History H105 Prof. Jack McKivigan

Fall 2002 Cavanaugh 406/531

Cavanaugh 215 Off. Hrs. 2:30-3:30 MW

9:30-10:45 MW Off. Ph. 294-5860

GROWTH OF THE AMERICAN NATION TO 1865

Course Description: History 105 is designed as an introduction to the study of history in general, and to the study of American history in particular. History 105 begins by exploring the European and African legacy and the forces contributing to the Revolutionary War and the founding of the United States. The course then examines trends such as expansion, industrialization, democratization, etc., that rapidly transformed early American society. Special attention will be paid to those developments that have had the greatest impact in the shaping of modern America. Finally, the course will analyze the problems of slavery, abolitionism, and sectionalism to attempt to understand the failure of mid-nineteenth century Americans to resolve them peaceably.

Nature and Amount of Student Responsibility: The success of this course depends upon the completion of the reading assignments and participation in class discussion by the students. If a student falls behind in his/her readings she/he will soon find it difficult to follow the subject matter of class discussion or join in it. Students should feel free to ask questions about unclear material at any time during the class. Students also should feel free to talk to the instructor about any course-related problems especially in cases when a student believes that his/her assignment grades do not accurately reflect her/his performance in the course.

There will be three one and-a-quarter hour examinations for this course. These examinations will be a mixture of essay and objective questions. The instructor will provide review materials to students prior to each examination and has scheduled a review session before each test. The first two examinations are tentatively scheduled for October 2nd and November 11th and each will count 30% of the final course grade. The final examination, which will focus on materials covered in the last third of the semester and not be cumulative It is scheduled for December 13th, and will also count 30% of the final grade.

The other 10% of the final grade will be derived from performance in quizzes and class participation. Five quizzes, normally concentrating on the assigned reading materials, will be given during the term. Each quiz will consist of ten multiple choice and True-False questions. There will be no make-ups on quizzes for any reason, but the instructor will count only the four best quiz grades for this portion of your final grade. A student's improvement on examinations during the course of the semester will be given favorable consideration in assigning a final grade.

Nature and Amount of Instructor's Responsibilities: The instructor's goal is to have each class be a mixture of lecture and discussion. The atmosphere of the class will be kept informal to encourage general participation and a full variety of viewpoints. The instructor will make himself available after class and during office hours to offer students additional advice on preparing for examinations. Students are encouraged to take advantage of such assistance. Grading is a necessary evil of the present academic system but the instructor has an obligation to explain the reason for giving a grade to a student and to suggest possible ways for improving performance on later examinations.

IUPUI Principles of Undergraduate Learning: The instructor endorses the university's Principles of Undergraduate Learning and has designed this course according to them: (1) Students will be given the opportunity to enhance their communication skills both orally in class room discussions and in writing on quizzes, tests, and assignments; (2) Students will be given the opportunity to enhance their critical thinking skills through exercises designed to analyze complex historical issues and make informed judgments; (3) Students will be given the opportunity to enhance their skills at integrating and applying knowledge through an interdisciplinary approach to historical analysis; (4) Students will be given the opportunity to recognize their own cultural traditions and appreciate the diversity of the human experience by frequent comparisons of the historical experiences of Americans with that of other people in our readings, lectures, and class discussions; and (5) Students will be given the opportunity to apply ethical and moral judgments to the study of the personal and public choices made by historical figures in various written assignment.

Reading List for History H105: The following two books are the assigned readings for this course:

Text: John Mack Faragher, Out of Many: A History of the American People (Brief Third Edition, 2001).

Reader: Binder and Reimers, eds., The Way We Lived: Volume One (4th Edition; 2000).

Tentative Schedule of Class Topics and Reading Assignments for Part One of the Course:

Aug 21 Introduction

26 A New World--A New Man & Woman?

Faragher at al, 1-33

Binder & Reimers, Chapters 1 & 4

Aug 28 The English Colonial System

Faragher at al, 34-86

Binder & Reimers, Chapters 2, 3, & 5

Sep 02 Labor Day

Sep 04 Changing Imperial Policies

Faragher at al, 87-101

09 A Revolutionary Society(?)

Binder & Reimers, Chapter 6

11 Revolutionary Actions

Faragher at al, 101-115 & A1-2

Binder & Reimers, Chapter 7

16 Significance of the American Revolution

18 "The Critical Period"

Faragher at al, 115-126 & A19-22

23 The Constitution: Conservative Coup d'Etat

Faragher at al, 127-131 & A 3-10

25 The Constitution: Fulfillment of the Revolution

30 Catch-up and Review

Oct 02 First Examination

Outline of Class Lecture and Discussion for Part One of the Course

I. INTRODUCTION

A. Instructor's Background

B. Basic Information

C. Paperwork

D. Every Man/Woman His/Her Own Historian/Herstorian

Discussion of what History is and what the student can expect to get from this course.

II. A NEW WORLD A NEW MAN/WOMAN?

A. The Immigration Experience

What experiences are analogous to those of immigration?

B. The Old World Background

1. What do you know about 15th century Europe?

2. Declining old order of Feudalism & Manoralism

3. New Developments: Merchant class, Centralization of governmental power, Protestant Reformation, and the Inquisition

C. Motivation for Discovery and Settlement

1. What factors in the European background were responsible for the "discovery" and settlement of the New World"?

2. Special case of the African "immigrant" to the New World.

D. The American Environment

1. What emotions did the immigrant experience on arrival?

2. What were the new experiences the Europeans and Africans encountered in America that he/she would not have had at home?

3. Was the immigrant made an "American" by the new environment or was he/she still a transplanted European or African?

III. THE ENGLISH COLONIAL SYSTEM

A. The Colonial Economy

1. Capitalist--all or most of the means of production and distribution are privately owned and operated for profit.

2. Regional and occupational specialization

3. Underclasses: indentured servants, tenant farmers, and slaves

B. Age of Deference, Patriarchy, and Conformity

1. Why did efforts to establish feudalism in America fail?

2. Concept of Deference

a. Government should be entrusted to "men of merit."

b. Merit usually associated with wealth and social standing

c. Deference to men of merit was implicit duty of the rest of society

d. In return for deference, men of merit are obliged to use their talent in public service

3. Compare deference to today's democracy.

4. Patriarchialism and the low status of women and children were tempered by "domestic realities."

5. Established religion and the toleration of dissent.

a. Established churches: Anglican and Congregational (Puritan)

b. Notable dissenters: Lord Baltimore (Catholic); William Penn (Quaker); & Roger Williams (Baptist)

C. Governments of the Colonies

1. Three types of colonies: Charter, Proprietary, and Royal

2. Three branches of colonial government

a. The Governor (executive)--chosen by a variety of methods

b. The Executive Council (upper house, cabinet, and court of appeals).

c. The Assembly (lower house)--elected by a limited franchise.

3. Struggle for power between the Governor and the Assembly centered on the "Power of the Purse."

IV. CHANGING IMPERIAL POLICIES

A. Mercantilism and Salutary Neglect

1. Mercantilism--the pursuit of economic power in the interest of promoting national self-sufficiency through the regulation of trade.

2. How would mercantilist principles govern trade between England and its colonies?

3. Some examples of Mercantilst laws:

Navigation Acts (1651-52)

Enumerated Commodities Act (1660)

Staples Act (1663)

Woolens Act (1699) to retard colonial manufacturing

Hat Act (1732) " " " "

Iron Act (1750) " " " "

4. Mercantilism also governed trade between British colonies--Molasses Act of 1733.

5. Who benefitted from the mercantilist system?

B. The Great War for Empire, 1689-1763

1. Most important of the wars was the French and Indian War (1754-1763)--a truly world war--possibly started by Col. George Washington.

2. Why did most of the Indian tribes side with the French?

3. England was the big winner--but was it in the long run?

C. New Attitudes toward the Colonies

1. Glorious Revolution of 1688

a. John Locke's Social Contract -- Natural Rights

b. Whig nobles and merchants expel the Catholic Stewarts

2. Reign of the Hannoverian Monarchs

a. George III ("Patriot King")

b. Tories in Parliament led by Lord North

3. The gains of the French and Indian War created new problems for British governance of the colonies.

4. The British did not set out to persecute the colonies

D. Attempts to Establish a New Imperial System

Proclamation Line of 1763 Stamp Act of 1763

Sugar Act of 1764 Declaratory Act of 1766

Currency Act of 1764 Townshend Acts of 1767

Quartering Act of 1765 Tea Act of 1772

V. A REVOLUTIONARY SOCIETY(?)

A. Ripe for Revolution?

1. Main types of revolutions: "political" and "social"

2. How to assess a revolution?

a. What were the underlying sources of discontent in colonial society?

b. Were the colonists' complaints economically or politically/ideologically motivated?

B. Impact of New Imperial Policies

Were American complaints politically or economically motivated?

C. Rationale of Resistance

1. Rights of Englishmen and Charter Rights v. Parliamentary Supremacy -- James Otis argues "No taxation without representation"

2. Daniel Dulaney's response to the Stamp Act denied that the colonies were represented in Parliament and acknowledged the right of Parliament to levy taxes for the regulation of trade but not for raising revenue.

3. Benjamin Franklin confuses the debate by raising internal v. external taxes non-issue

4. John Dickinson's Letters from a Farmer in Pennsylvania argued that external taxes for the regulation of trade were OK, but external taxes for raising revenue were unconstitutional.

5. 1st Continental Congress's Declaration of Rights and Grievances (1774) denied that Parliament had any power over the colonies and that the colonists owed allegiance only to the King.

D. Tentative Assessment of Revolutionary Motives

Ideology of Freedom or Economic Grievances?

VI. REVOLUTIONARY ACTIONS

A. From Protest to Revolution

1. Political leaders of the Protest--Was the colonial elite prodded into support of the protests by the lower classes?

2. Tactics of Protest

a. Stamp Act Congress, Committees of Correspondence, & Sons of Liberty

b. Was growing violence a product of lower class participation in the protests?

3. Violent Alienation: Boston Tea party (Dec. 16, 1773; Coercive Acts (Mar.-June 1774); and Battles of Lexington & Concord (April 19, 1775)

B. Arguments for Independence

1. Debate in the 1st Continental Congress

2. Factions: militants, conservatives, and ultra-conservatives

3. Tom Paine writes Common Sense

4. Declaration of Independence (July 4, 1776) by Thomas Jefferson et al.

C. Choosing Sides

1. Who were the Patriots (Rebels) & who were the Loyalists (Tories) & why?

2. The special role of Lord Dunmore and his proclamation.

D. Soldiers and Diplomats

1. Advantages and disadvantages of each side

2. The attempted Court martial of General George Washington

3. Benjamin Franklin negotiated the Treaties of Amity and Commerce with the French Foreign Minister Comte de Vergennes

4. Role of foreign aid--Battle of Yorktown

VII. SIGNIFICANCE OF THE AMERICAN REVOLUTION

A. The Treaty of Paris

1. Fall of Lord North--succeeded by Lord Rockingham

2. Provisions of the Treaty of Paris

3. Did the United States stab the French in the back?

B. Political Effects of the Revolution

C. Social Effects of the Revolution

1. Class War? Who benefitted from the Revolution?

2. Land Redistribution; Debts to English merchants wiped out; End of indentured servant supply; Disestablishment of the Anglican Church; Abolition of Primogeniture and Entail; Abolition of slavery in the northern colonies; etc.

D. The Unleashing of Energies

E. An Example to the World

VIII. THE CRITICAL PERIOD

A. Historians and the Articles of Confederation and the Constitution

B. Wartime Government

1. 2nd Continental Congress provided U.S. with an ad hoc government during the war.

2. Superintendent of Finances Robert Morris fails to overcome opposition to a tariff or a national bank.

3. Articles of Confederation drafted by John Dickinson and ratified after western land claims dispute resolved.

C. The First Constitution

1. States Rights and the fear of a strong central government

2. Mechanics of Confederation government

D. Trials of the Confederation

1. Northwest Ordinances of 1785 and 1787--Thomas Jefferson's ideas

2. Economic problems--readjustment from the war or weak government?

3. Foreign Policy problems--western forts and Jay-Gardoqui Treaty

4. Shay's Rebellion--Social Revolution or "Tax Revolt"?

5. Articles of Confederation--how good were they?

IX. THE CONSTITUTION: CONSERVATIVE COUP D'ETAT

A. Mechanics of Constitutionalism

1. Mount Vernon Conference--James Madison emerges as a leader.

2. Annapolis Conference--Alexander Hamilton proposed a national convention to revise the Articles of Confederation.

3. Philadelphia Convention (May 25 to Sep. 17, 1787)

B. Charles A. Beard: Economic Determinism

1. Thesis of Beard's An Economic Interpretation of the Constitution (1913): "Pocketbook Patriots."

2. Beard's statistics on the economic interests of the Framers

3. Beard charges that the ratification procedures were rigged.

C. Later Critics of the Constitution

1. Historian Richard Hofstadter notes that the Framers loaded the Constitution with many anti-democratic features.

2. Historian Staughton Lynd noted that the issue of slavery played large role in debates over the Constitution.

D. Strength of the Indictment

X. THE CONSTITUTION: FULFILLMENT OF THE REVOLUTION

A. The Consensus Issues

1. What changes in the Confederation government were essential?

2. Many historians defend the framers from latter-day critics?

B. The Key Compromises

1. James Madison--"Father of the Constitution"

2. Large v. Small State Compromise: Virginia Plan v. New Jersey Plan--was there a real compromise?

3. Regulation of Trade Compromise: North v. South--Why did the South Compromise?

4. Three/Fifths Compromise

C. Ratification Contest

1. Ratification of the Constitution required the approval of nine states

2. The federalists (Madison, Hamilton, John Jay, et al.) v. antifederalists (Patrick Henry & George Clinton)

D. Fulfillment of the Revolution

Why has the Constitution endured two centuries?

XI. CATCH UP & REVIEW

XII. FIRST MID-TERM-EXAMINATION