History 352: the American Revolution

History 352: The American Revolution Wyatt 306, MWF 1:00 to 1:50 Fall 2013

William Breitenbach Office: Wyatt 141 Office phone: 879-3167 Office hours: E-mail: [email protected] MWF 10:00 – 11:00 Web: www.pugetsound.edu/faculty-sites/bill-breitenbach/ TuTh 11:00 – 12:00

The Revolution was a defining moment in American history. It created our country and established our national independence. It brought forth our peculiar political institutions and our instruments of government. It produced many of our most revered national heroes and some of our most enduring national legends. Given its importance in constituting our national identity, the Revolution has been, not surprisingly, a battleground for clashing historical interpretations. In this course, you will have the chance to witness some of the more significant scholarly squabbles, and even participate in a scuffle or two yourselves. We’ll focus our semester-long investigation on an old but persisting question, one recently raised again by Gordon S. Wood in an important and provocative book: How radical was the American Revolution? To answer this big question, we’ll study the Revolution in a variety of contexts—imperial, local, ideological, constitutional, military, social, cultural, and biographical. We’ll examine it from diverse perspectives, asking who participated and why, learning how it was experienced by patriots, loyalists, elites, laborers, farmers, artisans, planters, soldiers, women, African Americans, and Native Americans. We’ll read and talk about the things that divided Americans from one another and the things that united them in rebellion; the ideas and incidents that convinced many colonists that there was a British conspiracy to deprive them of their liberty; the reasons some Americans remained loyalists while others became rebels; the relationship, if any, between the imperial constitutional crisis and domestic social crisis; the internal tensions and conflicts that set some revolutionaries against others; the implications of the daring experiment in establishing republican governments; the achievements and the limitations of the revolutionary settlement; and the legacy of the Revolution for subsequent American history. By the end of the semester, you will have learned enough about the causes, course, character, and consequences of the Revolution to begin to answer Gordon S. Wood’s question.

The following required books can be purchased at the University Bookstore. They are also available on reserve at Collins Library.

Alfred F. Young and Gregory H. Nobles, eds., Whose American Revolution Was It? Historians Interpret the Founding (NYU Press) Gordon S. Wood, The American Revolution: A History (Modern Library) Edward Countryman, The American Revolution, revised edition (Hill and Wang) Ray Raphael, A People’s History of the American Revolution: How Common People Shaped the Fight for Independence (Perennial) Gordon S. Wood, Revolutionary Characters: What Made the Founders Different (Penguin) Alfred F. Young, Gary B. Nash, and Ray Raphael, eds., Revolutionary Founders: Rebels, Radicals, and Reformers in the Making of the Nation (Vintage)

1 History 352 Fall 2013

If anyone wants a basic narrative of the Revolution, I’ll give you a free U.S. history textbook. Stop by my office (Wyatt 141) to pick one up. Moodle website Readings marked with “[M]” can be found online at the Moodle website for this course. You can login to Moodle at https://moodle.pugetsound.edu/moodle/login/index.php. I’ll also place on Moodle the syllabus, assignment sheets, recommended readings, and links to websites.

Other useful materials In addition to the assigned readings listed in the class schedule below, there are several other recommended books that can help you prepare for class discussions and for your papers: Edward G. Gray and Jane Kamensky, eds., The Oxford Handbook of the American Revolution, 2012 ed. [The most recent reference work, it is on order for Collins Library.] Jack P. Greene and J. R. Pole, eds., A Companion to the American Revolution, 2000 ed. [This is a recent and comprehensive one-volume encyclopedia, containing more than 90 articles by experts, covering the major topics of the Revolution. A copy is in the library stacks: E208 C67 2000. An earlier edition (1991), entitled The Blackwell Encyclopedia of the American Revolution, is also in the library stacks: E208 B635 1991.] Gregory Fremont-Barnes and Richard Alan Ryerson, eds., The Encyclopedia of the American Revolutionary War: A Political, Social, and Military History, 2006 ed., 5 vols. [A recent encyclopedia on the subject, it is in the Reference stacks: Ref. E208 E64 2006.] Richard L. Blanco, ed., The American Revolution, 1775-1783: An Encyclopedia, 1993 ed., 2 vols. [Housed in the Reference stacks: Ref. E208 A433 1993.] Mark Mayo Boatner, Encyclopedia of the American Revolution, 1966 ed. [An older single- volume encyclopedia; kept in the Reference stacks: Ref. E208.B68.] Lester J. Cappon, ed., Atlas of Early American History: The Revolutionary Era, 1760-1790. [If you think a historical atlas is just maps in a book, take a look at this magnificent work of scholarship. It is kept in the Reference area: G1201 S3 A8 1976.] John A. Garraty and Mark C. Carnes, eds., American National Biography, 1999 ed. [A 24- volume biographical encyclopedia, kept in the Reference stacks: CT213 A68 1999.]

PROCEDURES AND REQUIREMENTS

The Goal of the Course The purpose of all the reading and discussion in this course is to put you in a position to respond thoughtfully to a big question: How radical was the American Revolution? At the end of the semester, you’ll have a chance to answer that question by writing a take-home final exam essay that incorporates information, insights, and analysis derived from the entire semester’s reading. The course syllabus has been designed to facilitate this task. It contains the bibliography you’ll need to write an informed, sophisticated, and convincing assessment of the ways in which the Revolution was or was not radical.

A Heads-Up This course might prove to be different from other history courses you have taken. That’s because its focus will be on the historiography of the American Revolution. By historiography I mean the study of how historians have interpreted the Revolution. If you glance at the schedule of readings below, you’ll notice that most are secondary sources presenting scholars’ competing explanations of what the American Revolution was and meant. This is not to say that you will learn only about historians and very little about the Revolution itself. On the contrary, you’ll learn a lot about the historical events that we call the Revolution. But it is to say that our main

2 History 352 Fall 2013 preoccupation will be with the ongoing debate among historians over how radical the Revolution was in its origins, unfoldings, and outcomes. Here’s what this historiographical approach means for you in practical terms:  The daily assignments frequently list readings by several different authors, who usually offer opposing arguments about the day’s topic. That’s the situation that historians always confront when they enter a field that is historiographically vital and contentious. There are a lot of competing voices, and I’ve tried to give you a sample of them. Your job is to evaluate the interpretations and decide which of them, if any, you find convincing.  Because we’ll be focusing on debates between scholars, you’ll need to pay attention to which scholars said what. It won’t do to state vaguely that “some historians” argue this or that. You’ll want to attribute particular arguments to specific authors. The book entitled Whose American Revolution Was It? will be your main guide to rival schools of interpretation, but you can also get a sense of them by reading attentively the prefaces, acknowledgments, bibliographical essays, and back-cover blurbs of books. Skim footnotes for substantive comments about other books and articles. The quicker you get a sense of who is lining up against whom over what, the more you’ll enjoy the reading and class discussions. Don’t worry at first about all the unfamiliar names; you’ll soon learn which historians matter most.  As the semester proceeds, terms that initially seem clear and precise (e.g., “radicalism” and “American Revolution”) will come to seem increasingly unsettled and uncertain. You might reach a point where you’ll want to throw up your hands in exasperation. But don’t despair! If you keep thinking hard, you’ll emerge at the end of the semester with a more complex and confident understanding of the key concepts—a certitude that has been earned!

Class participation This will be a discussion class. Discussions work well if everyone comes to class on time with the reading assignment completed, with some ideas to talk about, and with the books in hand to refer to when talking about the ideas. Your regular attendance and consistent, thoughtful, informed participation will be important in determining both the success of the course and the grade you receive in it. Be ready to join the conversation. Put your insights out there for others to endorse, challenge, and transform. Be willing to ask a question, confess confusion, take a stand, and change your mind when presented with better evidence and reasoning. Also be prepared to listen attentively and respond respectfully to what your classmates have to say. Speaking directly to them (rather than through me) is a way of showing that you take them and their ideas seriously. After every class, I’ll evaluate each student’s contribution to classmates’ learning. I judge the quality of what is said, not the frequency of speaking. Students whose contribution was outstanding get a 4; those who contributed significantly get a 3; those who came to class and listened attentively but did not join the conversation get a 2; those whose behavior made it harder for themselves or others to learn get a 1; and those who were not in the classroom get a 0. These daily scores will be used to calculate a participation grade, which will count for 20% of the course grade.

Absences There comes a point when a student has missed so many classes that I cannot in good conscience place a grade on a transcript testifying to the world that he or she has performed adequately in the course. For me, that point arrives when a student misses more than 20% of the classes (in this course, more than eight). In such cases, I may ask the Registrar to withdraw the student from the course, which will result in a grade of W or WF, depending on the time of the semester and/or the quality of the work that the student has completed.

Grades will be calculated on a 100-point scale: A (93-100), A- (90-92), B+ (87-89), B (83-86), B- (80-82), C+ (77-79), C (73-76), C- (70-72), D+ (67-69), D (63-66), D- (60-62), and F (below 60). I will round up when a score is within 0.2 points of the cutoff (e.g., an 89.8 will get an A-). Graded work  Weekly sheets. Students will be divided into three groups (Monday, Wednesday, and Friday groups). Once a week (10 times in all), each student will prepare a 1-page single-spaced commentary on how the preceding week’s readings can help answer the final exam question about the radicalism of the Revolution. The weekly sheets will get a √-, √, or √+ mark if submitted on time. Collectively, the 10 weekly sheets will count for 10% of the course grade.  Revolutionary encounters. Twice during the semester (once before midterm and once after it), students will submit a 3-page double-spaced comparison of two individuals, revealing thereby some aspect of the Revolution. For example, Benjamin Franklin might be compared with Thomas Hutchinson or with Ebenezer Mackintosh. No additional research will be required beyond the assigned readings. Each essay will count for 10% of the course grade.  Paper on civilians and soldiers. Based on assigned articles by Charles Royster and Barbara Clark Smith, and drawing on materials assigned for classes 18-23, this 6-page paper will analyze the struggle between American civilians and soldiers over their claims to civic virtue. The paper will be due on Thursday, October 31. It will count for 20% of the course grade.  Take-home final exam. A typed final exam (12 pages, double-spaced) on the radicalism (or non-radicalism) of the American Revolution will be due at my office (Wyatt 141) at 2:00 p.m. on Monday, December 12. It will count for 30% of the course grade.  Class participation. As noted above, participation will count for 20% of the course grade.

Late work and missing work Normally I do not grant make-ups, extensions, or “Incomplete” grades, except for weighty reasons like a family emergency or a serious illness. If you are facing circumstances beyond your control that might prevent you from finishing a paper or exam on time, talk to me in advance about the possibility of getting an extension. As appropriate, please provide written documentation supporting your request from a medical professional; the Counseling, Health, and Wellness Services; the Academic Advising Office; or the Dean of Students Office. Late papers should be slipped under my office door at Wyatt 141. If Wyatt is locked, you should send the paper by email to stop the penalty clock, but you must subsequently give me an unaltered hard copy. Late papers will be docked 3.5 points on a 100-point scale (⅓ of a letter grade) if submitted in the first 24 hours after the deadline. If turned in during the second 24 hours, there will be an additional penalty of 6.5 points (another ⅔ of a letter grade). For each additional 24-hour period, papers will lose 10 points (a full letter grade), until the points reach 0.

Other policies If you have a physical, psychological, medical or learning disability that may impact your course work, contact Peggy Perno, Director of the Office of Accessibility and Accommodations, 105 Howarth, 253-879-3395. She will determine with you what accommodations are necessary and appropriate. All information and documentation are confidential. Students who want to withdraw from the course should read the rules in the Academic Handbook (link below). Monday, October 14, is the last day to drop with an automatic W; thereafter it is much harder to avoid a WF. Students who just abandon the course will get a WF. Students who cheat or plagiarize, help others cheat or plagiarize, mark or steal library materials, or otherwise violate the university’s standards of academic integrity will be given an F for the course and will be reported to the Registrar. Before turning in your first paper, read the discussion of academic integrity in the Academic Handbook (link provided below). Ignorance of the concept or consequences of plagiarism will not be accepted as an excuse.

In matters not covered by this syllabus, I follow the policies in the current Academic Handbook, which is available online at http://pugetsound.edu/student-life/student- handbook/academic-handbook/. CLASS SCHEDULE Reading assignments are to be completed before the class meeting for which they are listed. Bring this syllabus to every class meeting, along with the readings that are assigned for the day.

Unit 1. Historiographical Background 1. Wed 9/4: Introduction History 352 syllabus Eric Herschthal, “Revolution Blues,” Slate.com, July 3, 2013 [M]

2. Fri 9/6: Historiography: Progressives, Counter-Progressives, New Left, New Social History Young and Nobles, Whose American Revolution, 1-18, 31m-95

3. Mon 9/9: Historiography: Neo-Progressives, Founders Chic, and Slavery Young and Nobles, