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Enduring Vision, volume 1
Anne Orthwood’s
Bastard: Sex and Law in Early Virginia
Course
Description and Objectives: Despite all
opinions to the contrary, history survey courses such as this one are not
designed to make undergraduates jump through hoops or torture them with
requirements to learn useless information and meaningless dates, all irrelevant
to the students’ futures. Instead, a
survey course is meant to give students a framework for understanding how both
the present and future unfold within structures largely defined by the
past. Even the fast-paced,
technology-driven society we find ourselves in today has roots in historical
precedents that are still shaping its development. This course will focus on
the usual themes of politics and economics, but will also show how ordinary
people shaped those forces. History is
not just a mountain of facts, but is instead a sequence of interconnected
events. Understanding those connections
and explaining them through the use of facts is one way to sharpen your
analytical skills, improve your ability to communicate with others, and,
hopefully, to learn something to apply to your own life. These objectives are stated another way as
the IUPUI Principles of Undergraduate Learning: www.iupui.edu/~history/principlesundergradlearning.htm. We will also discuss these on the first day
of class. More specifically, class
objectives include: identifying and
explaining the economic, religious, and social reasons behind the colonization
of North America by Europeans; identifying and analyzing the motivations for
the American Revolution from the perspective of the colonists and the British;
analyzing the development of slavery; analyzing the development of
industrialization and transportation and how they affected the structure of our
society; analyzing the ways the desire for land shaped the development of the
country; and, finally, the Civil War will be examined from a multitude of
perspectives to attempt to understand the long-term consequences of that particular
war.
Attendance: Attendance is required and will be taken at
every class meeting. Consistent
attendance will be used to determine borderline grades. Further, material covered in lecture is not
necessarily covered in the required readings.
Attendance at every class meeting will result in a better grade for the
course.
Classroom
procedures: Please arrive on time. If you must arrive late, please enter the
room quietly. Place all cell phones on
vibrate or turn them off for the duration of the class. Please do not leave
class early for other appointments. Listening and note taking are important
study skills, therefore, no tape recorders are allowed.
Cheating
and plagiarism: Don’t do it. You will earn a zero on the work in
question. We will discuss plagiarism on
the first day of class.
Assignments: Students will take two essay
examinations. These examinations will
consist of 6 identifications and an essay question. A study guide will be distributed in class
one week prior to each exam. The study
guide will include 13 possible identifications and at least 3 possible
essays. The actual examination will be
taken directly from that study guide.
There will also be a quiz over Anne
Orthwood’s Bastard and Frontier
Indiana. The study questions for those
quizzes are part of this syllabus.
Grading:
2
examinations @ 100 points 200
2
quizzes @ 50 points 100
Total
points 300
Grades
are based on a straight scale:
300-270=A; 269-240=B; 239-210=C; 209-180=D, 179 and lower = F. A zero has a greater negative impact on your
final grade than at least some attempt to complete an assignment. Make-up examinations and quizzes are strongly
discouraged. Makeup quizzes WILL NOT be taken
from the study guide which is part of this syllabus. No makeup exam or quiz will be given without
documentation proving an extreme emergency.
Documentation includes doctors’ forms, funeral notices, accident
reports, and similar verifiable papers. The
instructor reserves the right to refuse to grant a makeup exam or quiz if the
documentation is not presented or is deemed invalid. If a makeup exam or quiz is approved it must
be completed within one week of the original exam or quiz. Incompletes are never given. It is not fair to the rest of the class to
request extra time to complete the work.
Schedule of lecture topics, readings, quizzes, and examinations. Please complete the readings before class.
June
28: Introduction to the Course/Age of
Exploration
Read EV Chapters 1 and 2
June
29: Early Colonial Settlements and the
Development of Slavery
Read EV Chapter 3 and Anne Orthwood’s
Bastard
July
1: Early Colonial Settlements and the
Puritans
July
5:
July
6: Changes in the Colonies
Read EV Chapter 4
July
8: QUIZ
on Anne Orthwood’s
Bastard/Imperial Policy
Read EV Chapter 5
July
12: Making a Rebellion
July
13: The Constitution
Read EV Chapter 6
July
15: The Federalists and the
Jeffersonians
Read EV Chapters 7 and 8
July
19: EXAM
I
July
20: Living and Working in the North,
South, and West
Read EV Chapters 9 and 12
July
22: Limits of
Read Frontier
July
26: Reform Associations
Read EV Chapters 10 and 11
July
27: QUIZ
on selected chapters from Frontier
Indiana/Antebellum Politics
July
29: Antebellum Politics
Read EV Chapter 13
August
2: Westward Expansion
Read EV Chapters 14 and 15
August
3: Civil War
August
5: Civil War
August
9: EXAM
II
Study
Questions for Anne Orthwood’s Bastard/Omit
Chapters 3-5, 7, Conclusion
Introduction: Describe the relationship between Anne and
John Kendall. What were 4 possible
consequences for Anne?
Chapter
1: How did illegitimacy affect Anne, her
mother, and her sister? (Be specific) Describe why and how indentured servants
went to the colonies. What were
similarities and differences between being a servant in
Chapter
2: Describe William Kendall’s rise to
power. Why did he “remove Anne Orthwood
from his household?”
Chapter
6: What role did a midwife play in an
unmarried woman’s pregnancy? Why were
people so worried about identifying a child’s parents? Why did servants face special
punishment? Did the midwife believe
Chapter
8: What were the two issues surrounding
John Kendall? Why was
John named responsible for Jasper’s support? Why was he not “morally” responsible? Why did
Chapter
9: Why did
Chapter
10: What happened in John Kendall’s
later life? What happened in Jasper
Orthwood’s life?
Study
Questions for Frontier
Chapter
1: According to the French, what were
Jean-Baptiste Bissot’s (
Chapter
5: What does the author say is the
definition of “frontier.” Why did the federal government want to
develop the
Chapter
6: How did Americans act toward Indians
in the
Chapter
8: What sorts of problems did Indians
face after the Treaty of Greenville?
Describe the Prophet and how he became a religious leader. Why did
Chapter
10: Who became the
Epilogue: Describe the Potawatomi removal. Why does the author tell us about Calvin
Fletcher and his family?