| Course Schedule |
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| Women dancing on Glacier Point at Yosemite National Park in the 19th century. The federal government set aside the park in 1894 -- and from then on the area was a site of power struggles. The picture represents many of the themes of the 19th and 20th centuries in the United States including environmental preservation, women's rights, and the struggle between the federal government and local governments. California Historical Society |
Course Information
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The following is your schedule of readings and themes. This schedule is subject to change and probably will! I also reserve the right to ADD (or in rare occasions subtract) readings. The textbook reading is meant as a resource to which you should refer and generally acquaint yourself before class. The assignments from the Major Problems book, the PDF from Out of Many (linked below), and any on-line sources should be read in their entirety!
If your OOM did not come with a CD ROM -- a PDF copy of it is here.
Our Readings are divided into our 7 themes:
Theme 1 -- Environment and Technology
Theme 3 -- Governmental Power and Rebellion
Summer Reading = William Cronon, Changes in the Land
We will discuss Cronon beginning August 19th.
Here are some questions to be answering as you go:
1) What is he studying? How is he studying it?
2) What is his thesis?
3) Who are the "actors" in Cronon's book?
4) What is our national culture regarding the environment today? (do we even have a unified culture?)
5) What does he suggest about capitalism?
6) What is our relationship to "the market" today? Is it healthy?
7) Are there heroes and/or villains in this book?
8) How did the environment in colonial New England change? WHY did it change?
9) Did he make you think differently about anything (the environment, Indians, early US history, capitalism?)?
Introductions and Just What IS History?
August 11: Introductions
August 15: Intros continued (esp if DB misses first day)
August 17: Read the ONE of the following you've been assigned:
Joan Wallach Scott, "History in Crisis: The Others' Side of the Story," The American Historical Review, Vol. 94, No. 3 (June, 1989): 680-692.
Gertrude Himmelfarb, "Some Reflections on the New History," The American Historical Review, Vol. 94, No. 3 (June, 1989): 661-670.
Lawrence Levine, "The Unpredictable Past," The American Historical Review, Vol. 94, No. 3 (June, 1989): 671-679.
Theme 1 Plan of Study
Environment and Technology :
Essential Question: Was the story of the environment and technology from 1607-1850 one of progress or decline? What is the highest, best use of the environment and when should our use of it be regulated?
Aug 19 Theme 1 Day 1: (Ecological Imperialism and New England and the Chesapeake):
Set the Scene – lecture on early environment and new arrivals
We will discuss William Cronon today!!
PLUS --
The following on-line documents:
William Bradford, Hideous and Desolate Wilderness 1620 (this is a little cut off -- do the best you can)
Edward Johnson and the New England Transformation 1654
Robert Beverley “Discourses on Indians and Nature in Virginia” 1705
A Traveler Describes Tobacco Cultivation 1775
William Wood, "Impressions of New Indians"
Jeffersonian Agrarianism, 1787 (we will just touch on this and discuss it again next class)
Aug 23 Day 2: Early Industrialization, New Land, and New Technology
NO READING CHECK!
J Hector St. John de Crececoueur “What is an American?” 1782
First Page of J Hector (sorry it is cut off in the document above)
Jeffersonian Agrarianism, 1787
Lewis and Clark source Choose ONE of the audio sources on the University of Nebraska webpage and read along with it -- BE SURE YOU LISTEN and READ LEWIS and CLARK and NOT the excerpt from The Salish People. Be prepared to come to class and explain what your read and why it is of interest to us as environmental historians.
Cotton Gin source This is super short! Just go view Eli Whitney's original patent and drawing of the gin and read the short description.
Theodore Steinberg, “Water and Industry” 1991
Aug 29 Day 4 Environment: Gold, Bison, Cattle, and Conflict
Maj Prob Chpt 9, pp. 256 Walter Colton, “Describes the Excitement of the Gold Rush”
Ralph Waldo Emerson on Nature and Wealth, 1844
Eugene Genovese “Soils Abused” 1989
James Marshall Tells How He discovered Gold, 1857 and
Joaquin Miller Reveals the Environmental Deterioration in the Gold Fields, 1890
Plenty-Coups Mourns the Vanishing Buffalo
An Editor Bids Good Riddance to the Buffalo, 1979
READING CHECK: Explain the story you gather from the sources (excluding the 1979 source) above about the environmental history of the US from 1840-1890. Submit to Dr. Berry via Google Docs before class.
