale:
Participation: 10%
Indian Removal Debate: 5%
The Slavery Essay: 20%
Exam #1: 20%
Exam #2: 20%
Final Exam: 25%
The Blog: If you have questions or comments about this class, or if you want to see the
course readings or the syllabus online, just go to http://history231spring2012.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 too much of the quarter. You cannot do that and pass.
GOALS AND OBJECTIVES:
Educational theorists insist that the stating of goals and objectives before entering into
an instruction-rich environment is crucial. Hence, I am including here the goals and objectives
created by the History Department. If you’d like to read more about the way we learn history,
Sam Wineburg, at Stanford, has some wonderful theory on how we adopt historical learning
practices. (For example, look up the following articles, Wineburg, S. (1991). On the
reading of historical texts: Notes on the breach between school and academy. American
Educational Research Journal, 28(3), 495-519. Wineburg, S. & Schneider, J. (2009). Was
Bloom’s taxonomy pointed in the wrong direction? Phi Delta Kappan, 91 (4), 56-61.) None of
these ideas seem to have been incorporated in what is the official statement of the History
Department. Instead, the department seems to define “goals” and “objectives” as events rather
than skills. In this course, however, we will grapple with what it means to learn and with the
way that the brain engages in historical thinking at certain moments. Hence, this will not
only be a course about history, about a bunch of stuff that happened (which is what the goals
below seem to suggest), but will also be a course about memory, about the processing of
information, about writing effectively from various authorial positions, about why our brains
work the way they do and how constructing an historical argument can engage the brain, and
about thinking about history itself. We will get meta-cognitive! (and yes, we’ll define that
term in class) Obviously, we’ll cover the official goals that follow, and we will respect the
departmental guidelines, but we will sacrifice those goals in the interest of quality
instruction. For example, if we are having a brilliant discussion on Andrew Jackson, and we
begin cutting into the time that I had planned to spend on, let’s say, the Anti-Mason movement,
we will sacrifice the Anti-Masons in the interest of what I deem authentic learning. Quantity of
history is not, as opposed to what is printed below and written by people with a fact fetish,
the key to sound history learning!
History Department Course Goals and Objectives for History 231 U.S. History to 1865:
Goal 1:
Students will learn the chronology and topical organization of U.S. history from the origins of European colonization to the conclusion of the Civil War.
Objective #1:
Students will be able to identify the major chronological divisions of U.S. history and discuss in writing how and why scholars have divided the past into various periods.
Objective #2:
Students will be able to identify the major topical divisions of U.S. history and recognize on objective tests and discuss in writing the significance of such topics as epidemic disease in the founding period, the role of political ideology in the coming of the Revolution, the rise of slavery and abolitionism, the political consequences of westward expansion, and the origins of the Civil War.
Goal 2:
Student will learn about the origins of European colonization and the consequences of contact among the peoples of America, Europe, and Africa in the colonial period.
Objective #1:
Students will be able to explain the motivations behind European colonization of the New World, the origins of the transAtlantic slave trade, the rise of the plantation economies, and the roles of mercantilism and religious persecution in the founding of the American colonies.
Objective #2:
Students will be able to define and discuss such terms as Columbian Exchange, virgin-soil epidemics, and Eurocentrism.
Goal 3:
Students will acquire an understanding of the principal political documents of U.S. history, including but not limited to the Declaration of Independence, Articles of Confederation, Constitution, Federalist and Anti-Federalist Papers, and the Emancipation Proclamation.
Objective #1:
Students will be able to write about the core political ideology of the American Revolution as embodied in the Declaration of Independence, Articles of Confederation, and the Constitution.
Objective #2:
Students will be able to explain the historical context and significance of the Emancipation Proclamation.
Goal 4:
Students will acquire an appreciation and understanding of diversity through the study of the history of the contributions of ethnic and racial minorities and women.
Objective #1:
Students will be able to write about and discuss orally the contributions of African Americans to early American history in terms of labor, society and culture.
Objective #2:
Students will be able to write about and discuss orally the contributions of and the prescribed role of women in colonial America and how that role changed as a result of the American Revolution and the subsequent urbanization of the United States.
Goal 5:
Students will learn about the lives of significant individuals in American history.
Objective #1:
Students will be able to identify on objective tests and/or essays the significant individuals in the history of the United States from colonial times to 1865.
Objective #2:
Students will be able to write about the contributions of a number of important people in the history of the United States from colonial times to 1865.
Goal 6:
Students will learn about the importance of republican principles and civic education in the sustaining of the American political system.
Objective #1:
Students will be able to identify the core principles of republicanism and the role of an educated electorate through an examination of a number of historical crises in the era preceding 1865, e.g. the colonial debate over taxation and representation, the struggle for the ratification of the Constitution, the Missouri Compromise, the Mexican War, the Nullification Crisis, the Compromise of 1850, and the Secessionist Crisis.
Goal 7:
Students will learn the geographical setting for historical events and the role expansion played in American history.
Objective #1:
Students will be able to identify on maps and/or objective exams and essays the important geographic settings, locations, and context for historical events.
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 Yorktown 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. If you are late a few (that means three) times, you will lose the entire 10% participation grade. One time tardiness is not a problem precisely because it is not persistent.
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. Oh, and guess what, this room is designed to give your teacher a perfect view of you with a phone beneath the table; is that text message really worth 10% of the quarter grade? 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.
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 a good grade for 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 Integrity
The principles of truth and integrity are recognized as fundamental to a community of teachers and scholars. The University expects that both faculty and students will honor these principles and in so doing will protect the integrity of all academic work and student grades. Students are expected to do all work assigned to them without unauthorized assistance and without giving unauthorized assistance. Faculty have the responsibility of exercising care in the planning and supervision of academic work so that honest effort will be encouraged and positively reinforced.
http://www.csub.edu/studentconduct/documents/academicintegrity.pdf
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:
4/3 Intro/Pre-Columbian Americas
4/5 “Discovery” and Exploration/Early Colonies/HOMEWORK DUE
4/10 Early Colonies
4/12 Great Awakening/American Enlightenment
4/17 Mid-Century Challenges/The Autobiography of Benjamin Franklin Reading Due
4/19 Origins of the Revolution
4/24 Revolutionary War/”Common Sense” Reading Due
4/26 EXAM #1/The Constitution/
5/1 Early National Period/Jefferson’s America
5/3 Celia Reading Due/The World of the Slave Part One
5/8 The World of the Slave Part Two
5/10 War of 1812 to 1820/ The World of Andrew Jackson/
5/15 EXAM #2/ Cherokee Removal Debate Prep
5/17 Cherokee Removal Debate/Early Industrialism
5/22 “Secret Life of a Developing Country”
5/24 SLAVERY ESSAY DUE HERE
5/29 War with Mexico and other Western Issues
5/31 Sectionalism
6/5 Civil War/Gettysburg Address
6/7 Last Day of Class
FINAL EXAM: Thursday, June 14, 11-1:30pm
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. IN FACT, I CAN GUARANTEE THAT THIS COURSE WILL CHANGE...
EVERY COURSE DOES BASED ON THE NEEDS OF THE PARTICULAR CLASS.
Subscribe to:
Comments (Atom)