A Tobacco Plantation in 1788

SUBJECT: HIST 2700 provides an overview of the national experience that has shaped our circumstances and assumptions. The course analyzes the shifting perspectives on power, liberty, equality, wealth, justice, and nationhood that Americans have debated for centuries.

SKILLS: Your work in the course builds a range of valuable skills that serve you well in further education, careers, and civic life, developing your ability to investigate problems, identify reliable sources, analyze information, contextualize complex questions, and communicate conclusions in a clear, thoughtful, and persuasive manner.

LEARNING OUTCOMES: HIST 2700 is designed to develop: 4historical knowledge -focusing on complex issues of causation (examining political ideologies, economic structures, social organization, cultural perceptions, and natural environments) -recognizing how factors of race, gender, class, and region have shaped the experience of colonists and peoples of the early U.S. republic 4historical thinking -recognizing the radically different nature of past experience — especially the distinctive circumstances of the Republic’s “Founding” era -avoiding the interpretive trap of “presentism” (which imposes the experiences, assumptions, and prejudices of our time on earlier figures who could not possibly anticipate the modern world) -understanding the contested nature of historical interpretation (by focusing on the different ways in which historians approach the same sets of events) 4historical skills -focusing on careful, thoughtful reading of assigned texts, -aiming for clear, coherent, and meaningful writing in essay exams, and -developing critical appreciation of both primary and secondary historical sources

Graduate Assistants: Kelli Morrill kelli.morrill@aggiemail.usu.edu (office hours to be announced) Jimi Duffin jimi.duffin@aggiemail.usu.edu (office hours to be announced)

Undergraduate Teaching Fellow: (to be announced)

Professor Daniel J. McInerney

Office: Main 323 Office Hours: M W F 9:30 am - 10:30 am

[I will meet with students outside of regular office hours if you make an appointment beforehand.]

Phone: 797-1283 E-mail: daniel.mcinerney@usu.edu (please include a specific “SUBJ”)

AMERICAN HISTORY TO 1877

HIST 2700 FALL 2016

Mon – Wed - Fri 8:30-9:20 am

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The course examines events in American history from early native cultures to Reconstruction. We will explore these topics through lectures, descriptive histories, documents from the period, and contemporary studies of the past. My intention is to familiarize you with:

-the general outline of events in American history, -the ways in which people who lived through these events perceived their world, -the ways in which historians analyze the record of the past, and -the ways in which historians continually debate the meanings of the past.

In other words, the course serves as a general introduction to the scholarly study of the American experience--and of history in general. I hope it will fill some gaps in your knowledge, clarify your perceptions of the past, make you aware of important interpretive debates, and, most importantly, demonstrate what it means to analyze a people historically.

SPECIAL NOTE: In accordance with the Americans with Disabilities Act, class material can be made available in Braille, large print, and audio format upon request.

This syllabus defines your responsibilities as well as the course arrangements that I am obliged to maintain. If you do not think you can meet the stated requirements, I advise dropping the class. REQUIRED BOOKS

• Daniel J. McInerney, A Traveller’s History of the USA (Interlink)

• Laurel Thatcher Ulrich, A Midwife’s Tale (Vintage)

• Harriet Jacobs, Incidents in the Life of a Slave Girl (Dover)

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CLASS WORK Grades from 13 weekly quizzes and 4 essay exams form the basis of your final grade. •Weekly quizzes: Every Monday, at the beginning of class, you will be given a quiz. Each quiz poses five multiple choice questions drawn from the previous week's reading in the Traveller’s History. Each quiz is worth 10 points. At the end of the semester, the lowest three quiz grades are dropped. The remaining ten quiz grades are added up, with 100 as the highest possible sum. •Essay exams: You will take 4 essay exams (each exam worth a maximum of 100 points): -Essay Exam I: covers Ulrich’s Midwife’s Tale. . . . . . . . . . . . . . . . . . . Friday, Sept. 30 -Essay Exam II: covers lecture material . . . . . . . . . . . . . . . . . . . . . . . Monday, Oct. 17 -Essay Exam III: covers Jacobs’s Incidents in the Life. . . . . . . . . . . . Monday, Nov. 14 -Essay Exam IV: lecture material since Exam II . . . . . . . . 7:30 am, Monday, Dec. 12 (do not plan to leave for winter break before this date) •Final grade: Ten highest quiz scores + scores from Essay Exams I, II, III, and IV. At the end of the semester, if your total comes to:

500-450 points, your final grade will be in the A range 449-400 points, your final grade will be in the B range 399-350 points, your final grade will be in the C range 349-300 points, your final grade will be in the D range 299- 0 points, your final grade will be F