Aug 31 Day 3: Early-Mid 19th-century environmental degradation and Preservation
Film on National Parks -- no reading...but you may want to read ahead there is a lot for next class!
Sept 2 5th Day Environment: Great Plains “Settled” and Discussion of Environment Theme
The following on-line documents:
Reading Check: Is the environmental history of the US that we have discussed so far, "a lament" in terms of the country's use of the natural world? If so, how so? If not, why not? We will write this IN CLASS!
Debate on the Theme essential questions in this class.
Everyone! Required Rough draft of Theme Wrap-Up Paper DUE on Sept 7th! Final draft due Sept 16th! !
A question to help guide your paper (you may go your own direction, if you want to, but be sure to follow requirements!):
Is the story of the environment and technology from 1607-1850 one of progress or declension(decline)? Remember to be NUANCED in your analysis of this theme!
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| Abigail Adams: Advocate for colonial women's rights | James Madison: Father of the Consitution |
Theme 2 Plan of Study
Economics and Class
(Unit Begins Sept 7ish)
Essential Question: What is the meaning of economic progress? Did America “progress” economically in these years?
1st Day Sept. 7: New England and the Chesapeake – European class motivations for immigrating vs. American Indian economy and early mercantilism
The Important Stuff:
cookie simulation
salutary neglect
mercantilism
Virginia Trading Company
Puritan Work Ethic
Triangular Trade
Navigation Acts
Maj Probs Chpt 1 pp. 13 William Wood Describes Indian Responses to the English, 1634
Maj Probs Chpt 2 pp 37 Indentured Servant
Maj Probs Chpt 3, pp 74 Proprietor William Penn Promotes his colony, 1681
Maj Probs Chpt 3, pp 79 Alexander Hamilton
Maj Probs Chpt 3, TH Breen secondary source
2nd Day Sept 9: Thomas Jefferson vs. Alexander Hamilton, tariffs, trade, and the economic future of the republic
The Important Stuff:
The National Bank
Protective Tariff
The National Debt
Yeomen
Agrarian democracy
Maj Probs Chpt 6, pp 166 and 168 TJ and AH documents
3rd Day Sept 13: The Market and Transportation Revolution (1800-1830) Lowell (textiles), Slater (steam), Whitney (cotton)
The Important Stuff:
Deere’s Plow (yes, a plow is important)
McCormick Reaper
Slater’s Mill
Railroads
Erie Canal
The American System
Rise of the middle class and consumerism
Maj Probs Chpt 11, 328, 335, 337 de Toqueville, Lowell Factory Girl, Bowlin
Maj Probs, Chpt 8: pp. 236, 237, 238, 242 John Quincy Adams, A Family in Illinois, Harriet Hanson, a Lowell Girl, Dickens
If your last name is A-L read Sellers and M-Z read Cott
½ read Maj Probs Chpt 8 Howe "The Changes Wrought by Cotton...:
½ read Maj Probs Chpt 8 Nancy Cott, “The Market Revolution and Changes in Women’s Work"
4th Day Sept 15: Cotton Slavery as an Economic System vs “Free Labor”
Maj Probs Chpt 8, pp 233 Slave Charles Ball and South Carolina Governor, pp 244
Maj Probs Chpt 11, pp. 332 Brownson, 336 Templeton Strong, Irish Sing, 339
"Factory Girl" article in the Lowell Offering.
Maj Probs Chpt 11, pp 341-349 David Roediger, “White Slaves, Wage Slaves, and Free Labor”
DUE! Theme Wrap-Up Paper (optional) Due -- Sept 26) Final due Oct 3
Sept 19th -- Finish Econ
Theme 3 Plan of Study
Governmental Power and Rebellion (Unit begins Sept 21ish)
Essential Questions: What is the preferrable relationship of the central government to the people and to the states/localities? When is it acceptable to rebel against the government?
Sept 21 1st Day: The Early Rebellions
The Important Stuff:
Bacon’s (1676 in the S.)
