Colonial and Revolutionary America I (A301, C432 [graduate: A511, C456]) –  Fall 2002

 

Cavanaugh Hall [CA] 215

Tuesdays and Thursdays, 2:30-3:45 pm

 

Dr. Marianne S. Wokeck

CA 503Q

phone: 274-5820 [= voice mail]

e-mail: MWOKECK@IUPUI.EDU

office hours: Tuesdays and Thursdays, 9-10 am, and by appointment

 

Please note:   This syllabus and other course materials can be found on oncourse (http://oncourse.iu.edu/) and also via links on the home page of the Department of History (http://www.iupui.edu/~history/).

 

 

BOOKS (available at the University bookstore in Cavanaugh Hall; also at Follet’s, or online such as Amazon.com):

 

Richter, Daniel K., Facing East from Indian Country: A Native History of Early America (Cambridge, Mass.: Harvard University Press, 2001).

Carr, Lois Green, Russell R. Menard, and Lorena S. Walsh, Robert Cole’s World: Maryland & Society in Early Maryland (Chapel Hill: published for the Institute of Early American History and Culture by the University of North Carolina Press, 1991).

Gutiérrez, Ramón A., When Jesus Came, the Corn Mothers Went Away: Marriage. Sexuality, and Power in New Mexico, 1500-1846 (Stanford, Calif.: Stanford University Press, 1991).

Moore, Brian, Black Robe (New York: Plume, [1985] 1997).

 

COURSE OBJECTIVES AND REQUIREMENTS:

 

            This course introduces students to a variety of topics and approaches about early American history. In particular, the course explores the past through different kinds of readings. The paper, to which I refer as the American Family Saga project, is designed to trace critical developments through the formative years of early European settlements from the perspective of a particular American over the course of the seventeenth century (see separate directions).

 

            The reading and writing assignments constitute the core of the course. Students need to calculate on average at least four hours each week of reading and writing (in addition to the scheduled class time) in order to complete the course successfully. Regular class attendance and participation in class discussions are also required.

 

            Important goals of this course are to provide students with basic knowledge about American history from the European’s exploration of the Americas to just after 1700. Exploration of this period in American history includes focus on major events and developments, significant institutions, and outstanding people, and also on the complexities of American society and culture. These goals are in accordance with the IUPUI Principles of Undergraduate Learning (abbreviated as PULs), specifically to promote students’ intellectual depth and breadth as well as their understanding of society and culture (for a listing of all PULs, see http://www.iupui.edu/~history/ principlesundergraduatelearning.htm). Additional course goals are to foster the students’ abilities to recognize the importance of historical context and perspectives and also the political, social, and ethical dimensions of major decisions and developments in the past. This survey offers students opportunities for practicing critical thinking skills; challenges them to integrate and apply their historical knowledge; and creates greater awareness about the impact of personal choices and judgements on the society at large. Moreover, the course is designed to develop students’ ability to make cogent written and oral presentations of their readings, research, and historical analyses and to offer them for discussion in the classroom and, more formally, on paper, thus honing the students’ core communication and quantitative skills.

 

            Grading will be based on a variety of assignments and exams: a mid-term exam (20%) and a final (30%)--both exams consist of short-answer and essay questions; and, most importantly, a paper [= American Family Saga project] (40%). Details and directions regarding particular assignments will follow later. Class attendance and participation in discussion will influence the final grade (10%). Content will count most heavily in all written work, but grammar, spelling, and style will affect grade.

           

            Students who do satisfactory work can expect the average grade of "C" (73-76 points on a scale of 100 points maximum) in accordance with the academic regulations stated in the IUPUI Campus Bulletin, p. 17; students whose work is above average will receive grades of "C+" to "B+" (77 to 89 points on a scale of 100); for demonstrable excellence in their work students can achieve an "A-" (90-92 points) or "A" (93-97 points); “A+” is for a score of 98-100 points. Less than 61 points represent unacceptable work and hence carry the failing grade of "F"; "C-" to "D-" (70 to 60 points on a scale of 100) constitute below average work. For calculation of the semester grade, improvement over the course of the semester is an important consideration and can raise the final grade above the mathematical average. All assignment have to be handed in on time. Tardiness carries a penalty: for every day an assignment is late, one-third of a letter grade is subtracted from the earned grade.  For example, a B+ assignment will be lowered to a B-, if it was two days late.

 

            Attendance at all class meetings is a regular part of the course. Students are responsible to sign the attendance rosters. Realizing that some time even with the best plans and intentions other aspects of students’ lives conflict with their commitment to school, each student can miss four classes–no questions asked–without failing the class. Missing more than four classes carries a price, however: students with unsatisfactory attendance records do not only risk low marks in the professional performance section of the course but their final exam will be cumulative in nature to make sure that they achieved the goals of the course.

 

            It is expected that students complete the reading assignments in advance and that they bring these materials to class on the scheduled dates. Informed participation in class discussion contributes favorably toward the semester grade (the frequency as well as the quality of students’ contributions count). This course covers more than one hundred years of a complicated past and requires a considerable amount of reading about often unfamiliar events and themes, which depends on considerable discipline in the study habits of students. It is smart to keep up with the readings because it makes participation in classes and preparation for exams easier.

 

            In this course the instructor relies on the IU oncourse system to keep in touch and to make course materials available. More information on how the system is to be used will be provided in class and in announcements posted on the course web site. Students are expected to check course announcements regularly, at least once before each class.

 

 

            Access oncourse at the following URL: http://oncourse.iu.edu; then select IUPUI; enter your IUPUI username and password; click IN HIST H105 C391 AMERICAN HISTORY I; course announcments; use oncourse features such as Syllabus, Schedule, and In Touch. For help refer to Getting Help With oncourse. Courses that teach the use of oncourse are offered regularly to all students. The instructor will be available to answer basic questions.

 

            Each student is encouraged to create and maintain a record of notes about the lectures; discussions; readings; and research for the American family saga project. The use of laptop PCs or handheld devices in class is permitted if they help students learn and always provided that the use of such electronic devices does not disturb others in class.

 

            Students are expected to take tests and exams at the appointed time and hand in written assignments in class the day they are due (assignments will not be accepted after class on the designated date). There are no make-ups for missed in-class exams and assignments. Students who for extraordinary reasons cannot meet a deadline should discuss their situation with the instructors before the due date (if truly dire circumstances do not allow that, get in touch with the instructor as soon as possible. The instructor’s name and contact information are listed on the syllabus (transfer this information to your PC, cell phone, and other handheld devices).

 

            Polite as well as professional conduct requires that students are punctual and keep any scheduled appointment (that includes class).  If unforeseen and unavoidable circumstances prevent students from meeting at the appointed time, they should inform the instructor of the situation as soon as possible.

 

            University policy is that the grade of "Incomplete" should be assigned only to students who have successfully completed most of the course work and who have been prevented by significant and unanticipated circumstances from finishing all requirements. Removal of "Incomplete" grades is often troublesome for both student and instructor, I will be reluctant to assign them.

 

            Cheating on exams and other forms of intellectual dishonesty, notably plagiarism, will not be tolerated, will result in a failing grade on the work in question, may mean a failing semester grade, and may lead to disciplinary action by the university. Consult the IUPUI Campus Bulletin, 2002-2004, pp. 37-38, or the relevant parts about academic misconduct published in the Code of Student Ethics for the university's rules on academic misconduct.

 

 

 

 

COURSE OUTLINE and READING ASSIGNMENTS (assignments are due at the beginning of the week unless announced otherwise):

 

week 1             Organization and Introduction

 Aug 22

 

week 2             Early America as Indian Country

 Aug 27, 29                              Richter, Facing East, pp. 1-10 (including notes)       

 

week 3             Imagining a Distant New World

 Sept 3, 5                                 Richter, Facing East, pp. 11-40 (including notes)

 

week 4             Confronting a Material New World

 Sept 10, 12                             Richter, Facing East, pp. 41-68 (including notes)

                                    þ PRELIMINARY BIBLIOGRAPHY (due: Sept 10)

 

week 5             Living with Europeans

 Sept 17, 19                             Richter, Facing East, pp. 69-109 (including notes)

                        þ WORKING BIBLIOGRAPHY and PRELIMINARY PAPER OUTLINE (due: Sept 19)

 

week 6             Native Voices in a Colonial World

 Sept 24, 26                             Richter, Facing East, pp. 110-50 (including notes)

 

week 7*                       The Pueblo Indian World up Close: 16th Century

 Oct 1, 3                                  Gutiérrez, When Jesus Came, pp. xvii-xxxi; 3-36 (including notes)

 

week 8             The Pueblo Indian World up Close: Spanish Conquest of New Mexico