Evaluation of essay exams: What counts on an essay exam? What makes for an “A” paper? Why might an exam receive a “B,” “C,” “D,” or “F”? The explanation of “what counts” on your essay exams appears on the next two pages of the syllabus, where you will find a “learning outcomes rubric.” The “rubric” is a scoring guide that outlines the criteria used to evaluate your written work in the class (on essay exams). You will see that the “grade” that appears on your exams represents your ability to master several areas of learning: historical knowledge, historical thinking, and historical skills. Your essay exams will be judged in each area of the rubric, and the form will be stapled to your test when it is returned. Familiarize yourself with the standards and expectations established for the exams before you take the tests. SPECIAL NOTE TO HISTORY MAJORS: Candidates for a degree must earn a grade of C+ or better in all history courses used to meet the requirements for a history major or minor, a history teaching emphasis or teaching minor, or a classics minor.

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HIST 2700: American History to 1877 Name __________________________________ Learning Outcomes Rubric Date __________________________________

LEARNING OUTCOME

HISTORICAL HISTORICAL KNOWLEDGEKNOWLEDGE

Excellent mastery 15-14

Good mastery 13-12

Some mastery 11

Minimal mastery 10-9

No mastery 8-0

Historical soundness of the argument (student demonstrates an understanding of the key historical events related to the question) 15% of grade

-statements are correct, verifiable, and precise -clear chronological understanding of events -complex grasp of causation -analyzes a range of factors shaping the sequence and outcome of events -reflects on larger themes informing specific events

-sound chronological framework -good grasp of causation -omits some key informing factors shaping events -proposes a sufficient range of major themes

-some factual or chronological errors -weak causal analysis -narrow range of informing factors in the discussion -little discussion of broader themes

-many chronological errors -simplistic causal analysis -few informing factors tied to the discussion -thin discussion of wider themes

-multiple factual or chronological errors -essay explores its subject in a historical vacuum with little commentary on causation and larger themes

Pertinence of the argument 15% of grade

-all of the material in the essay directly relates to — and fully covers — the central issues posed in the question

-some parts of the essay digress from the central focus of the question -good coverage of the historical material relevant to the question

-several parts of the essay digress from the central focus of the question -fair coverage of the historical material relevant to the question (gaps in evidence)

-many parts of the essay digress from the central focus of the question -major omissions of historical material relevant to the question

-material offered in the essay has no discernible bearing on the question asked -no coverage of the historical material relevant to the question

HISTORICAL HISTORICAL THINKINGTHINKING

Excellent mastery 40-36

Good mastery 35-32

Some mastery 31-28

Minimal mastery 27-24

No mastery 23-0

Explanation of the argument (student responds to historical questions in a thoughtful, critical manner) 40% of grade

-full explanation of the problem under review -essay defines and explores key terms / concepts / issues / ideas related to the question -situates issues within their distinctive historical context -essay clarifies the significance of the issue under review by answering the “why” and “because” questions -essay reflects the complexity and depth of the material under review

-some key parts of the historical issue omitted -most key terms defined -some effort at contextualizing the question -some gaps as the essay explores the meaning and significance of major issues -at some points, critiques either inappropriate or unsubstantiated

-several key terms left undefined -vagueness in response -essay mentions (but does not explain) key issues -weak contextualization -significance of the material presented remains unclear -critiques often unfair, irrelevant, or misinformed

-key terms often undefined -broad, sweeping, imprecise statements -little to no explanation of key issues -little to no discussion of wider context of events -essay raises more questions than it answers -critiques commonly unfair, irrelevant, or misinformed.

-omission of key information -omission of key explanations -fails to analyze issues within their distinctive historical context -critiques misplaced, inappropriate, or ahistorical

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LEARNING OUTCOME

HHISTORICAL ISTORICAL SKILLSSKILLS

Excellent mastery 15-14

Good mastery 13-12

Some mastery 11

Minimal mastery 10-9

No mastery 8-0

Organization of the argument 15% of grade

-argument unfolds through a logical sequence of points -statements made in a straightforward, understandable, and persuasive manner -structure of the argument is sound, understandable, and appropriate to the project.

-good organizational skills, though some parts of the essay move in unexpected directions -line of argument generally clear

-difficult to detect a logical sequence of the points in the essay -material presented in a scattershot fashion, making it hard to follow the line of argument

-confusing and puzzling sequence of points raised in the argument -difficult to determine the meaning, appropriateness, or significance of the material offered

-organization of argument remains incomprehen-sible, moving in perplexing or random directions

Mechanics of the argument 15% of grade

Essay written using -complete sentences -well-formed paragraphs -proper grammar, spelling, and punctuation.