King Philip’s (1676 in the N.
Pueblo (1680 in the W.)
The Stono (1749)
Pontiac’s (1763)
Maj Probs Chpt 2, pp 40 Nathaniel Bacon
CDROM, pp 83 Edward Randolph Describes King Philip’s War
CDROM, pp. 71 James Oglethorpe: The Stono Rebellion
a PDF copy of the CD ROM is here. You can search by document name or just scroll to the pg. number!
HANDOUT! Edmund Morgan, excerpt from American Slavery, American Freedom
Reading Check: In a paragraph please summarize the handout AND write about what the political fall out may have been for the author...what would his interpretation of Bacon's Rebellion have done for the understanding of the history of slavery in general? The handout is a secondary source written by Edmund Morgan in 1975 when he was a professor at Yale University. He is the preminent source on slavery in the colonial world. Reading check due by class time!
Sept 23 2nd Day: Revolution
The Important Stuff:
Worksheet on Agitators
Declare your Independence worksheet?
Boston Massacre
Sons of Liberty
Boycott and Homespun
Committees of Correspondence
Maj Probs Chpt 4, pp. 104 The Stamp Act Congress
Maj Probs Chpt 4, pp. 106 Pamphleteer Thomas Paine
Maj Probs Chpt 4, pp. 109 Abigail Adams
Find and read The Declaration of Independence on-line!
Sept 27 3rd Day: The New Government
The Important Stuff:
Jay’s Treaty
Washington Farewell Address
Federalists and Republicans
Weaknesses of Articles of Confederation
Shay’s Rebellion
General Debate about Central Government power
Maj Probs Chpt 5, pp. 136 The Articles of Confederation
Maj Probs Chpt 5, 140 Daniel Shays on Shay’s Rebellion and pp 141 Generals William Shepard and Benjamin Lincoln
Maj Probs Chpt 5, 142 The Federalist Papers
Maj Probs Chpt 5: pp. 145 Patrick Henry
Maj Probs Chpt 6, pp. 170 Federalists Represent Dem-Reps.
Maj Probs Chpt 6, pp. 172 Thomas Jefferson Advances the Power of the States
Maj Probs Chpt 6, pp 176 ½ class read Linda Kerber, “The Fears of the Federalists”
Maj Probs Chpt 6, pp. 186 ½ class read Drew McCoy, “The Fears of the Jeffersonian Republicans”
Sept 30: DBQ practice and FUN activity...
Watch the video from Khan Academy on Early American History. In a google doc, analyze this video based on what you know so far about early American History. What does Mr. Khan leave out that may be essential? Is leaving out the information acceptable or does it skew the story in unacceptable ways? After analyzing, spend a bit of time journaling about the use of Khan Academy as a tool for your education. Should Dr. Berry assign these lectures instead of giving her own and then spend class time doing other things? Would you ever watch this sort of thing? Did you find it compelling? Can you learn through this method?
ALSO -- just FYI -- we will be writing a DBQ on the Revolutionary period IN CLASS (no notes)!
Oct 4 4th Day: Jeffersonian and Jacksonian Nullification
The Important Stuff:
Jay’s Treaty
XYZ Affair
Alien and Sedition Acts
Federalists and Republicans
Revolution of 1800
Corrupt Bargain
Jacksonian Democracy
Nullification Crisis
CDROM The Alien and Sedition Acts (pp. 202-204)
CDROM The Kentucky and Virginia Resolutions (205-207)
Maj Probs, Chpt 9, pp. 267-272(John C. Calhoun, Daniel Webster, AJ on nullification and AJ on the Bank)
Oct 6: 5th Day: Compromises and Reaction [Missouri Compromise (1820), Compromise of 1850, KA/NB Act, John Brown’s Raid]
The Important Stuff:
image analysis of Brown
Kansas/Nebraska Act
Stephen Douglas
Lincoln/Douglas Debates
Henry Clay vs. John C. Calhoun
Compromise of 1820 (Missouri Compromise)
Compromise of 1850
John Brown and his raid on Harper’s Ferry
Lecompton Constitution and Bleeding Kansas
Maj Probs Chpt 13, pp. 363 John Calhoun Proposes…
Maj Probs Chpt 13, pp. 368 Sumner and the “Crime Against Kansas”
Maj Probs Chpt 13, pp. 371-375 Lincoln, Seward, and Brown documents
Maj Probs Chpt 14, pp. 393 Senator Robert Toombs
Oct 10: Theme 3 wrap-up (kitchen sink). DBQ Practice! Optional Rough Draft Due Oct 17th.
