History 455/555: Colonial America Fall 2015 University of Oregon Day(s) Mondays and Wednesdays Time: 10:00-11:20 Location: 105 PETR

Kathryn Boodry [email protected] Office Hours: Mondays 11:30-1:30 and by appointment. Office: 323 McKenzie Hall

Course Description:

This course is an interpretive survey of the history of Colonial America. It focuses on several broad themes, all of them relating to the development of Britain’s North American colonial empire, including the nature of authority in Colonial America, the history of slavery, the emergence of consumer society, and global warfare.

Required texts:

The following are required reading, and are available at the UO Bookstore. Copies will also be placed on reserve at Knight Library.

 Fred Anderson, The War That Made America: A Short History of the French and Indian War (New York: Penguin Books, 2006). ISBN: 978-0143038047  Jill Lepore, New York Burning: Liberty, Slavery and Conspiracy in Eighteenth- Century Manhattan, (New York: Vintage, 2006). ISBN: 978-1400032266  Alan Taylor, American Colonies: The Settling of North America (New York: Penguin Books, 2002). ISBN: 978-0142002100

Graduate Students:

 Paul Boyer and Stephen Nussbaum, Salem Possessed: The Social Origins of Witchcraft, (Cambridge: Harvard University Press, 1974). ISBN: 978- SAMPLE0674785267 ONLY  Jack P. Greene, “Pursuits of Happiness: The Social Development of Early Modern British Colonies and the Formation of American Culture (Chapel Hill: University of North Carolina Press, 1988). ISBN: 978-0807842270  Daniel Richter, Facing East From Indian Country: A Native History of Early America (Cambridge: Harvard University Press, 2003) ISBN: 978-0674011175  Stephanie Smallwood, Saltwater Slavery: A Middle Passage from Africa to American Diaspora, (Cambridge: Harvard University Press, 2008). ISBN: 978- 067403068

Evaluation: Class Participation and Response to Readings______20% Essay 1______20% Midterm Examination ______20% Commodities Assignment______15% Essay 2______25%

Assignment sheets will be distributed for each paper in class. The midterm examination will be a mixture of short response and essay questions. Graduate students will negotiate assignments in consultation with the instructor.

Class Participation Regular attendance coupled with consistent and engaged participation in the course is expected. ONLY Grading Policies

Thesis, Papers, and Exams

An A or A- thesis, paper, or exam is one that is good enough to be read aloud in a class. It is clearly written and well-organized. It demonstrates that the writer has conducted a close and critical reading of texts, grappled with the issues raised in the course, synthesized the readings, discussions, and lectures, and formulated a perceptive, compelling, independent argument. The argument shows intellectual originality and creativity, is sensitive to historical context, is supported by a well-chosen variety of specific examples, and, in the case of a research paper, is built on a critical reading of primary material.

A B+ or B thesis, paper, or exam demonstrates many aspects of A-level work but falls short of it in either the organization and clarity of its writing, the formulation and presentation of its argument, or the quality of research. Some papers or exams in this category are solid works containing flashes of insight into many of the issues raised in the course.SAMPLE Others give evidence of independent thought, but the argument is not presented clearly or convincingly.

A B- thesis, paper, or exam demonstrates a command of course or research material and understanding of historical context but provides a less than thorough defense of the writer's independent argument because of weaknesses in writing, argument, organization, or use of evidence. A C+, C, or C- thesis, paper, or exam offers little more than a mere a summary of ideas and information covered in the course, is insensitive to historical context, does not respond to the assignment adequately, suffers from frequent factual errors, unclear writing, poor organization, or inadequate primary research, or presents some combination of these problems.

Whereas the grading standards for written work between A and C- are concerned with the presentation of argument and evidence, a paper or exam that belongs to the D or F categories demonstrates inadequate command of course material.

A D thesis, paper, or exam demonstrates serious deficiencies or severe flaws in the student's command of course or research material.

An F thesis, paper, or exam demonstrates no competence in the course or research materials. It indicates a student's neglect or lack of effort in the course.

Participation

A student who receives an A for participation in discussion in precepts or seminars typically comes to every class with questions about the readings in mind. An 'A' discussant engages others about ideas, respects the opinions of others, and consistently elevates the level of discussion. ONLY A student who receives a B for participation in discussion in precepts or seminars typically does not always come to class with questions about the readings in mind. A 'B' discussant waits passively for others to raise interesting issues. Some discussants in this category, while courteous and articulate, do not adequately listen to other participants or relate their comments to the direction of the conversation.

A student who receives a C for discussion in precepts or seminars attends regularly but typically is an infrequent or unwilling participant in discussion. A student who fails to attend precepts or seminars regularly and adequately prepared for discussion risks the grade of D or F.

Students must submit all assigned work in order to pass the course. Failure to submit all required work will result in a failing grade.

Academic Honesty: All work submitted for this course must be your own. Plagiarism is a serious offense that can resultSAMPLE in course failure, and in some cases expulsion from school. When drawing from the thought, work and research of others it is important that you use proper citations, and give credit where it is due. If you have any questions about this, ask me, or consult a writing tutor.

Students with Disabilities We will make every effort to accommodate students with disabilities. If you have a documented disability and anticipate needing accommodations in this course, please make arrangements to meet with the instructor as soon as possible. Please request that the Counselor for Students with Disabilities send a letter verifying your disability.

Course Level Outcomes:

Upon completion of this course students will be able to:

. Evaluate arguments and evidence effectively.

. Make and defend intellectual hypotheses and employ historical evidence to do so.

. Write a historical essay employing primary source material to support their arguments.

. Demonstrate familiarity with historical literature regarding Colonial American History, and the ability to identify key arguments and debates within the field. ONLY

SAMPLE Course Outline Week 1: Where and when was colonial America? Jack P. Greene, “Reconsiderations,” in Pursuits of Happiness: The Social Development of Early Modern British Colonies and the Formation of American Culture (Chapel Hill: University of North Carolina Press, 1988), 28-54.

Alan Taylor, American Colonies: The Settling of North America (New York: Penguin Books, 2002). “Introduction,” “Natives, 13,000 B.C.-A.D. 1492,” and “Colonizers, 1400- 1800,” ix-xvii, 3-49.

Jack P. Greene, “Colonial History and National History: Reflections on a Continuing Problem,” William and Mary Quarterly 64.2 (2007): 235-250.

Graduate Students: Jared Diamond, “The Ancient Ones: The Anasazi and Their Neighbors,” in Collapse: How Societies Choose to Fail or Succeed (New York: Viking Penguin, 2005), chap. 4, pp. 136–156, with further reading at pp. 535–537

Charles C. Mann, “Made in America” (on Cahokia and Tikal) in 1491: New Revelations of the Americas before Columbus (New York: Alfred A. Knopf, 2005; reprinted New York: Vintage Books, 2006), chap. 8, pp. 273–314.

Jürgen Osterhammel, “‘Colonization’ and ‘Colonies’” and “‘Colonialism’ and ‘Colonial Empires,’” in Colonialism: A Theoretical Overview, trans.ONLY Shelley L. Frisch (Princeton: Markus Wiener, 1997), 1-22.

Allan Kulikoff, “Early American History: It’s Free and on the Web!,” Common-place 8.1 (2007): http://www.common-place.org/vol-08/no-01/kulikoff/

James Deetz, “The African American Past,” in In Small Things Forgotten: An Archaeology of Early American Life, rev. ed. (New York: Anchor, 1996), 212-252.

Laurel Thatcher Ulrich, “Hannah Barnard’s Cupboard: Female Property and Identity in Eighteenth-Century New England,” Through a Glass Darkly: Reflections on Personal Identity in Early America, ed. Ronald Hoffman, Mechal Sobel, and Fredrika J. Teute (Chapel Hill: University of North Carolina Press, 1997), 238-273.

Week 2: European power and weakness

Daniel K. Richter, “Living with Europeans,” in Facing East from Indian Country: A Native History of Early America (Cambridge, Mass.: Harvard University Press, 2001), chap. 3)SAMPLE Taylor, American Colonies, Chapters 4 and 6

James H. Merrell, “The Indians’ New World: The Catawba Experience,” William and Mary Quarterly 41.4 (1984): 537-565. http://links.jstor.org/sici?sici=0043- 5597%28198410%293%3A41%3A4%3C537%3ATINWTC%3E2.0.CO%3B2-7 Primary Source: Excerpt from [Edward Waterhouse], A Declaration of the State of the Colony and Affaires in Virginia, with a Relation of the Barbarous Massacre in the Time of Peace and League, Treacherously Executed by the Native Infidels upon the English, the 22 of March ... (London, 1622), pp. 11–34

Graduate Students:

Daniel K. Richter, “Facing East from Indian Country: A Native History of Early America Chs 4 and 5.

Jack Greene, Pursuits of Happiness: The Social Development of Early Modern British Colonies and the Formation of American Culture (Chapel Hill: University of North Carolina Press, 1988), Chs 3,4 and 7.

Resource: Virginia Center for Digital History, Virtual Jamestown (http://www.virtualjamestown.org). A website with detailed timelines and useful summary articles about Jamestown, seventeenth-century and modern maps and illustrations, a variety of primary sources, and three-dimensional archaeological artifacts and virtual-reality panoramas

Week 3: Virgin Soil Epidemics Alfred W. Crosby, “Virgin Soil Epidemics as a Factor in theONLY Aboriginal Depopulation in America” The William and Mary Quarterly 33:2 (April 1976) pp. 289-299.

David Jones “Virgin Soils Revisited” The William and Mary Quarterly 60:4.

Elisabeth A. Fenn, Pox Americana: The Great Smallpox Epidemic of 1775-82 (New York: Hill and Wang, 2001), pp. 80-134

Graduate Students: Read one of the following: Alfred Crosby, The Columbian Exchange, or Elisabeth A. Fenn, Pox Americana: The Great Smallpox Epidemic of 1775-82 (New York: Hill and Wang, 2001),

Paper 1 due

Week 4: Human and Non-human Commodities

Maxine Berg, “From Imitation to Invention: Creating Commodities in Eighteenth- CenturySAMPLE Britain” The Economic History Review 55:1, (February 2002) pp. 1-30 T. H. Breen, “An Empire of Goods: The Anglicization of Colonial America,” Journal of British Studies 25 (1986): 467–499

Neil McKendrick, 'The Consumer Revolution of the Eighteenth Century,' in McKendrick, John Brewer and J. H. Plumb, The Birth of a Consumer Society (London, 1982), pp. 9-33. Graduate Students: Marcy Norton, “Tasting Empire: Chocolate and the European Internalization of Mesoamerican Aesthetics” The American Historical Review 111:3 (June 2006) pp. 660-691.

Taylor, American Colonies, Chapters 14 and 15.

Stephanie Smallwood, Saltwater Slavery: A Middle Passage from Africa to American Diaspora, (Cambridge: Harvard University Press, 2008). 978-0674030688

ASSIGNMENT: Each student is in charge of one commodity (sugar, bullion, rice, etc.) and must be able to show on a world map the movement of that commodity through global markets.

A selection of early modern maps from the following websites:

http://www.mappingboston.org/default.htm

http://www.usm.maine.edu/~maps/exhibit2/sec4.htm

Week 5 Salem: Magic and the invisible world in New England (1670–1692)

Paul Boyer and Stephen Nissenbaum, excerpts from “Prologue: What Happened in 1692,” “1692: Some New Perspectives,” and “Salem Town and SalemONLY Village: The Dynamics of Factional Conflict,” in Salem Possessed: The Social Origins of Witchcraft (Cambridge: Harvard University Press, 1974), 1-9, 30-35, 80-109.

Carol F. Karlsen, “The Economic Basis of Witchcraft,” in The Devil in the Shape of a Woman: Witchcraft in Colonial New England (New York: Norton, 1987), 77-116.

Elaine G. Breslaw, “Tituba’s Confession: The Multicultural Dimensions of the 1692 Salem Witch-Hunt,” Ethnohistory 44.3 (1997): 535-556. http://links.jstor.org/sici?sici=0014- 1801%28199722%2944%3A3%3C535%3ATCTMDO%3E2.0.CO%3B2-P

Primary Source: Rev. Samuel Willard, “A Brief Account of a Strange and Unusual Providence of God Befallen to Elizabeth Knapp of Groton,” in Witch-Hunting in Seventeenth-Century New England: A Documentary History, 1638–1692, ed. David D. Hall (Boston: Northeastern University Press, 1991), chap. 13, “A Servant ‘Possessed’ (1671–1672),” pp. 197–212 GraduateSAMPLE Students: Richard Godbeer, “Rape of a Whole Colony: The 1692 Witch Hunt,” in The Devil’s Dominion: Magic and Religion in Early New England (New York: Cambridge University Press, 1992), pp. 179–222

Mary Beth Norton, “Colonial Encounters in the Visible and Invisible Worlds: The Salem Witchcraft Crisis of 1692 in the Context of the Maine Indian Wars,” in Colonial Encounters: Essays in Early American History and Culture, ed. Hans- Jürgen Grabbe (Heidelberg: Universitätsverlag Winter, 2003), 51-68. film: The Crucible (1996, 2 hours and 4 minutes), directed by Nicholas Hytner from the play and screenplay by Arthur Miller.

Resource: University of Virginia Electronic Text Center, Salem Witch Trials Documentary Archive and Transcription Project (http://salem.lib.virginia.edu). This website conveniently collects contemporary books on witchcraft and maps and other primary documents relating to the Essex County crisis of 1692 —including the complete text of The Salem Witchcraft Papers: Verbatim Transcripts of the Legal Documents of the Salem Witchcraft Outbreak of 1692, ed. Paul Boyer and Stephen Nissenbaum (New York: Da Capo Press, 1977)

Midterm Examination

Week 6 Slavery and the Evolution of Racial Difference

Ira Berlin “From Creole to African: Atlantic Creoles and the Origins of African- American Society in Mainland North America” The William and Mary Quarterly 53:2 (April 1996) pp. 251-288.

Taylor, American Colonies, chap. 11 (“Carolina, 1670–1760”); excerpt from chap. 12 (“Middle Colonies, 1600–1700”): “New Jersey,” Pennsylvania,” and “Diversity” (pp. 262–272); and chaps. 7 (“Chesapeake Colonies, 1650–1750”) and 10 (“The West Indies, 1600–1700”) ONLY

Richard Drayton, 'The Collaboration of Labour: Slaves, Empires, and Globalizations in the Atlantic World, c. 1600-1850,' in A. G. Hopkins, ed., Globalization in World History

Marcus Rediker and Peter Linebaugh, “The Many-Headed Hydra: Sailors, Slaves and the Atlantic Working Class in the Eighteenth Century,” Journal of Historical Sociology 3 (1990): 225-253 (London, 2002), pp. 98-114.

Graduate Students: Eric Hinderaker, “Definitions of Value,” in Elusive Empires: Constructing Colonialism in the Ohio Valley, 1673–1800 (New York: Cambridge University Press, 1997), chap. 3, pp. 87–133

David Eltis, The Rise of African Slavery in the Americas, chs. 3, 6.

David Brian Davis, “Constructing Race: A Reflection” The William and Mary Quarterly, 54:1, (January 1997), pp. 7-18. NicholasSAMPLE Hudson, 'From "Nation" to "Race": The Origin of Racial Classification in Eighteenth-Century Thought,' Eighteenth-Century Studies, 29 (1996), 247-64.

Week 7 Liberty for All

Jill Lepore, New York Burning, pp 1-169 Paper 2 due

Week 8 Morality and Methodologies

Jill Lepore, New York Burning170-273

Brendan McConville, “Of Slavery and Sources,” Reviews in American History 34.3 (2006): 281-290.

Week 9: Imperial reckoning: war and empire

Anderson, The War That Made America, xv-xxv, 3-115.

Week 10: After the Settlement

Anderson, The War That Made America, 119-265.

Herman Husband, excerpt from An Impartial Relation of the First Rise and Causes of the Recent Differences in Public Affairs (1770): http://historymatters.gmu.edu/d/6233

Course Conclusions When does colonial America end? ONLY Graduate Students: Adam Rothman, “Jefferson’s Horizon,” in Slave Country: American Expansion and the Origins of the Deep South (Cambridge: Harvard University Press, 2005), 1-35.

John Demos, “Viewpoints on the China Trade,” Common-place 5.2 (2005): http://www.common-place.org/vol-05/no-02/demos/index.shtml

James A. Hijiya, “Why the West Is Lost,” William and Mary Quarterly 51.2 (1994): 276- 292. http://links.jstor.org/sici?sici=0043- 5597%28199404%293%3A51%3A2%3C276%3AWTWIL%3E2.0.CO%3B2-A

Michael A. McGiffert et al., “Forum: Why the West Is Lost,” William and Mary Quarterly 51.4 (1994): 717-754. Table of contents at http://links.jstor.org/sici?sici=0043- 5597%28199410%293%3A51%3A4%3C%3E1.0.CO%3B2-W

Final papers due SAMPLE