Office: CA 506
Office Hours: MW 10:45-11:45 a.m. and by appointment
Office Telephone: 278-9020
Email: aashende@iupui.edu
Required
The Shoemaker and the Tea Party
“Reality often astonishes theory.” Car Talk
The instructor may change this syllabus.
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 these 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.
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. The IUPUI student code of conduct on this matter is found in the IUPUI Bulletin 2004-06, pp. 36-8 and at http://life.iupui.edu/help/code.asp
Other Services: If you have difficulties that might require accommodation for completion of the class, please contact me and Adaptive Educational Services, CA 001E. The staff can arrange assistance. The Student Advocate Office can guide you to departments and people, familiarize your with university policy and procedures, and give you guidance on a wide variety of problems. It is located in UC 002 or at stuadvoc@iupui.edu.
Assignments: Students will take three examinations. These exams 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 exam will be taken from that study guide. There will also be a quiz over Salem Possessed, The Shoemaker and the Tea Party, and For Cause and Comrades. The study questions for those quizzes are part of this syllabus.
Grading:
3 examinations @ 100 points 300
3 quizzes @ 50 points 150
Total points 450
Grades are based on a straight scale: 450-435=A+; 434-420=A; 419-405=A-; 404-390=B+; 389-375=B; 374-360= B-; 359-345=C+; 344-330=C; 329-315=C-; 314-300=D+; 299-285=D; 284-270=D-; 269 and lower = F. A zero has a greater negative impact on your final grade than at least some attempt to complete an assignment. Makeup 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. NO EXTRA CREDIT WILL BE OFFERED.
Schedule of lecture topics, readings, quizzes, and examinations. Please complete the readings before class.
January 9: Introduction to the Class
January 11: Age of Exploration
Read: MA Chapters 1 and 2
January 16:
January 18: Early Colonial Settlements
Read: MA Chapter 3 pp. 58-68
January 23: Colonial Settlements and the Development of Slavery
January 25: The Puritans
Read: MA Chapter 3 pp. 69-85
January 30: Witches and Historians
Read:
February 1:
QUIZ on
February 6: Colonial Governments and Colonial Changes
Read: MA Chapter 4 pp. 88-110
February 8: Reason and Religion
February 13: EXAM I
February 15: Imperial Policy and Colonists Rights
Read: MA Chapter 4 pp. 110-15
February 20: Making a Rebellion
Read: MA Chapter 5 (omit Chapter 6) and Shoemaker and Tea Party
February 22: The Social Significance of War
February 27: QUIZ over The Shoemaker and the Tea Party
March 1: Constitutional Convention and Ratification Debates
Read: MA Chapter 7 pp. 180-200
March 6: The Federalists
Read: MA Chapter 7 pp. 200-09; Chapter 8 pp. 212-19
March 8: The Federalists
March 13 and 15: SPRING BREAK
March 20: The
Jeffersonians
Read:
MA Chapter 8 pp. 219-37
March 22: EXAM II
March 27: New Ways to Live and Work
Read: MA Chapter 9 pp. 260-67; Chapter 10 pp. 274-83; Chapter 11 pp. 302-09 and 316-27
March 29: New Ways to Live and Work
April 3: Southern Society and Slave Culture
Read: MA Chapter 11 pp. 309-15
April 5: Limits
of
Read: MA Chapter 10 pp. 292-97
April 10: Reform
Read: MA Chapter 12 pp. 330-51
April 12: Antebellum Politics
Read: MA Chapter 10 pp. 283-92; 297-99; Chapter 12 pp. 351-57
April 17: Manifest Destiny
Read: MA Chapter 13
April 19: QUIZ on For Cause and Comrades
April 24: Civil War
Read: MA Chapter 14; Chapter 15 pp. 420-27; 433-41
April 26: Civil War
May 1: Civil War
Study Questions for
Prologue: Describe the sequence of events in 1692.
Chapter 1: How did the manner in which Rev. Parris handled the girls add to the hysteria? Was there a geographic pattern to the hysteria? If so, what was it?
Chapters 2 and 3:
What problems faced
Chapter 4:
Compare and contrast
Chapter 5: Compare and contrast the Porters and the Putnams.
Chapter 6: What created conflict within the Putnam family?
Chapter 7: Describe Rev. Parris’ past. Do you think his past influenced his actions during the witchcraft outbreak? Why?
Chapter 8: Why were these women singled out as witches?
Study Questions for The Shoemaker and the Tea Party
Part I
Chapter 1: Who recorded Hewes’ story and why. Was Hewes’ memory reliable?
Chapters 2 and 3: Describe Hewes’ childhood and years as an apprentice. What sort of character traits and abilities did he develop over those years?
Chapter 4:
Describe his place in
Chapters 5 and 6: Describe Hewes’ participation in the Boston Massacre and the Boston Tea Party. How did that participation affect him?
Chapters 7 and 8: Describe the incident with Captain Malcolm. What had Hewes learned over the years?
Chapter 9: How did Hewes participate in the American Revolutionary War?
Chapters 10, 11, and 12: Describe his life after the war. How and why are we able to read about Hewes today?
Part II
Chapters 1, 2, 3, and 4: How and why did the leaders of
post-Revolutionary
Chapters 5, 6, 7, and 8: How was the memory of the Tea Party revived? Why?
Study Questions on For Cause and Comrades
Chapter 1: Did all men in all regiments fight in every battle? Why or why not? What are the benefits/problems with the primary sources used for this book?
Chapter 2: What
was different about why soldiers fought in the first 2 years of the war? What, specifically, were some early
arguments in favor of the war by both
Chapter 3: Why did the men want to “see the elephant?” What were their opinions after seeing it?
Chapter 4: Describe the interactions between the soldiers and their officers.
Chapter 5: How did religion influence Civil War soldiers?
Chapter 6: What part did masculinity play in why men fought? What role did the regiment play?
Chapter 7: What is ideology? Give evidence of the nationalism of both sides.
Chapter 8: How did the American Revolution affect Civil War soldiers?
Chapter 9: When and how did Union troops feel about slavery?
Chapter 10: How did letters from home affect soldiers? What were some of the trials facing women at home?
Chapter 11: How did soldiers (particularly Confederates) view the enemy?
Chapter 12: What happened to the soldiers psychologically? At the end of the war, why did the soldiers continue to fight?