Theme 4 Plan of Study
Gender (Unit to begin October 12th)
Essential Question: Can studying the gendered aspects of history give us a fuller picture of our collective past?
Oct 12 1st Day: Colonial Gender Relations
The Important Stuff:
European vs. American Gendered systems of labor
Gender differences in NE and Chesapeake societies/immigration
Salem Witch Trials (witch trial simulation)
the gendered aspects of the early slave system
Witchcraft Activity – read the introduction to the Salem Witch Hunt here
Find your name on this list and be sure to read the biography of your characher and then come READY to play your part!
AND! Maj Probs, William Byrd's diary pp 44 AND
Chpt 2, JUST essay by Kathleen Brown starts on pp. 49
Oct 17 2nd Day: Revolutionary Women and Cult of Domesticity vs. Republican Motherhood
The Important Stuff:
Daughters of the American Revolution
Boycotts and Homespun
Women’s loyalty and disloyalty
Women’s role in the new republic
Cult of Domesticity
Mercy Otis Williams
Judith Sargeant Murray
Republican Motherhood
Maj Probs Chpt 4, pp. 109 Abigail Adams
CDROM Molly Wallace pp. 188 of 687 document 6-12
CDROM Clark on Sacagawea pp.238 of 287 document 8-8
Handout: ½ class reads Jeanne Boydston excerpt from Home and Work
Handout : ½ class reads Linda Kerber excerpt from Women in the Republic
Oct 19 3rd Day: Reforming the New Society
The Important Stuff:
Second Great Awakening
Burned Over District
Temperance
Abolition
Women’s Rights and Seneca Falls Convention
Utopian Movements (including Mormonism (Joseph Smith), Oneida (John Humphrey Noyes), Shakers (Mother Ann Lee))
EVERYONE SHOULD READ all of the following:
Maj Probs pp 301 A Description of the Prophet Matthias
CDROM -- CDROM doc 11-1
CDROM doc Charles Finney -- doc 11-4
CD ROM Joseph Smith -- doc 10-1
CD ROM John Humphrey Noyes -- doc 11-12
CD ROM Lyman Beecher -- doc 11-2
CD ROM -- Horace Mann 11-11
CD ROM - "The Seneca Falls Convention" 11-10
CD ROM -- Sojourner Truth 11-13
In addition to reading all of the primary sources, you are assigned a particular "cause" to be an expert on for class.
The following groups are responsible for helping the class to analyze the specific primary sources from the CD ROM as listed AND to do a quick 5 minute presentation on the corresponding Social Reform Movement -- you should listen and/or read about the section you have been assigned on the Hippo Campus website and give a quick overview for your classmates on that area and then lead us through a document analysis. You must create a google doc with the highlights of your particular Social Movement and share it with the entire class (due by classtime...obviously!).
Second Great Awakening: --Jafe, Jennie, Marion, Nathan
CDROM doc Charles Finney -- doc 11-4
Chpt on Second Great Awakening in Hippo Campus
Utopian Movements -- esp. New Harmony, Oneida, Shakers, Mormons (Derek, Daphne, Finian, Connor)
CD ROM Joseph Smith -- doc 10-1
CD ROM John Humphrey Noyes -- doc 11-12
Chpt on Utopian Movements on Hippo Campus
Temperance -- Michael, Noam, Tyler
CD ROM Lyman Beecher -- doc 11-2
Chapter on Humanitarian Reforms on Hippo Campus
also check out chapter on Social Reforms
Women's Rights and Education -- Joe, Natalie, Aaron, Allie, Zoe, Bonnie
CD ROM -- Horace Mann 11-11
CD ROM - "The Seneca Falls Convention" 11-10
CD ROM -- Sojourner Truth 11-13
Chapter on Social Reforms on Hippo CampusAND
Chapter on Women's Rights on Hippo Campus
DUE! Theme Wrap-Up Paper optional rough draft on Thursday Oct 27.Remember you CAN NOT write on Theme 7 -- Race...so you need to start writing if you have not written since Theme 1!
Plan of Study
Theme 5: Movement (Unit begins Oct 24)
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Essential Question: What affect has the idea of a frontier (America as somewhere to go) had on American identity? Should America welcome all who wish to come?
Oct 27 1st Day: Colonization as Movement (1492-1750s)
The Important Stuff:
Early arrivals (Spanish, French, English and the differences)
Lewis and Clark and Plains Indians
Early Naturalization laws
Small Pox and cultural genocide
Maj Probs, Chpt 1, pp. 6-10
Oct 31 2nd Day: Creating New Nationalist Identity (1770s-1840s)
The Important Stuff:
Northwest Ordinances
Alien Act, 1798
Lewis and Clark moving West
The Far West (including Rocky Mountains and Traders)
Mormon Movement
The Oregon Trail
Irish and German Immigration
Transportation Revolution
The Trail of Tears (Indian Removal)
Study for President Quiz -- GW thru A Lincoln!
Presidential Quiz from GW to Lincoln (you may SKIP the following-- Fillmore, Pierce, Buchanan) -- here are two helpful websites:
If we have dicsussed the President at all -- please use the things from CLASS that you know...you should only have to research a few of these!
Nov 2 3rd and 4th Days: Westward Ho! (1849-1869)
The Important Stuff:
Lincoln’s Nation-Building (Homestead Act, Morrill Land Grant, Pacific Railway Act)
Transcontinental Railroad
Chinese Immigration
Metal Mining Cultures
Mexican America
Nativism
The Navajo Long Walk, 1864
Manifest Destiny and John O’Sullivan
Maj Probs chpt 7 pp.202 (Red Jacket), 210-211 (docs 8 and 9 Cherokee and AJ)
Maj Probs, Chpt 9, pp. 276 John L. O’Sullivan Defines Manifest Destiny, 1845
Hand-Outs -- In class! You will be assigned a group letter (either A or B) read the correct document for each
Nov 8 Day 5: Reservations and Homesteads (1870-1890)
The Important Stuff:
The affects of the Homestead Act and the Mexican Cession
Homesteading
Ranching (open range cattle movement)
Closing off Indian movement (reservation farming, the end of the Plains Indians Wars – Custer’s Last Stand, Wounded Knee, Ghost Dance)
CDROM: Part Seventeen – documents 17-1 through 17-8
Hand-Outs Dan Flores “Bison Diplomacy”
DUE! Theme Wrap-Up Paper Optional rough Draft Due Nov. 11 FINAL Draft due 16th.
Plan of Study
Theme 6: Seeking Peace? (Unit begins Nov 5ish)
All readings, unless otherwise noted, will be found in the handout on American Foreign Policy
Essential Question: Under what circumstances should the U.S. use military force
against other people/countries? What should be the goal(s) of foreign policy? Is peace possible?
Nov 10 1st AND 2ND Days: Early Diplomacy and War (1754-1800)
The Important Stuff:
French and Indian War
Treaty of Paris and the Proclamation of 1763
Boston Massacre
The American Revolution (including Lexington and Concord, Saratoga, Yorktown battles)
Peace -- Treaty of Paris 1783
George Washington as military man
French Revolution and British Relations
Jay’s Treaty
XYZ Affair
Louisana Purchase (1803) and the Corps of Discovery as Diplomats
Embargo Act, 1807
Iroquois
Tecumseh
War of 1812 including Andrew Jackson, Battle of New Orleans
Monroe Doctrine
Jefferson’s Concern upon his death 1826
Major Problems, Chpt 7, pp. 198 “George Washington Warns against Entangling Alliances, 1796
and Day 1 documents from hand-out
AND (The following are all in your packet!)
Robert Livingston, American Minister to France...
The Embargo Act
Sec. of State John Quincy Adams Warns Against the Search for Monsters to Destroy
The Monroe Doctrine
Nov 14: 3rd Day: America’s Destiny: Manifest in the West? (1826-1850)
The Important Stuff:
Indian Removal Act, 1830
Cherokee v. Georgia and Worcester v. Georgia
Trail of Tears
Texan Independence (including The Alamo, Davy Crockett)
Adams-Oneis Treat and OR Territory
Mexican American War (1846-1848) – including Rio Grande, Zachary Taylor and James K. Polk
Peace -- Treaty of Guadalupe Hidalgo
Wilmot Proviso
Documents in Packet:
Commander Sam Houston
Democractic Publicist John L O'Sullivan Proclaims America's Manifest Destiny
Pres. James K. Polk Lays Claim to Texas and Oregon
Polk asks Congress to Declare War on Mexico
The Wilmot Proviso
Nov 16: 4th and 5th Days: The National Fabric Frays (1850-1867)
The Important Stuff:
Popular Sovereignty
Bleeding Kansas
John Brown’s Raid at Harper’s Ferry
John C. Calhoun and William Seward
Battles: Fort Sumter, Bull Run, Gettysburg, Vicksburg
Differences between North and South
1863 – turning point Vicksburg, Gettysburg, Emancipation Proclamation
Lincoln, Grant, Sherman
Sherman’s March to the Sea
Peace -- Appomattox
Seward’s Folly (aka the purchase of Alaska, 1867
ROUGH Draft of TWP due Nov 18th!
Theme 7 Plan of Study
Race (Unit begins Nov. 9)
Essential Question: Is racial distinction necessary? Should there be accommodations made to groups who have experienced discrimination based on race?
Nov. 18 1st Day: American Indians and their encounters with the Europeans through Removal
The Important Stuff:
Early encounters (Spanish, French, English and the differences)
Lewis and Clark and Plains Indians
Tecumseh and Indian Resistance
Cherokee and Accommodation
Indian Removal
Maj Probs Chpt 1, pp. 5-11
Maj Probs, Chpt 7, pp. 190-192 Red Jacket and Tecumseh
Maj Probs, Chpt 7, pp 197 The Cherokee
CDROM Indian Hostilities document 8-10
Maj Probs, Chpt 7, pp. 207 Perdue, “Indians Using a Strategy of Accommodation”
Nov 22: 2nd Day: The Slave’s World and Abolitionism
The Important Stuff:
Middle Passage
Black Codes 1600s
Black Codes 1830s
Paternalism (from a society with slaves to a slave society)
Tobacco to Cotton
End of International Slave Trade and Domestic Slave Trade
David Walker’s Resistance and Nat Turner’s Rebellion
Abolitionists (William Lloyd Garrison, Harriet Beecher Stowe, Frederick Douglass)
Maj Probs, Chpt 2, pp. 39 Virginia’s Statutes
Maj Probs, Chpt 2, pp. 41 William Byrd
Maj Probs, Chpt 2, pp. 42 African Olaudah Equiano
Maj Probs, Chpt 10, pp. 278 David Walker
CDROM Nat Turner Confession, Documment 13-3
Maj Probs, Chpt 12, pp. 337 NC Law and Samuel Cartwright
Maj Probs, Chpt 12, pp. 340-346 ALL Documents
Maj Probs, Chpt 10, pp. 279 William Lloyd Garrison
CDROM A Black Abolitionist Speaks Out, document 13-2
CDROM Harriet Beecher Stowe, 14-2
CDROM The Trials of a Slave Girl document 9-12
CDROM National Convention of Colored People, document 14-3
CDROM Frederick Douglass Independence Day Speech, document 14-5
CDROM A White Southerner Speaks out Against Slavery, document 14-7
Happy Turkey Day
Nov 28: Finish Race prep
Dec. 1: Slavery Paper CLICK HERE!!!! THEY ARE DUE! No rough drafts accepted! Slavery debate on this day!
Dec.5-9: Exam Prep
Enjoy Winter Break! 
Read OOM Chapter 17 list the most important events, people, legislation, organizations, and trends in the chronological order in which they occurred. Examples are Andrew Johnson, the Tenure of Office Act, Radical Reconstruction, the 14th and 15th Amendments...etc.
DUE the first day after break!