 Oct 8, 10                                Gutiérrez, When Jesus Came, pp. 39-94 (including notes)

                                    þ MID-TERM (Oct 10)

 

week 9             The Pueblo Indian World up Close: 17th-Century Politics

 Oct 15, 17                              Gutiérrez, When Jesus Came, pp. 95-140 (including notes)

 

week 10                       European Settlement on the Chesapeake up Close: One Example

 Oct 22, 24                              Carr et al., Cole’s World, pp. 1-31 (including notes)

 

week 11                       European Settlement on the Chesapeake up Close: One Example

 Oct 29, 31*                             Carr, et al., Cole’s World, pp. 33-75 (including notes)

                                    þ DRAFT OF PAPER DUE (due: Oct 29)

 

week 12                       European Settlement on the Chesapeake up Close: One Example

 Nov 5, 7                                  Carr et al., Cole’s World, pp. 77-150 (including notes)

                                    þ PEER REVIEW OF PAPER (due: Nov 5)

 

week 13                       European Settlement on the Chesapeake up Close: One Example

  Nov 12, 14                             Carr et al., Cole’s World, pp. 151-66 (incl. notes); App., pp. 169-267

 

week 14                       European Contact and Settlement in New France up Close

  Nov 19, 21                             Moore, Black Robe

                                    þ PAPER (due: Nov 19)

 

week 15                       European Contact and Settlement in New France up Close

 Nov 26                        þ SUBMISSION OF COURSE NOTES [= optional] (due: Nov 26)

                                    THANKSGIVING (Nov 28 [= no classes])

 

week 16                       Summary

  Dec 3, 5                    þ RESPONSE TO COMMENTS ON PAPERS (due: Dec 5)

 

                                    FINAL: December 12, Thursday, 3:30-5:30 pm

                                                            (http://registrar.iupui.edu/enrollment/102/final102.html)

 

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Directions for AMERICAN FAMILY SAGA PROJECT

 

            Each student is to devise, chart, chronicle, and analyze the story of a family in America that spanned the 17th century. Students can invent their families or can use their own or another one that existed in the earlier parts of the nation. The goal is to follow the fate of one family from the early days of European settlement to the beginning of the 18th century and explore the topics of the course (settlement, culture, and exchange in

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American society). Although each family saga is likely to be fictional, the story of each family is to be true in the sense of how local, regional, and national circumstances determined and affected the ways in which people made their living and viewed their world at different times in the course of American history.

 

            Several preparatory steps for creating an American family saga are mandatory for all students, but the final version of the project is very flexible in terms of focus and content. Each project needs to be presented finally in the form of a paper (at least 12 pages [that is a minimum of 3,000 words] typed, double-spaced with standard one-inch margins and conforming to the rules set by widely accepted scholarly conventions, such as MLA or Turabian), although additional forms of presentation may be acceptable in consultation with the instructor.

 

Choose one of the regions of early America as "your" family's first home base:

            New England; mid-Atlantic region; Chesapeake Bay; southern region (incl. Southwest)

 

Choose or determine the social and economic circumstances of "your" family's progenitor:

age, sex, family status; income, wealth, skill, occupation; religion; education; circumstances in the community

 

Research background and regional context for "your" family:

IUPUI library search for at least five books and five articles suitable to give you details for devising the particular circumstances of your family, how it organized life and how family members made their living; the common readings for the course should be used as well

 

Creation of a multi-generational family tree:

widen the family circle from progenitor to kith and kin over three generations

 

Tracing the fate of selected family members geographically:

determine how the mobility characteristic of most Americans affected the networks of relatives in "your" family

 

Choose four major events or developments that affected the course of the colonies and show what impact each of those circumstances had on the lives and fortunes of members of "your" family:

immigration (voluntary and forced); expansion; war and captivity; disease and death are some examples of circumstances that shaped Americans' lives in critical ways

 

Combine all your research and thinking and present the story of "your" family in the course of early American history and explain how the fate of "your" family can serve as an illustration for the development of the colonies [= complete draft for submission for peer review]:

consider in what ways the failures and successes of "your" family are typical or unique

 

Review your project in light of the peer review:

re-think, reconsider, revise

 

Submit final version with cover letter (some would call it a letter of transmittal) that details in one paragraph how you constructed "your" family and its story.  Describe in a second paragraph 1) what you enjoyed most about the project, 2) what part or task you found hardest to do, and 3) what you learned from devising "your" family history.