-occasional errors in spelling, punctuation, grammar, sentence, and paragraph construction; not severe enough to hinder an understanding of the essay’s main points

-numerous errors in spelling, punctuation, grammar, sentence, and paragraph construction make some sections of the essay unintelligible

-repeated errors in spelling, punctuation, grammar, sentence, and paragraph construction make several sections of the essay unintelligible

-problems in spelling, punctuation, grammar, sentence, and paragraph construction so severe as to make the essay unintelligible -(or material presented in outline -- rather than essay –form)

TOTAL:

100-90 points: “A” range 100-97: A+; 96-93: A; 92-90: A- 89-80 points: “B” range 89-87; B+; 86-83: B; 82-80: B- 79-70 points: “C” range 79-77: C+; 76-73: C; 72-70: C- 69-60 points: “D” range 69-67: D+; 66-63: D; 62-60: D- 59- 0 points: “F” range

LETTER GRADE:

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IMPORTANT NOTES ABOUT TESTING AND GRADES ON QUIZZES: There are NO make-up quizzes given. . . no “early” quizzes given . . . no late quizzes given. There are no exceptions and no exemptions. Again, the best 10 of 13 quiz grades will count. If you are not present for a quiz, a grade of zero will be recorded. Hopefully, that will be one of your three lowest grades dropped at the end of the semester. ON ESSAY EXAMS: I maintain a strict policy on make-ups. 1. A make-up essay exam will be given only for an urgent, compelling, and documented medical reason (or for students engaged in official, documented University business). 2. You must see me immediately about this absence, providing written verification of the reason for your absence. NOTE: A phone message or an e-mail alone won’t do; you must see me personally and have documentation for your absence with you. No proof? No test. 3. Expect that make-up essay exams will be more difficult than the regularly-scheduled exams. 4. There will be ONE day and ONE time period for all make-up essay exams:

Friday, December 2, 3:30-4:30 pm. Students eligible to take a make-up will be informed of the time and place. INCOMPLETES: A grade of "incomplete" is given only for special, extenuating circumstances, not for poor performance. KEEP all quizzes and exams that are returned to you (in case any questions arise concerning your grades.)

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ACADEMIC HONESTY Understand the policies on academic honesty outlined by Utah State University: http://catalog.usu.edu/content.php?catoid=12&navoid=3140 Review this statement of USU policy on cheating, falsification, and plagiarism.

IN CLASS I do not take attendance. Recognize that it pays to show up regularly. -In class you hear the particular points of a lecture and the general context in

which those points are raised. One without the other usually leads to problems on exams.

-In class you can ask for a clarification of confusing issues (rather than stumbling on a problem just before a test). Your comments and questions also benefit fellow students who might hesitate to raise the very same issues.

-By attending regularly, you do not depend on someone else's notes--notes that might turn out to be awful.

-In class you can work on a skill that the non-attender never develops: note-taking abilities. You cannot sharpen this talent just by copying notes but only by doing the work yourself: being a good listener, becoming familiar with material in its full form, and learning to discern, organize, and inter-relate the critical components of an argument. I cannot emphasize enough the importance of these skills inside and outside the university.

-In very practical terms, there are many announcements and note sheets in class that you will miss by not being present.

-If you miss class, I do not provide my notes to you. CONCERNING CLASSROOM BEHAVIOR Laptops, cell phones, iPads, and tablets are prohibited in the classroom in all circumstances -- except when students must make use of technology to accommodate a verified disability. Turn off ringers or audio signals; keep the devices in a backpack. -Why? I am deeply concerned about the distraction of the student user, the distraction to their fellow students, and the distressing uses of social media among groups of students during class. Most importantly, I am convinced by recent studies that demonstrate students retain information and arguments far better when they handwrite their class notes rather using a computer. (I will post a link to this research on Canvas.) In class, I expect you to focus your attention on lecture and discussion material. Chatting with neighbors, reading newspapers, and nodding off to dreamland are all pleasant activities -- but during class they are rude and distracting. Worse still, they break down the mutual respect between students and teacher that I wish to maintain. If you have no interest in the day’s topics, don’t bother showing up. If you must talk, read, sleep, browse, or make a call, do it outside the classroom. Inside, such behavior has no place--and it will result in a grade penalty. If you are late for class, enter the room quietly and take a seat right by a door.

General rule? You show up on time; I end the class on time.

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READING GUIDE FOR LAUREL THATCHER ULRICH, A Midwife’s Tale

Ulrich’s elegant, Pulitzer-Prize winning study is a fine example of what historians can do with the “raw material” of a primary source document. To look quickly and casually at the diary of Martha Ballard, one might think it offers little if anything of interest to historians. The diary appears to be filled with minute, mundane, and insignificant information about a small town in a small corner of America. But Professor Ulrich examines the material with care, skill, and historical sensitivity. She “teases out” meanings and perspectives that would easily escape a cursory review. “The problem,” she argues, “is not that the diary is trivial but that it introduces more stories than can easily be recovered and absorbed” (25). In other words, the diary is not empty and inconsequential but overflowing with information and insight. You may wonder how you will be able to make sense of a diary written by an “unknown” woman. Ulrich takes care of this problem. Part of the book is composed of extracts from Ballard’s diary; most of the pages, however, are filled with Professor Ulrich’s commentary on Ballard, her words, and her world. See pages 34 and 35 for Ulrich’s statements on the organization and approach of her book. Ulrich has built her study around an introduction, ten chapters, and an epilogue. Each chapter cites portions of Ballard’s diary and examines how those entries illuminate a particular problem or issue or theme. Read the work in preparation for an essay exam. On what issues should you focus your attention? Examine the following questions carefully.

What does the Ballard diary reveal about: -midwifery -notions of medicine prevalent at the time -“social medicine” -women’s “place” in Revolutionary society -the “social web” -religious debates -marriage customs and sexuality -the structure of family and home life -the emerging “professionalism” in medicine -the “Malta War”

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READING GUIDE FOR HARRIET JACOBS, Incidents in the Life of a Slave Girl

Harriet Jacobs endured a harrowing life as a slave in the antebellum South, went into hiding, made her way north, and wrote of her experiences in the book assigned in this class. The work is brief, straightforward, and engaging. It ranks as one of the key documents in American history because of its reflections on the slave experience— particularly from a woman’s perspective. And it remains a widely-read and revealing account of African American life in nineteenth-century America. As you read through Jacob’s account of her life, pay particular attention to the following topics which the author addresses throughout the book: -What kinds of hardships did Jacobs endure as a slave? -According to Jacobs, who bore responsibility for the problem of slavery? Did Southerners and the South bear full and sole blame for the slave system? -What were Jacobs’s views of slaveholders? -How did Jacobs manage to carve out some semblance of humanity and hope for herself while she was caught in the slave system? -What were the various forms of resistance to the slave system in which Jacobs engaged? -Did Jacobs see herself as a solitary, independent figure, one who acted in the way one might expect of a "rugged individual" and a "self-made" person? Or did Jacobs view herself in different terms? -Consider the ways in which Jacobs discussed "freedom." In her view, was freedom something genuine and substantial? Or was freedom—for African Americans, slave or free—simply an illusion or a charade?

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INITIAL READING ASSIGNMENTS (later assignments will be posted on Canvas) Aug. 29 – Sept. 2:

¡Begin Midwife’s Tale, pp. 3-101 ¡Traveller’s History: pp. 1-18. Focus on: -key geographical features of the present U.S. -varieties of native cultures -core values of native cultures -reasons for European voyages and colonization -consequences of contact between Indians and Europeans -nature of Spanish colonization Traveller’s History quiz 1, Sept. 7

Sept. 5-9: (No classes on Monday, Sept. 5, Labor Day) ¡Continue Midwife’s Tale, pp. 102-203

¡Traveller’s History: pp. 18-30. Focus on: -key characteristics of French colonization -key characteristics of English colonization -Pilgrim, Puritan, and Quaker settlements -material conditions of English colonies -solutions to labor shortages -nature of slave labor -conflicts with native peoples Traveller’s History quiz 2, Sept. 12

Sept. 12-16:

¡Continue Midwife’s Tale, pp. 204-285 ¡Traveller’s History: pp. 31-47. Focus on:

-American colonists and the English: differences and similarities -colonial political practice -economic system imposed by the home country -religious similarities & differences between colonists and the home country

-reasons for Britain's reorganization of empire -measures taken by British government -reasons for colonial protest Traveller’s History quiz 3, Sept. 19

Sept. 19-23:

¡Continue Midwife’s Tale, pp. 286-353 ¡Traveller’s History, pp. 47-60. Focus on: -how colonists moved from resistance to open rebellion -strengths and weaknesses of Britain and its American colonies -the Revolution in the North . . . in the Middle Atlantic . . . and in the South

-creating a peace treaty Traveller’s History quiz 4, Sept. 26

Sept. 26-30: ¡Complete and review Midwife’s Tale; essay exam on Friday, Sept. 30

¡Traveller’s History, pp. 61-72: Focus on: -forming—and reforming—state governments -the reasoning behind the Articles of Confederation -the Confederation’s strengths and weaknesses -debates over another form of national government -criticism of the proposed Constitution -arguments justifying the proposed Constitution -putting the proposed Constitution up for a vote Traveller’s History quiz 5, Oct. 3