HIS 315K United States History, 1492-1865 87902 • Spring 2020 T/TH 9:30-11:00 • Gar 1.102 Instructor: Jesse Ritner [email protected] Office Hours: GAR 3.302 Wednesday 1:00-2:00

Course Description: The goal of this class is to explore the settling, forming, and consolidating of the United States from before European contact to the American Civil War in 1865. We will cover common topics in US history, such as (but not limited to) first encounters between Indigenous peoples and European settlers, the rise of chattel slavery, the American Revolution, Indigenous removal, the Mexican-American War, abolition, and the Civil War. Formal politics and legislation plays an important role in this story, but our view will also often drift away from the halls of power, and explore interactions between different social and cultural groups in industrializing cities, on sprawling plantations, and on the edges of an expanding empire.

History is more than the study of dates. In this class we will examine peoples’ public and private lives. We will explore how people act individually and in groups. And we will think about what direct and indirect forces drive people to act politically. Understanding what happened is only the first step. The study of history focuses on deducing why people acted in the ways they did, and how those actions and reactions shaped life locally, regionally, and nationally. History is the study of continuity and change in communities—large and small— across time and space. As a result, we will connect issues in the past to those we confront in the 21st century world in order to understand how the past has shaped the present and future.

Objectives: • Knowledge of events (political, social, economic, and geographic) in what is now the United Stated from pre-contact to present. • Knowledge of the experiences of different groups and how those groups contributed to the US’s. • The ability to build connections between events and experiences in order to determine why events happened the way they did, and in order to determine the meaning of those events.

Readings: There is no textbook assigned for this class. Readings are a combination of peer reviewed articles, book chapters, textbook chapters, and articles written for magazines or history blogs. In addition, most classes have primary source documents assigned.

You are expected to have completed all readings assigned for the day prior to class. Furthermore, you are expected to engage and evaluate the readings in the exams.

Assignments and Evaluation: • Attendance 10% • Participation 10% • Two Midterm Exams, each: 25% • Final Exam: 30%

Attendance Policy: Attendance in class is critical to your success (and grade). A sign-in sheet will be circulated every day. You are responsible for making sure that you sign in every day. If you arrive more than 20 minutes late or leave early, you will be considered absent. You get 1 unexcused absence. After that each unexcused absence will negatively impact your grade.

Grades: A = 94+ A- = 90-93 B+ = 87-89 B = 84-86 B- = 80-83 C+ = 77-79 C = 74-76 C- = 70-73 D+ = 67-69 D = 64-66 D- = 60-63 F = 59 or less

Exams: All exams are essay format. I will post a question on Canvas at midnight, the day of the exam. You will have 24 hours to submit your essay. The essays should be 500-600 words.

Part One: Vying for a Continent Week One Tuesday, Jan. 21: Introduction

This day we will look over the syllabus. I will begin with a short discussion of what history is and what historians do. I will emphasize that we are often looking for how things change as well as how they stay the same. Lastly, we will cover the main themes of the class.

Thursday, Jan. 23: A Well Populated Continent: Turtle Island before Columbus

- Readings: Calloway, “American History before Columbus,” in First Peoples: A Documentary Survey of American Indian History. Boston: Bedford/st.martin’s, 2019. - Primary Reading: An Iroquois Emergence story, introduction and documents in The First Peoples, p. 53-59.

The Majority of this day will be derived from the Calloway textbook. The lecture will offer a rapid overview of precontact North America. It will begin with migrations, matching archeological and DNA evidence along with Indigenous origin stories. It will highlight the “Kennewick Man” as an example of why origins continue to matter in the more recent past. We will then take a deep history tour starting with the Hohokam in what is today southern Arizona from 450-1450. We will travel north to the Ancestral Pueblo culture, and discuss Chaco Canyon, Mesa Verde, and their network of roads. We will then explore Chaco Canyon’s collapse and the rise of the pueblos. We will move east to the Mississippian cultures. We will explore the Mississippian town of Cahokia in approximately 1100-1300 and the rise of the Caddo. The final section will focus on the emergence of the Iroquois Confederacy sometime between 1450-1550.

Sources for lecture: Juliana Barr, “There’s No Such Thing as ‘Prehistory’: What the Longue Durée of Caddo and Pueblo History Tells Us about Colonial America,” William & Mary Quarterly 74, no. 2 (2017): 203–240. Collin G. Calloway, “American History before Columbus.” In First Peoples: A Documentary Survey of American Indian History, Sixth Edition (Boston, MA: Bedford/St. Martin’s, 2019); Daniel Richter, “Chapter One: The Iroquois in the World on the Turtle’s Back” & “Chapter 2: The Great League of Peace and Power.” In The Ordeal of the Longhouse: The Peoples of the Iroquois League in the Era of European Colonization (Chapel Hill: University of North Carolina Press, 1992); , “Natives, 13,000 B.C. – A.D. 1492”. In American Colonies: The Settling of North America, ed. , Revised ed. edition (Penguin Books, 2002).

This day is largely inspired by Barr’s contention that the term prehistory has largely set in stone 1492 as a marker that separates the pre-historical from the historical, in effect erasing the many ways the prehistorical matters well into the post-contact moment. While this day is completely pre-1492, it sets the stage for my lecture on January 30 which will engage this problem specifically. My organization follows Calloway’s, in the first chapter of his textbook; however, I focus predominantly on Indigenous peoples who will re-emerge later on in this class, forgoing much of the Northwest and the northern plains. Alan Taylor offers a more in-depth synthesis than Calloway in the first chapter of American Colonies of the Southwest, the Mississippian societies, and of the Iroquois which will allow me to build on the briefer content in Calloway. Finally, Richter offers the most in-depth analysis of the Iroquois prior to and following colonization. His book, though older than Barr’s article, does some of the work she calls for, examining how the formation of the Iroquois before colonization plays a central role in geopolitics in what is now the northeastern United States and southeastern Canada.

Week Two Tuesday, Jan. 28: The Making of an Atlantic World

- Reading: Alan Taylor, “Colonizers, 1400-1800.” In American Colonies: The Settling of North America, ed. Eric Foner, Revised ed. (Penguin Books, 2002), 24-49. - Alfred Crosby, “Reassessing 1492,” American Quarterly 41, no. 4 (1989): 661–69.

This class will offer a rapid overview of early explorers and colonization attempts starting with the Portuguese in the Canaries. It will briefly cover the Reconquista and its relevance to Spanish colonization. Next, we will naturally explore Columbus, his conflicts with the Taino, and the conquering of Hispaniola. And, we will discuss the Columbian Exchange. Here we will emphasize how diseases largely came west and food went east.

Sources for Lecture: The Columbian Exchange: Biological and Cultural Consequences of 1492, 30th Anniversary Edition, 1st edition (Westport, Conn: Praeger, 2003); Alan Taylor, “Colonizers, 1400-1800.” In American Colonies: The Settling of North America, ed. Eric Foner, Revised ed. (Penguin Books, 2002).

I chose Taylor’s chapter on Colonizers for the reason because it covers much of the information covered in the lecture (and some future days) but it is considerably less dense than textbook chapters. My goal here is to offer Atlantic context to early colonization. I also want to emphasize what is different about Spanish colonization, although I may not flag this explicitly, in order to set up the process of settler-colonialism in Anglo-American colonization. For the Columbian Exchange, I will obviously cover the transfer of food and disease, emphasizing the early impacts on both side of the Atlantic. That said, the exchange is part of a continuing process. We are still experiencing it today (i.e. invasive species), but more importantly for our purposes, disease hits different places at different times. As we will discuss the next day, the Caddo were not hit till after 1600,the Iroquois were first hit in the 1590s, and for the Pilgrims, the immediate impact of disease in the previous half-decade meant they arrived during a dramatic virological crisis.

Thursday, Jan. 30: First encounters in the Southwest

- Readings: “Searching for Other Empires” & “North American Attempts at Conquest.” In First Peoples: A Documentary Survey of American Indian History. Boston: Bedford/st.martin’s, 2019, 76-80. - Daniel K. Richter, Facing East from Indian Country: A Native History of Early America. (Cambridge, Mass: Press, 2003), 18-25. - Juliana Barr, “There’s No Such Thing as ‘Prehistory’: What the Longue Durée of Caddo and Pueblo History Tells Us about Colonial America,” William & Mary Quarterly 74, no. 2 (2017): 203–225. (This is the first half of the article, specifically on the Caddo) - Visual Sources: Fransisco Alvarez Barreiro’s 1728 map of the Spanish northern frontier; Map. 2.2 in First Peoples, page 78 in reading.

This class will be dedicated to comparing Barr’s article and the vignette by Richter on de Soto. We will begin by working briefly through Richter’s vignette. We will explore how Richter imagines Indigenous experience of the event, and to pinpoint the various types of experiences he highlights. Next I will cover basic ideas introduced by Barr, such as how do we define “prehistory” and what is meant by the “Longue Durée.” Finally, we will look at two maps, Fransisco Alvarez Barreiro’s 1728 map of the Spanish northern frontier and the map of Northern New Spain in Calloway, page 78. I will highlight the difference between empty spaces on common contemporary maps – such as the one in First Peoples, and the crowded spaces of colonial maps which were highly concerned with Indigenous geography. I will build off this by pinpointing key moments in the text where Barr offers to emphasize Indigenous agency in giving De Soto the impression that the lands were empty. We will end class by discussing briefly whether or not 1492 is a radical break, as the Columbian Exchange thesis if often presented, or if we should qualify it as a process that is part of a longer western-hemispheric history, which calls into question the division between pre- and post-1492.

Sources for Lecture: Juliana Barr, “There’s No Such Thing as ‘Prehistory’: What the Longue Durée of Caddo and Pueblo History Tells Us about Colonial America,” William & Mary Quarterly 74, no. 2 (2017): 203–240; “Borders and Borderlands.” In Why You Can’t Teach United States History without American Indians (Chapel Hill, NC: University of North Carolina Press, 2015), 9- 25; Daniel K. Richter, “Prologue: Early America as Indian Country” & “Imagining a Distant New World.” In Facing East from Indian Country: A Native History of Early America, ACLS Humanities E-Book. (Cambridge, Mass: Harvard University Press, 2003), 1-40. Alan Taylor, “Soto” in “The Spanish Frontier, 1530-1700.” In American Colonies: The Settling of North America, ed. Eric Foner, Revised ed. (Penguin Books, 2002), 70-74.

The first half of Barr’s article addresses the exploration of De Soto by putting him within a larger context of Caddo histories. Her overriding argument is that the conquistador entered a world defined by clear Indigenous borders, and that the Caddo unweakened by disease skillfully avoided confrontation, leading the explorers in circles and eventually into enemy lands. In contrast, Richter attempts to imagine in a more visceral way what Indigenous populations may have experienced. His analysis highlights the newness. He discusses how strange they must have looked, and often recounts panic, pain, and suffering as likely scenarios. On top of Richter, the Columbian Exchange can be added. Working through the texts, we will explore how these two interpretations, while emphasizing Indigenous points of view offer a different analysis of the same event. On one level Barr’s article will act as a corrective to the previous two days which emphasizes a lounge durée overview of pre-contact North America and then the suddenness of contact with the Columbian Exchange. Richter’s in many ways emphasizes the immediacy and importance of the first arrivals for the people concerned, even if it is not in 1492, thereby maintaining that perspective. By using the colonial era map and the modern map, I hope to emphasize how we have imagined North America to be empty, in a way that Europeans on the ground at the time were well aware it was not.

Week Three Tuesday, Feb. 4: Fish and Fur: English & French Traders from 1500-

- Readings: Susan Sleeper-Smith, “Encounter and Trade in the Early Atlantic World.” In Why You Can’t Teach United States History without American Indians. Eds. Susan Sleeper-Smith et al., 1st edition. (Chapel Hill, (North Carolina: The University of North Carolina Press, 2015), 26-41.

This day offers a type of longue durée of fishing, furs, and trading on the continent. I will start with John Cabot’s failure to find the northwest passage but his success in finding the Grand Banks of Newfoundland as a potential industry for the English. I will highlight Catholic Europe’s desire for salted cod during fasting days where people could not eat meat. I will then explore how the fish industry was soon mirrored by the fur industry. This will lead to a brief overview of the arrival of the Dutch, the French, and the English in the Northeast. We will discuss how both Europeans and Indigenous people were consumers, exploring how both opted for their preferred materials, meaning that both Indigenous people and Europeans had to adapt trade goods to meet the others’ desires. I will also highlight how the fur trade emphasized old rivalries in the interior and began to change Indigenous styles of warfare – for example to conflict between the Mohawk and Champlain along the banks of Lake Champlain – as well as hunting, and perhaps even briefly increased fish populations.

Sources for Lecture: Kathleen DuVal, The Native Ground: Indians and Colonists in the Heart of the Continent, Early American Studies (Philadelphia: University of Pennsylvania Press, 2006); Christopher L. Pastore, Between Land and Sea: The Atlantic Coast and the Transformation of New England (Harvard University Press, 2014);Daniel Richter, The Ordeal of the Longhouse: The Peoples of the Iroquois League in the Era of European Colonization (Chapel Hill: University of North Carolina Press, 1992), Chapter 2; Susan Sleeper-Smith, “Encounter and Trade in the Early Atlantic World.” In Why You Can’t Teach United States History without American Indians. Eds. Susan Sleeper-Smith et al., 1st edition. (Chapel Hill, (North Carolina: The University of North Carolina Press, 2015); Richard White, The Middle Ground: Indians, Empires, and Republics in the Great Lakes Region, 1650-1815 (New York: Cambridge University Press, 1991).

The goal for this day is twofold. First, I hope to destabilize the idea that English encounters with the North American continent began in Roanoke in 1585 or with Jamestown in 1607. Utilizing Smith’s chapter, I will frame colonization as deeply embedded in economics and trade that predate settler-colonialism. This highlights, among other things, that the English were not sailing blindly to a new world, but rather had been traveling to the continent every year for much of the previous one-hundred-years before the first Virginia colony got a foothold. This should offer context in the lecture on Virginia and its need for a cash crop in tobacco as well as offer insights into why Richard Hakluyt envisioned a commodity-based colony in the first place. Understanding the long nature of encounters in North America should provide context into the long, and by no means accidental process that led to enslaved Indigenous and African labor. I will emphasize, following the lead of Smith, White, and Duval, that Indigenous people were active, informed, and demanding participants in this trade. Furs were not simply traded for trinkets, pieces of cloth, and little bits of metal creating uneven trade balances and dependency. Indigenous people were active consumers; there is nothing obviously more valuable about an unprocessed beaver skin than unprocessed European fabrics, metals, or following Pastore, wampum. Second, although I will not spend too much on the French, Dutch, and Iroquois specifically, a brief introduction should make them known actors in later lectures.

Thursday, Feb. 6: Widening English Politics: The English Economy, James Town, and Powhattan Confederacy - Readings: Alan Taylor, “Virginia, 1570-1650.” In Alan Taylor, American Colonies: The Settling of North America, ed. Eric Foner, Revised ed. edition (Penguin Books, 2002). - Primary Source: Richard Hakluyt,” Inducements to the Liking of the Voyage Intended towards Virginia - Visual Sources: John Smith’s map of Virginia from 1624; deerskin map of South Carolina

This class will begin by exploring the causes for English settlement. We will cover the colonization of Ireland, the rise of Protestantism in England, and the Spanish Armada. Next, we will discuss the changing economic conditions in England. Having covered the English economic and social troubles, I will turn to the first plans to create a settlement. We will discuss Hakluyt’s “Inducements” and briefly touch on Roanoke. Finally, we will cover the founding of James Town and the nature of early colonists, their early struggles, and early relationships with the Powhattan, up through the Powhattan war. As we will return to later, the former Powhattan Confederacy borders will mark Virginia’s boundary until Bacon’s Rebellion. I will then briefly cover the fall of the Virginia Company and the turn to tobacco. Indentured servitude, and enslaved labor will be covered the following week.

Further Sources: April Lee Hatfield, Atlantic Virginia: Intercolonial Relations in the Seventeenth Century (Philadelphia: University of Pennsylvania Press, 2004);

I will derive much of my lecture from the reading, Alan Taylor’s chapter on Virginia. Taylor usefully details the “west country promoters,” the population boom and urbanization of England, as well as the “sturdy beggars.” In this way, he offers a valuable overview of England in the pre-colonization and the early colonization period. However, his overview of encounters overlooks important aspects of Indigenous history. Here I draw on Hatfield’s Atlantic Virginia as a corrective. Hatfield discusses the mutual awareness by both settler-colonists and the Powhattan of the other’s existence prior to colonization. She details the English desire for trade over plantation style economies, thereby mimicking pre-colonial encounters covered the previous day. The part that I think is most valuable in her chapter, and what I hope to spend at least half of the lecture on, is the importance of Indigenous geography. I will use John Smith’s map of Virginia from 1624 in comparison to a deerskin map of Indigenous nations in northwestern South Carolina in order to emphasize how Indigenous nations thought in terms of connections, rather than European conceptions of borders. Smith’s map of Virginia also mirrors Fransisco Alverez Barriero’s from the previous week. I will also use Hatfield’s account of the Anglo-Powhattan wars, noting how the borders at the end of the war remained the borders of Virginia untill Bacon’s Rebellion. Finally, I plan to highlight the centrality of the Iroquois to Indigenous people in the region and later to Virginians.1

Week Four Tuesday, Feb. 11: Cold & Hungry: Puritans, the Great Migration, and the Pequot War - Readings: Eric Foner, “Beginnings of English America, 1607-1660.” In Give Me Liberty!: An American History, Seagull 5th ed. (New York: W.W. Norton & Co, 2017), 64-88. - Alan Taylor, “New England, 1600-1700” & “Puritans and Indians, 1600-1700.” In American Colonies: The Settling of North America, ed. Eric Foner, Revised ed. edition (Penguin Books, 2002), 159-197. - Primary Source: “A Model of Cristian Charity,” The Presence of the Past, 69-70. - Visual Source: “Newes from America,” by John Underhill, 1638

This day will mirror the previous. We will begin in England with concerns over the Anglican church being too catholic. I will return briefly to the Columbian Exchange to discuss the recent death of many of the Wampanoag and the settlement on their lands. I will then trace the Great Migration west. I will continue by discussing the nature of town governance, colonial organization, and New Englander’s relationship with the land. I will then move on to discuss the difficulties faced during the great migration, risks of starvation, and how settlements through towns played a prominent role the in the conflict that led up to the Pequot War.

Further Sources: Alan Taylor, “New England: 1600-1700.” In American Colonies: The Settling of North America, ed. Eric Foner, Revised ed. edition (Penguin Books, 2002), 158-185; Brian Donahue, The Great Meadow: Farmers and the Land in Colonial Concord, Yale Agrarian Studies (New Haven: Press, 2004); Katherine A. Grandjean, “New World Tempests: Environment, Scarcity, and the Coming of the Pequot War,” William and Mary Quarterly 68, no. 1 (2011): 75–100; Christopher L. Pastore, Between Land and Sea: The Atlantic Coast and the

1 The Iroquois play important roles for a number of events I plan to cover including the Pequot War, King Phillips War, Bacon’s Rebellion, the formation of the interior over the seventeenth and eighteenth centuries, and during the French and Indian War and the American Revolution. See, Kathleen DuVal, The Native Ground: Indians and Colonists in the Heart of the Continent, Early American Studies (Philadelphia: University of Pennsylvania Press, 2006); April Lee Hatfield, Atlantic Virginia: Intercolonial Relations in the Seventeenth Century (Philadelphia: University of Pennsylvania Press, 2004); James Hart Merrell, Into the American Woods: Negotiators on the Pennsylvania Frontier, 1st ed. (New York: W.W. Norton & Co., 1999); Richard White, The Middle Ground: Indians, Empires, and Republics in the Great Lakes Region, 1650-1815 (New York: Cambridge University Press, 1991).

Transformation of New England (Harvard University Press, 2014); Thomas M. Wickman, Snowshoe Country: An Environmental and Cultural History of Winter in the Early American Northeast (Cambridge, United Kingdom ; New York, NY: Cambridge University Press, 2018).

My lecture is largely pulled from Taylor. He provides an overview of Puritans in England and their transition over to what is now Massachusetts. Much like his chapter on Virginia, he highlights the Atlantic nature of colonization. For my purposes, I am less concerned then Taylor with the religious nature of puritanism and internal conflicts among Congregationalists than with the social organization they bring over. Taylor does talk about the town structure, but I will mostly pull on Donahue’s work on how this structure ordered the environment as well. In this way, the environment and the town mimic each other. This environmental viewpoint is important, because it guides my usage of Grandjean’s article. She contends that the Pequot war largely erupts due to the threat of starvation that the Puritans face due to a combination of the great migration and extreme weather events. On the other side, the Pequot had lost a significant amount of tribute due to an epidemic in the Connecticut River Valley which the English were trying to colonize, as well as feeling pressure from the west due to the Mohegans growing presence in the region, after being pushed west of the Hudson by the Iroquois pursuing access to the Dutch fur trade. Building on Grandjean, I will also follow Wickman and Pastore who contend that the war broke out in part because the attack on John Oldham’s boat threatened English access to the Connecticut Valley, as well as Wickman who contends that due to colonists struggles to modify New England winters, they were losing the war. He contends that the attack on the Mystic River Village in May was a desperate attempt to win the war before the Pequot realized the importance of boats for the English to feed themselves and attack the Pequot.

Thursday, Feb. 13: The Origins of Slavery in America - Readings: Edmund S. Morgan, “Slavery and Freedom: The American Paradox,” The Journal of American History 59, no. 1 (1972): 5–29. - Primary Source: “Forging Slavery and Race in Laws of Early Virginia,” Presences of the Past, 59-69.

This day will begin with the fall of the Virginia Company, and the turn to a plantation economy. Tobacco required a large labor force, but the short life spans, limited women, and the necessary mobility of landowners due to the quick depletion of fields made building a labor force difficult. Unlike in New England, family labor was not an option. First, Virginia turned to indentured servitude, which was a reinvention, of sorts, of apprenticeships in artisanal trades in Europe. As the economy increased, the Tobacco industry required new labor. As a result, they turned to the enslavement of Indigenous and African peoples. Enslaved Indigenous people outnumbered enslaved Africans till the last couple decades of the seventeenth century. While we will briefly cover this, we emphasize the 1660s with the founding of Royal African Company and the slave codes. Specifically these four: 1662, the mother determines the status of the child; 1667, baptism does not free enslaved people; 1668, that all African women were tithable, regardless of status as free;1669, killing your own slave is not a felony.

Further Sources: Edmund S. Morgan, American Slavery, American Freedom: The Ordeal of Colonial Virginia, 1st ed. (New York: Norton, 1975); James Rice, “Rethinking the ‘American Paradox’: Bacon’s Rebellion, Indians, and U.S. History Survey.” In Why You Can’t Teach United States History without American Indians. Eds. Susan Sleeper-Smith et al., 1st edition. (Chapel Hill, (North Carolina: The University of North Carolina Press, 2015), 43-56; Paul T. Conrad, “Why You Can’t Teach the history of U.S. slavery without Native American Indians.” In Why You Can’t Teach United States History without American Indians. Eds. Susan Sleeper-Smith et al., 1st edition. (Chapel Hill, (North Carolina: The University of North Carolina Press, 2015), 118-133; Alan Taylor, “Chesapeake Colonies: 1650-1750.” In American Colonies: The Settling of North America, ed. Eric Foner, Revised ed. edition (Penguin Books, 2002), 138-157.

This lecture is primarily born out of Moran’s work on the rise of slavery in the united states. The majority of this lecture is informational. The American paradox – how could Americans embrace freedom while enslaving so many – is a theme that runs through many U.S. history classes, and I plan to embrace this question. Morgan offers one version of this through his claim that African slavery was used to promote a sense of comradery among poor white populations with wealthy white populations. Morgan focuses on Bacon’s Rebellion. I hope to spend some time with the reading, because Bacon’s rebellion reemerges in the next lecture, centering Indigenous nations in the paradox Morgan outlines. This will also reemerge in my discussion of gender in the lecture afterwards. During this lecture I will also spend ample time discussing why indentured servants were inclined to leave England for the miserable work in Virginia. Furthermore, I will embrace Rice’s and Conrad’s arguments that during Bacon’s Rebellion there were more approximately equal numbers Indigenous slaves on the upper James River as African slaves, as well as that the Carolinians sold more Indigenous slaves to the Caribbean between 1670 and 1715 than they imported. As a result, enslaved Indigenous labor played a central role in the early slave trade, and it acted as a bridge between indentured servitude and slavery.

Week Five Tuesday, Feb. 18: Monarchs, Rebels & Revolutionaries: Metacomet, Popé, and Bacon

- Readings: Alan Taylor, American Colonies: The Settling of North America, ed. Eric Foner, Revised ed. edition (Penguin Books, 2002), 86-90, 146-153, 197-203. - James D. Rice, “Bacon’s Rebellion in Indian Country,” Journal of American History 101, no. 3 (December 2014): 726–50. - Primary Source: “A Relation of King Philip’s War by a Mr. [John] Easton [Deputy Governor] of Rhode Island

This lecture covers three wars which occur within a decade of each other. I will begin by covering King Phillips War. I will address conflicts over animals and expansion by the puritan colonists. I will also highlight how this war was won by settlers in the south, but the northern portion of the war with the Wabanaki was less decisive. Next, we will work through the primary source, working on ideas of how historians can/cannot gain insights into Indigenous perceptions of historical events. I will next move on to Bacon’s Rebellion. This section will suggest that the primary causes of this war was conflict with Indigenous nations over land, with the result being an expansion beyond the former Powhatan Confederacy borders. Finally, I will explore the Pueblo Revolt, often called the first American Revolution, here emphasizing the weak hold of Spain on its northern most frontier.

Further Sources: Juliana Barr, “There’s No Such Thing as ‘Prehistory’: What the Longue Durée of Caddo and Pueblo History Tells Us about Colonial America,” William & Mary Quarterly 74, no. 2 (2017): 203–240; Jill Lepore, The Name of War: King Philip’s War and the Origins of American Identity, 1st ed. (New York: Knopf, 1998); James Rice, “Rethinking the ‘American Paradox’: Bacon’s Rebellion, Indians, and U.S. History Survey; In Why You Can’t Teach United States History without American Indians. Eds. Susan Sleeper-Smith et al., 1st edition. (Chapel Hill, (North Carolina: The University of North Carolina Press, 2015), 43-56; Alan Taylor, American Colonies: The Settling of North America, ed. Eric Foner, Revised ed. edition (Penguin Books, 2002).

The goal of this lecture is to explore how competition with Indigenous nations resulted in almost simultaneous conflict in the Northeast, Southeast, and Southwest. I pull on Lepore’s reading of how Christianized Indians were useful as go-betweens but were generally in a precarious space due to their tenuous ties to both settler-colonist and Indigenous communities. I will here highlight the destruction of western towns. This will matter in the next lecture on the Saleem Witch Trials. I will also highlight the importance of the Iroquois siding with the British in this war. For my discussion of Bacon’s Rebellion, I will pull my lecture from Rice’s essay. He stresses colonist-Indigenous conflict. His goal is not so much to overthrow Morgan’s thesis as to complicate it. The assigned reading is closely related to Rice’s essay in Why You Can’t Teach United States History Without Native American. While the reading covers much of the same ground as the article in the collection of essays, the collection version is more explicit in tying this story into a grander narrative of the American Paradox. In contrast, in the reading Rice emphasizes that Indian policy became expansionist, whereas previously the boarders had remained the former boarders of the Powhattan Nation since 1622. In this way, Bacon’s rebellion can be seen as a turning point for both African slavery and for colonial reach westward. Finally, I will pull on the second half of DuVal’s article to explore the Pueblo. She ties the Pueblo Revolt to a longstanding resistance to centralized and religious power since the fall of Chaco Canyon.

Thursday, Feb. 20: Sex and Power in Early America

- Reading: Kathleen Brown, “‘Changed... into the Fashion of Man’: The Politics of Sexual Difference in a Seventeenth-Century Anglo-American Settlement,” Journal of the History of Sexuality 6, no. 2 (1995): 171–93. - Primary Source: something from Brown’s article

This day will focus on the role of sex and gender in early America. I will begin in New England, exploring the idea of the goodwife, coveteur, and ideas of women’s discursive and material relation with the environment. I will then discuss the Salem Witch Trials, highlighting the interplay of gender and environment in the event. Next, I will discuss gender in Virginia, highlighting the story of Thomas Hall and then returning briefly to the slave codes. Finally, I will cover the historical term berdache, and two-spirit identities amongst Indigenous people.

Further Sources: Kathleen M. Brown, Good Wives, Nasty Wenches, and Anxious Patriarchs: Gender, Race, and Power in Colonial Virginia., Published by the Omohundro Institute of Early American History and Culture and the University of North Carolina Press Ser (Chapel Hill: University of North Carolina Press, 1996); Collin G. Calloway, First Peoples: A Documentary Survey of American Indian History, Sixth Edition (Boston, MA: Bedford/St. Martin’s, 2019); Mark Fiege, “Satan in the Land: Nature, the Supernatural, and Disorder in Colonial New England,” in The Republic of Nature: An Environmental History of the United States, Weyerhaeuser Environmental Books (Seattle: University of Washington Press, 2012), 23-57; Carolyn Merchant, Ecological Revolutions: Nature, Gender, and Science in New England, First Edition (Chapel Hill: The University of North Carolina Press, 1989); Laurel Thatcher Ulrich, Good Wives: Image and Reality in the Lives of Women in Northern New England, 1650-1750, 1st ed. (New York, N.Y: Knopf, 1982).

This day is driven by three different themes. Borrowing from Ulrich I will discuss the idea of the goodwife. While we will discuss the legal status of covetuer, I follow her in highlighting the types of social agency of New England women in town settings. My analysis on the Salem Witch Trials leans towards an environmental reading. It is largely built out of Merchant’s discussions of the close material and discursive relationship between women and nature. In Virginia I follow Brown. She argues that the solidification of race in Virginia is deeply corelated to the solidification of patriarchy. For her, this is a rebuke of Morgan’s thesis about the American Paradox. Rather than highlighting white men from black men, she highlights the goodwife (white women) from the black woman (nasty wench), contending that both became increasingly subservient to patriarchal norms. As a result, this is our third return to readings of Virginia in the 1670s. Here I will also include Brown’s analysis of the Thomas Hall case. While the article does not cover as much ground as her earlier book, it does an excellent job of describing the benefits and disadvantages of different genders in particular circumstances, while highlighting the unstable nature of patriarchy in early Virginia. Lastly, in an attempt to maintain Indigenous histories in discussions of gender, I will offer a brief overview of the term and the historical term berdache or what today we would discuss as two-spirit individuals, largely pulled from the Calloway textbook.

Week Six Tuesday, Feb. 25: Facing East: British Colonies in a Larger American Context - Readings: Daniel Richter, “Native Peoples in an Imperial World.” In Facing East from Indian Country: A Native History of Early America (Cambridge, Mass: Harvard University Press, 2003).

This day I will describe the shaping of the imperial world of eighteenth-century North America. In order to do this, I will briefly cover the expansion of the British over the eastern seaboard, the French control of European trading along the Mississippi and in what is now Canada, along with the Spanish dominions in New Mexico. I will then balance this with Indigenous defined regions, including the Comanche in the Southwest, the Iroquois in what is now upstate New York, the pays d’en haut, and the Quepaw along the Mississippi. This is a lot of groups, but the purpose is to show the very crowded geo-politics the first half of the eighteenth century.

Further Sources: Kathleen DuVal, The Native Ground: Indians and Colonists in the Heart of the Continent, Early American Studies (Philadelphia: University of Pennsylvania Press, 2006); Pekka Hämäläinen, The Comanche Empire (New Haven: Yale University Press, 2009); James Hart Merrell, Into the American Woods: Negotiators on the Pennsylvania Frontier, 1st ed. (New York: W.W. Norton & Co., 1999); Daniel Richter, The Ordeal of the Longhouse: The Peoples of the Iroquois League in the Era of European Colonization (Chapel Hill: University of North Carolina Press, 1992); Richard White, The Middle Ground: Indians, Empires, and Republics in the Great Lakes Region, 1650-1815 (New York: Cambridge University Press, 1991).

My take on this period differs in part from Richter’s. Richter attempts to place Indian country in an Atlantic perspective. My goal is to place Atlantic empires into a continental perspective. In this way, this is a sequel to my lecture on the fur trade. The groups and regions discussed in this lecture pull from DuVal, Hämäläinen, Merrel, and White. I will begin with a brief survey of European claimed possessions before and after Queen Ann’s War. I will then start with the Iroquois. Pulling from Richter, I will discuss their blurry relationships and boundaries with the British and French, but their strong boundaries to the west. Following White, I will discuss the importance of the Iroquois for understanding the pays d’en haut and will also explore the ways they in a sense defended their boundaries. DuVal also highlights the rigidity of Iroquois boundaries and their importance for what she contends are quite rigid Quepaw borders. Finally, following Hämäläinen I will discuss how the Spanish and Comanche had an inverse relationship then the Iroquois and eastern empire, with the Comanche dictating the terms of the arrangement. I chose Richter as the reading, not because he covers exactly what I will cover in my lecture, although the Northeast and the old-Northwest are notable areas of overlap. Rather, he offers an overview of the period between King Philips War and the French and Indian War. He also notes ways in which things like King Philips War had equivalents throughout the east, and his narrative, while easy to follow linearly, is almost dizzying in its geographical scope. (He does offer maps which should make this easier to follow.) As a result, he gives the impression that I hope to convey of just how complicated and full the continent was.

Thursday, Feb. 27: Exam 1

Part 2: Making America, Imperial Wars, Revolutions, and American Identity Week Seven Tuesday, Mar. 3: Saltwater Slavery: Economics & Violence in the Colonial Slave Trade - Reading: Marcus Rediker, “Olaudah Equiano: Astonishment and Terror.” In Marcus Rediker, The Slave Ship: A Human History (New York: Viking, 2007). - Primary Source: “Olaudah Equiano Describes the Middle Passage”, The American Yawp

This lecture will use Equiano’s story as a guide through the middle passage, starting in Africa, moving over the ocean, and then coming to the Caribbean and the future US south respectively. During this story we will cover the destruction of kinship ties, the isolation created by language barriers (for which I will have to stray from Equiano’s story), on ship rebellion, and finally ethnogenesis in the colonies. Throughout this we will also cover the economics of the process on both sides of the Atlantic.

Further Sources: Stephanie E. Smallwood, Saltwater Slavery: A Middle Passage from Africa to American Diaspora (Cambridge: Harvard University Press, 2008); Sterling Stuckey, Slave Culture: Nationalist Theory and the Foundations of Black America, Twenty-fifth anniversary edition. (New York, NY: , 2013).

Although the reading is from Rediker’s The Slave Ship, I in many ways pull my analysis from Smallwood. Her narrative arc is on the transformation from Africans’ status as free humans, their transition on the coast into being a wholesale commodity, and then their subsequent transition into what she calls labor units. I will follow her lead, examining the relationship between the psychologic transition and the physical and cultural violence of the transition, as well as thinking critically about the economics of the transition. Finally, I pull from Stuckey what he sees as the ethnogenesis of sorts of both a new and old identity in the colonies based around west African spirituality. Covering the ring shout, I will demonstrate how while enslaved, Africans continued to form their own history, building cultural connections which mattered quite a bit in the years that followed, even if they seemed irrelevant to larger trends in the moment.

Thursday, Mar. 5: Seven Years War: the French, the English, and Indigenous Tribes

- Readings: Alan Taylor, “Imperial Wars and Crisis, 1739-75” In American Colonies: The Settling of North America, ed. Eric Foner, Revised ed. edition (Penguin Books, 2002), 420-443. - Primary Source: “Pontiac’s Call for War,” The American Yawp

This day offers a fairly rapid overview of colonial wars in the eighteenth century. I will briefly cover the Nine-years War and the War of Spanish Succession. The majority of the class will focus on the French and Indian War. I will tell the story of Washington at Fort Duchene, explore why the majority of Indigenous nations sided with the French against the British. I will then discuss the Cherokee, and their war against the British, as well as Pontiac’s Rebellion, with emphasis on the rise of Neolin as the first pan-Indian profit and Pontiac as war chief. Lastly, we will cover the closing of the frontier by the British.

Further Sources: Richard White, The Middle Ground: Indians, Empires, and Republics in the Great Lakes Region, 1650-1815 (New York: Cambridge University Press, 1991).

This day largely sets the stage for what is to come. The French and Indian War ended the ability of Indigenous nations to balance imperial goals. Furthermore, it stoked violence among colonists and previously allied groups such as the Iroquois and the Cherokee. Nevertheless, the colonists found themselves with sharp restrictions on the frontier. I hope to highlight two things here. One is that along with ideals of representation and republicanism driving elites to declare independence, there was also a drive to move westward that was foundational to the United State’s eventual emergence. Second, I plan to highlight the militarization of colonists throughout the war, which gave precedent and experience for the Revolutionary War. Lastly, I will discuss the rise of Indigenous profits, and what White sees as a new incarnation of pan- Indian alliances.

Week Eight Tuesday, Mar. 10: The Imperial Crisis, 1763-1776 Primary Source: “’s Testimony to the British Parliament on the Repeal of the Stamp Act,” The Presence of the Past, 149-173.

This day will start with a discussion of colonists understanding of themselves as British. It will look at colonial culture and the attempt to more thoroughly adopt English custom following the war, as well as Colonists aggressive consumption of British goods. It will then follow the imperial crisis from the Stamp Act, through the Townsend Duties and Tea Act, and onto the Intolerable Acts. The center of this class will be the differing views of empire between the Colonists the British in Parliament. While discussing the various acts, I will also emphasize the role of women in boycotts.

Further Sources: , The Glorious Cause: The American Revolution, 1763-1789, Oxford History of the United States ; v. 2 (New York: Oxford University Press, 1982).

My lecture will pull primarily from Middlekauff’s overview of the revolutionary period. I hope to emphasize the difference between the federal and imperial view of empire. While taxation is clearly important to the revolutionary period, I plan to emphasize that the slogan “no taxation without representation” largely disguises the complexities that drove separation. Reading from the previous day also covers this period, so I chose to assign no further readings.

Thursday, Mar. 12: American Identity: - Readings: Philip J. Deloria, “Patriotic Indians and Identities of Revolution.” Playing Indian, Yale Historical Publications (New Haven: Yale University Press, 1998). - Jeffrey Ostler, “The Shameful Final Grievance of the Declaration of Independence,” The Atlantic, February 8, 2020. - Primary Sources: Jefferson’s draft of the Declaration of Independence

This day will trace the rise of an American cultural identity. I will begin by describing the Tammany Day Dinner. We will describe the relationship between these dinners and a type of rebirth, in which the colonists imagined themselves as emerging from the ashes of Indigenous disappearance. Next I will continue to the role of Indian imagery in political cartoons. And then I will explore how this relates to the dress of protestors during the Boston Tea Party. The second part of this lecture will explore the Declaration of Independence. We will discuss how it moves blame from Parliament – the location of disdain among colonists that we discussed the previous day – as well as the language of growing up, that mirrors the rebirth in the Tammany Day Dinner. I then will discuss the removal of the slavery clause and the significance of “pursuit of happiness” over “property.” Finally, we will discuss the final clause in which the king has provoked violence from Indigenous peoples on the colonists, standing in opposition to the image of the Indian.

I pull this day almost entirely from Deloria’s playing Indian. The goal is to explore ways in which colonists began to reimagine themselves as separate from the British. I try to look both east across the Atlantic and west into Indian country, in order to explore the dual role of Indigenous people in both cultural and political discourse of the Revolution. I will argue, following Deloria, that the appropriation of Indigenous identity becomes a malleable way for colonists to distance themselves from the English. Here we see the burgeoning of this continued tradition of playing Indian that, as Deloria argues, continues today. I also attempt to problematize the Declaration of Independence. The goal here is to disabuse ideas that it was a perfect claim to freedom, and to reveal some of the violence hidden within it. Here, I hope to emphasize that if the Declaration was a founding document, it founded a nation that was quite explicitly for white men only.

Spring Break

Week Nine Tuesday, Mar. 24: Republicanism, Virtue, and Gender - Readings: Jan Lewis, “The Republican Wife: Virtue and Seduction in the Early Republic,” The William and Mary Quarterly 44, no. 4 (1987): 689–721.

This day will cover the role of masculine virtue as it related to sacrifice for the common good, and the importance of military service. It will offer and Nathan Hale as cases of exceptional virtue. It will continue with discussions of women such as Esther Reed and Mary Ludwig Hays (Molly Prichard), and with a discussion of “republican motherhood.” Finally, I will discuss the story of “Madam Sacho,” an Iroquois women captured by Major General John Sulivan during general Schuyler’s campaign against the Iroquois.

Further Sources: R. Bloch, “The Gendered Meanings of Virtue in Revolutionary America,” Signs: Journal of Women in Culture and Society 13, no. Autumn 87 (1987): 37–58. Sarah M.S. Pearsall, “Recentering Indian Women in the American Revolution.” In Why You Can’t Teach United States History without American Indians, 1st edition. Eds. Susan Sleeper-Smith et al. (Chapel Hill, [North Carolina: The University of North Carolina Press, 2015).

The goal of this day is to talk about the war years without getting bogged down in the war itself. Instead, I focus on ideas that brought people together to fight the war. Masculine and feminine conceptions of virtue play a central role in this. Men could prove their virtue by risking their lives for the common good. Women, in contrast, found other ways to make claims to the importance of republican virtue, even if it was always diminished by gendered implications. The final piece is about a specific campaign against the Iroquois. It is an attempt to bring Indigenous women into the story, since they have largely remained absent so far in the class. Madam Sacho likely remained behind to mislead American forces so that others could escape the pillaging, burning, and taking captive of Indigenous towns on the New York frontier during the war. The with this anecdote is to highlight more than just white women in the story of the revolution.

Thursday, Mar. 26: Forming the Republic - Readings: Woody Holton, “‘From the Labours of Others’: The War Bonds Controversy and the Origins of the Constitution in New England,” The William and Mary Quarterly 61, no. 2 (2004): 271–316. - Primary Source: The Constitution & Federalist 51

This day will go over how the articles of confederation functioned. It will then explore Shay’s Rebellion as an example of conflict between debtors and creditors. I will continue by discussing limits on power within the Articles of Confederation that kept it from effectively functioning. Finally, I will discuss the constitution, covering the idea of “we the people,” the branches of government as they contrast with the Articles, the 3/5ths clause, as well as discussing the administering of new states and the relationship between state sovereignty, federal sovereignty, and the importance of Indigenous sovereignty as it is presumed in the Constitution.

Further Sources: Woody Holton, Unruly Americans and the Origins of the Constitution, 1st ed. (New York: Hill and Wang, 2007). K. Tsianina Lomawaima, “Federalism: Native, Federal, and State Sovereignty.” In Why You Can’t Teach United States History without American Indians, 1st edition. Eds. Susan Sleeper-Smith et al. (Chapel Hill, [North Carolina: The University of North Carolina Press, 2015).

Holton’s Unruly Americans acts as my guide throughout this lecture. Holton argues that the creation of the constitution was largely a reaction to common people’s resistance against paying taxes to compensate creditors. Reacting to the rebellions often in western parts of states, the founders convened an extralegal convention in order to reframe the confederation into a federation. In this way, much like Holton, I see the constitution as not only counter- revolutionary, but in many ways anti-democratic. As a result, I hope to bring into question the often-unflinching value the constitution is given in public discourses. The discussion about federalism as it relates to Native Americans is drawn from Lomawaima’s chapter. She argues that Native Americans should be thought of as part of the federal system. Most of her chapter focuses on later parts of U.S. history with special regards to the reservation system. Nevertheless, I think she is correct that to understand removal, we must account early on for what role these people are imagined to have in the emergent American system. This should come in handy come Cherokee Removal and the Trail of Tears. Finally, I chose “Federalist 51” because I think the idea of self-interest being at the heart of the separation of powers highlights how republicanism as a concept has changed from sacrifice as virtue. I think it also highlights the ways in which self-interest is no longer pitched so much as debtors versus creditors (the assumption is that the common good will reimburse creditors), rather it is about how the elites who fill these positions will balance each other in their attempts to defend their own positions of authority.

Week Ten Tuesday, March 31: Exam 2

Part 3: Building an Empire Thursday, April 2: Securing the Republic - Michael D. Wise, “Seeing Like a Stomach: Food, the Body, and Jeffersonian Exploration in the Near Southwest, 1804–1808,” Southwestern Historical Quarterly 120, no. 4 (March 22, 2017): 462–91. - Primary Source: The Northwest Ordinance

The goal for this day is to begin thinking of the founding of the United States as the founding of an empire. I begin with the Northwest Ordinance. We will discuss how the creation of new free states is built on a “good faith” attempt not to go to war with Indigenous nations. I will also highlight how legitimate reasons are as simple to come by as Congress declaring war. I will cover Jefferson’s empire of liberty. We will discuss Sally Hemings and Jefferson’s conflicted view on slavery. We will then discuss the Louisiana Purchase and the exploration of what would become Jackson’s Empire of Liberty.

My overall goal with this day is to center concerns over slavery and Indigenous people in early conceptualizations of American empire. I chose Wise’s article in part because I believe it is a fun reading for students. But it also explores the ambiguous relationship between exploration, Indigenous people, and American’s desires to be European, as well as a Jeffersonian infatuation with what is uniquely America. Or perhaps more accurately put, what could be uniquely American.

LA – biggings of empire Week Eleven Tuesday, April 7: Tecumseh and the War of 1812 - Readings: Bill Gilbert, “The Dying Tecumseh and the Birth of a Legend,” Smithsonian Magazine, accessed May 3, 2020. - Primary Source: Tecumseh Address to William Henry Harrison This day will start by briefly covering the reasons that the United States went to war with Britain. It will highlight the attempts to defend American trade rights in Europe. We will cover attempts to take Canada, the star spangle banner, and Jackson’s victory at the Battle of New Orleans. The majority of the day, however, will cover Tecumseh and Tenskwatawa.

Further Sources: R. David Edmunds, Tecumseh and the Quest for Indian Leadership, The Library of American Biography (New York: HarperCollins, 1984).

The main purpose of this day is to offer the majority of a lecture to an Indigenous movement. I follow Edmunds in highlighting the importance of Tenskwatawa in the pan-Indian alliance that formed to oppose the United States at the beginning of the American Revolution. By linking Indigenous prophets with resistance to further encroachment, I will start highlighting movements such as the second great awakening, which occurred outside of settled regions as well. Here I will also highlight the continued resistance to American expansion westward. Using Glibert’s article, I will also tie Temcumseh, and the embrace of him as an American hero to the idea of playing Indian, and the idea of Chief Tammany during the American Revolution.

Thursday, April 9: Market Revolution - Readings: “The ‘Swinish Multitude’: Controversies over Hogs in Antebellum New York City,” Journal of Urban History 37.5 (September 2011): 639-660. - , “Overthrowing the Tyranny of Distance.” In What Hath God Wrought the Transformation of America, 1815-1848, The Oxford History of the United States (New York: Oxford University Press, 2007),203-242

This class begins with an overview of technological improvements during the early nineteenth- century including the cotton gin, steamboats, the telegraph machine, and the train. It will continue by exploring how this changed people’s selling and producing habits. The rise of factory systems. And the way that changing labor practices related to ethnic, racial, and class divides. Finally, I will use New York City as a case study to examine how those who resisted the market revolution did not go easily into the night.

Further Sources: Catherine McNeur, Taming Manhattan: Environmental Battles in the Antebellum City (Cambridge, Massachusetts ; Harvard University Press, 2014); David R. Roediger, The Wages of Whiteness Race and the Making of the American Working Class, Rev. ed., Haymarket Series (London: Verso, 2007); Charles Sellers, The Market Revolution: Jacksonian America, 1815-1846 (New York: Oxford University Press, 1991).

Following the constitution, new technologies began dramatically changing transportation and communication linking merchants with farmers throughout the country. The ability to easily transport goods caused people to dramatically change how they engaged economically, changing from selling surplus goods, to producing goods specifically for the market. Manufacturing life also began to change, as more people bought rather than made goods. Borrowing from Roediger, I will discuss how the creation of a laboring class created an anxiety over laborers relationship to enslaved Africans. The result was an emphasis on a language of “boss” rather than “master,” the use of the phrase “white slavery” in place of “wage slavery.” He also discusses how the Irish took up this language, actively pitching themselves as laborers and therefore white, in an attempt to paper over ethnic divisions. The third part of the lecture, and subject of the reading, focuses on how these transformations changed what the ecology of the city. McNeur argues that the market revolution, which drove increases in wealth among the New York elite raised conflict about what a city should look like. She contends that it was not that wage slavery was the necessary result of the market revolution, but rather that powerful New Yorker’s insistence that cities should be clean and free of animals (especially pigs) diminished the ability of laboring classes to supply themselves with the necessary food surpluses to avoid poverty. In this way, making people dependent on wages was not simply the result of the rise of factories, it was also deeply connected urban reform movements focusing on cleanliness and order.

Week Twelve Tuesday, April 14: Was Democracy Worth It? - Readings: Daniel Walker Howe, “Jacksonian Democracy and the Rule of Law.” In What Hath God Wrought the Transformation of America, 1815-1848, The Oxford History of the United States (New York: Oxford University Press, 2007), 411-445. - Jill Lepore, “Vast Designs,” The New Yorker, October 29, 2007.

This day will offer an overview of Jackson and his presidency. We will begin with his origin story. Discuss his role in the Battle of New Orleans, as well as his extralegal actions against the Seminole. Then we will go through his election and the changing nature of politics, select confrontations such as the Bank Wars and the Nullification Crisis, and briefly discuss the second party system. While the Cherokee and abolitionists are central in Howe’s chapter, that they will read, both will receive attention in future days.

Further Sources: Daniel Walker Howe, What Hath God Wrought the Transformation of America, 1815-1848, The Oxford History of the United States (New York: Oxford University Press, 2007).

Howe offers a less than flattering view of Jackson. The chapter they are reading is specifically on Jackson’s view of the law as it related to Cherokee removal, abolitionist literature, and on mob violence more generally. The reading is a preparation for what is to come, more than it refers specifically to what will be talked about today. This day also marks a turn from the more Seller’s oriented focus on markets and emergent capitalism of the previous day. I offer Lepore’s article for them in order to give a sense of the divergent ways in which people understand this period. This tension between the good and bad of emergent capitalism will continue to reverberate throughout our discussion of this period.

Thursday, April 16: Removals and the Spread Westward - Readings: Collin Calloway, “Indian Removals.” In First Peoples: A Documentary Survey of American Indian History, Sixth Edition (Boston, MA: Bedford/St. Martin’s, 2019). - Claudio Saunt, “Indian Removal”, Aeon. He has links to some of his sources, and ties it into global removals & capitalism – it is a great piece! o Maybe have them search for things in the documents, or write something about one of them – ask them how removal tied into emergent capitalism – ask about the creation of American identity https://aeon.co/essays/the-worlds-first-mass-deportation-took-place-on- american-soil - Primary: Rebecca Nagel, “The Treaty,” This Land, accessed April 24, 2020, https://crooked.com/podcast/this-land-episode-4-the-treaty/.

This day will follow the removal of the Cherokee. It will begin by placing the Cherokee following the revolution. We will cover their turn towards (European-style) agriculture. Their adoption of increasingly white gender norms, as well as Seqouyah and the creation of the alphabet, and the adoption of slavery. Next, I will introduce important historical actors and events such as John Ross, Catherine Beacher Stowe, Samuel Worcester, Cherokee Nation v. Georgia, Worcester v. Georgia, and finally Jackson’s refusal to intercede. Finally, I will briefly discuss the recent supreme court cases related to the treaty signed by John Ross with the U.S. government.

Further Sources. Daniel Walker Howe, What Hath God Wrought the Transformation of America, 1815-1848, The Oxford History of the United States (New York: Oxford University Press, 2007); Tiya Miles, Ties That Bind: The Story of an Afro-Cherokee Family in Slavery and Freedom, 1 edition (Berkeley, Calif.: University of California Press, 2006).

My goal for this class is to return to themes on the centrality of Indigenous nations in the history of the United States, the creation of a white supremacist empire following the revolution, as well as to center the importance of the west in American conflict. My analysis of changed gender roles will derive from Miles’ Ties that Bind, where she details how the adoption of slavery removed women from the field, depriving them of their roles as economic contributors and as such as political actors in Cherokee Nation. In this way, I hope to emphasize that Cherokee accommodation of U.S ways was in a way a devil’s bargain. The actual story of removal I borrow largely from Howe. Howe intersperses Cherokee removal over a number of chapters, weaving it in and out of other conflicts during the Jackson years. Following his lead, I hope to both tie this into some of the Jacksonian conflicts Howe discusses, such as the Nullification Crisis, as well as use Worcester and Stowe to tie into revivals and reformation the following day.

Week Thirteen Tuesday, April 21: Revivals and Reforms - Readings: Daniel Walker Howe, “Pursuing the Millennium.” In What Hath God Wrought the Transformation of America, 1815-1848, The Oxford History of the United States (New York: Oxford University Press, 2007), 285-327. - Primary Source: Charles Finney on Human Choice in Salvation, The American Yawp

This day will offer a mad-dash exploration of religious revivals and reform movements in the United States. I will begin by examining the rise of the New Divinity School and it followers. I will then move on to movements such as the Shakers and the Mormons. Next, I will look at the rise of the temperance movement and well as the women’s rights movement. Here I will emphasize the role of women in many of these movements. Included in this, I will emphasize the rise of radical utopianism and communalists, such as Owenites and Associationists.

Further Sources: Cosmos Crumbling: American Reform and the Religious Imagination, 1 edition (New York: Oxford University Press, 1994). Daniel Walker Howe, What Hath God Wrought the Transformation of America, 1815-1848, The Oxford History of the United States (New York: Oxford University Press, 2007).

Howe argues that while America increasingly saw itself as a whole as the ideal community in the eyes of God, some utopian communities claimed themselves to be the way forward. Howe suggests that while they seem radical, they were not fringe movements, instead, Owenites, Associationists, and radical Christian groups often formed overlapping communities. These communities furthermore overlapped with temperance, women’s rights, and abolition. I will also tie this day back to the day on Tecumseh and the day on removals, to highlight the many places which revivals and reform overlapped.

Thursday, April 23: Texas, the Comanche Empire, Spreading Slavery, Railroads? - Readings: Brian Delay, “Independent Indians and the U.S.-Mexican War,” The American Historical Review 112, no. 1 (February 1, 2007): 35–68.

This day will begin by covering the Mexican War for Independence. It will explore the Texas War for Independence, and the goal among the Texans of maintaining slavery. It will briefly outline debates over slavery which delayed the annexation of Texas, as well as the presidential election 1844. It will also cover temporary peace between a number of prominent Indigenous nations on the southern plains.

Further Sources: Daniel Walker Howe, What Hath God Wrought the Transformation of America, 1815-1848, The Oxford History of the United States (New York: Oxford University Press, 2007).

Each of the previous two days have hinted at westward expansion in more or less explicit ways. The goal of this day is to center the Comanche (as well as the Apache, Kiowa, and Navajo) in the story of the Mexican American War. DeLay offers a number of compelling points. He contends that we must understand the Indigenous nations in the region as autonomous, rational, economic actors, who by and large control the area they are in, and made what he refers to as a human-made desert in northern Mexico where Mexican settlements once stood. He highlights the importance of peace between the Comanche and Apache, as well as between the Cheyenne and Arapaho, which allowed them to unleash their raids on northern Mexico. This will mark as a type of call back to discussions of Indigenous nations during the colonial period. He also talks about how Mexico and the United States begin seeing each other through Indigenous groups. The role that Indians play as image should also allow me to link back to Deloria.

Week Fourteen Tuesday, April 28: The Cotton Kingdom and Enslaved Black Laborers

This day will cover the rise of the Cotton Kingdom in the south. I will begin by exploring the rise of the cotton gin. We will link the rise of cotton with both the turn towards the market of American farming, as well as with the rise of industrial factory systems in first Great Britain and then the United States. On this day, we will look at the central role that enslaved labor played in the move westward clearing lands. Finally, we will explore the ways in which people resisted slavery.

Further Sources: Sven Beckert, Empire of Cotton: A Global History, First edition. (New York: Alfred A. Knopf, 2014); Walter Johnson, River of Dark Dreams: Slavery and Empire in the Cotton Kingdom (Cambridge, Massachusetts: Belknap Press of Harvard University Press, 2013).

I have two goals for this day. The first, following Beckert, is to tie slavery, and especially the cotton economy, to the rise of global capitalism. While slavery is certainly one of America’s “original sins” as abolitionists argued (I would include Indigenous genocide as the second), it was deeply tied to global markets, the rise of factory systems in England and later New England, and the spread of market economies which drove increased consumption of cheap goods. In this way, using Beckert, I offer a type of corrective to Howe who emphasizes (in many cases correctly) some of the goods which came from cheap goods. Building off Johnson, I will also emphasize the materiality of slavery. He writes about the importance of slaves to settling the west, as well as the violence of a system which transformed families into property. Following him, I will also emphasize some of the quotidian ways slaves resisted, for which some of his accounts of the Mississippi should prove to be valuable anecdotes. Finally, while not spending too much time on it, I hope to talk briefly about the importance of slavery as it related to global cotton to the rise of fossil fuels. Coal was first used in large amounts in English textile factories, in part because it helped regulate and control labor hours, giving factory owners greater control over labor, leading to increased production. This in turn, created a greater demand for cotton. In this way, slavery can also be used powerfully to tie back to the global climate crisis, emphasizing an important way in which slavery has turned into everyone’s curse.

Thursday, April 30: Abolition and Black Radicalism - Readings: Manisha Sinha, “Architects of Their Own Liberation: African Americans, Emancipation, and the Civil War,” OAH Magazine of History 27, no. 2 (April 1, 2013): 5– 10. - Manisha Sinha, “Frederick Douglass and Fugitivity – AAIHS,” accessed May 3, 2020, https://www.aaihs.org/frederick-douglass-and-fugitivity/. - Primary Source: “What, to the American Slave, Is the Fourth of July?,” The Presence of the Past, 345-357.

This day will explore abolitionism in the United States. It will cover popular actors such as William Lloyd Garrison and Frederick Douglas and discuss the importance of women in the movement. It will also highlight the centrality of slave revolts, slave narratives, and black Americans in driving the movement. While the focus will be on slavery, I will also emphasize the ways in which abolitionists tended to be involved in a variety of global anti-capitalist and anti-colonial endeavors, both at home and abroad.

Further Sources: Manisha Sinha, The Slave’s Cause: A History of Abolition (New Haven, [Connecticut] ; Yale University Press, 2016).

Sinha contends that we must center black activists, radicals, runaway slaves, and slave rebellion formed the center of the multi-racial abolitionist cause. Much as she does I will do a brief survey of early abolitionist activities. I will focus on the role of black Americans and former slaves in the movement. By focusing on the role of slaves as well as thinking in international terms, this day ties nicely to themes from the previous day concerning global capitalism and resistance. Furthermore, much as Sinha does, I will highlight how abolition offers an example of how radical political movements can powerfully affect political outcomes, thereby coming to have an often-underappreciated effect on driving historical narratives. I will return to this idea the following day, as we discuss the role of third parties in forcing a reorganization of party platforms and party organization in the years preceding the Civil War.

Week Fifteen Tuesday, May 5: Things Fall Apart 1848 – 1858 - Reading: Eric Foner, “A House Divided.” In Give Me Liberty!: An American History, Seagull 5th ed. (New York: W.W. Norton & Co, 2017), 476-518. - Primary Source: “Lincoln-Douglas Debates: First Debate, Ottawa, Illinois,” The Presence of the Past, 361-380

This day primarily pitches the lead up to the Civil War as a political debate of the future of American Empire. We will cover the rise of the free soil position, the creation of the Fugitive Slave Act. We will cover Douglas’s suggested compromise of popular sovereignty. The importance of railroad expansion. The rise and fall of the Know-Nothings, and the free labor ideology.

Further Sources: Free Soil, Free Labor, Free Men: The Ideology of the Republican Party before the Civil War, Reprint edition (Oxford ; New York: Oxford University Press, 1995).

For this lecture I will largely follow Foner, contending that the Civil War was less about ending slavery than it was about protecting the rights of white men. I will also tie this into my larger discussion on empire. This section of the class is on the building of an American empire. In this way, the class will end with debates over what that empire should look like, now that it was in large part built.

Thursday, May 7: Civil War - Readings: Eric Foner, “A New Birth of Freedom,” In Give Me Liberty!: An American History, Seagull 5th ed. (New York: WWNorton & Co, 2017), 476-518.

This day will trace the beginning of the civil war, starting with the Lincoln Douglas debates. It will continue to Lincoln’s election, highlighting his ambivalent feelings about ending slavery. It will trace secession and will explore how Lincoln came to change his mind about slavery. This day will also attempt to foreshadow the consequences of the civil war. One of these, the end of slavery, is obvious, and likely well know. But, I will also begin looking at the drive west over the plains.

Further Sources: Ari Kelman, A Misplaced Massacre: Struggling over the Memory of Sand Creek, Reprint edition (Harvard University Press, 2015); James M. McPherson, Battle Cry of Freedom the Civil War Era, Oxford History of the United States ; v. 6 (New York: Oxford University Press, 1988); Richard White, Railroaded: The Transcontinentals and the Making of Modern America, 1st ed. (New York: W.W. Norton, 2011).

The majority of the day will offer a narrative history of Lincoln’s election and the civil war. Although I will spend much less time on the military portions of the war, following McPherson, I hope to emphasize how contested the civil war was, in this way, highlighting how things could have ended up differently. I also hope to highlight outcomes from the civil war closely related the American continental expansion in the post-bellum United States. Following White, I will highlight the importance of the war to the creation of the transcontinental railroad. Following Kelman, I will discuss the Sand Creek Massacre as the beginning of the so-called Indian Wars.

Office Hours I encourage you to meet with me to discuss course material, any concerns you may have about your progress in this class, or strategies for effective studying and writing. If you wish to dispute a grade, be aware that re-grading may result in a lower score.

My office is a gun free space (see Weapons Policy below). UT-Austin policy (HOP 8-1060, VII-C) requires me to give oral notice of my prohibition of concealed handguns in my office. For this reason, my door will remain closed during office hours so that I can provide notice 3 to visitors before they enter. I recognize that this makes for an awkward situation. Nevertheless, please know that I welcome you into my office for free and open discussion. Any student may email me to arrange for alternative accommodations.

Writing Center In the University Writing Center (UWC), consultants offer free, individualized, expert help with writing for any UT undergraduate by appointment. Visit uwc.utexas.edu/ appointments and log into UT's appointment-scheduling system, Simplicity. You can also call the UWC Front Desk at 512-471-6222. The UWC is located in the PCL Learning Commons.

Documented Disability Accommodations Any student with a documented disability who requires academic accommodations should contact Services for Students with Disabilities (SSD) at 512-471-6259 (voice) or 1-866-329-3986 (video phone). Faculty are not required to provide accommodations without an official SSD accommodation letter.

Electronic Devices In order to be fully attentive in class and avoid distracting your classmates, put away your phone (turn off or set to silent) and other electronic devices unless their use is an explicit part of a class activity. Using a laptop (with wifi disabled) or e-reader (but not a phone) to take notes and view assigned pdfs is permitted. Nevertheless, I strongly encourage you to make the investment in printing the readings and taking notes by hand––studies show that this is more effective. If you abuse your privilege to use electronic devices you will no longer be permitted to use them in our classroom.

Weapons Policy With the exception of licensed concealed handguns, no weapons may be brought into the classroom. Course participants with a license to carry a handgun must keep it concealed and on their person at all times. If you see a gun or any other weapon becomes visible, you should immediately leave the classroom and call 911 so that law enforcement personnel can take appropriate action.

Handguns may not be brought to the classroom in backpacks, bags, or purses. Course participants may be called upon at unpredictable times to move about the room, go to the front of the room and participate in a presentation, or otherwise be separated from their belongings. University policy and the implementation of the law would be violated by the separation of the gun owner from their weapon that would result from these required classroom activities.

No weapons of any kind may be brought into the professor’s office. Course participants will be given oral notice excluding handguns from my office and will sign a statement acknowledging this notification.

Academic Integrity Using the words and ideas of others without giving credit with an appropriate citation is plagiarism and a violation of the University of Texas Honor Code. Whether accidental or intentional, plagiarism will result in a failure of the assignment and could lead to further disciplinary action. Before the first essay is due, complete the plagiarism tutorial and quiz available on our Canvas site to be sure you understand what plagiarism is and to minimize your risk of committing it. Please feel free to come talk to me about effective note-taking and citation strategies.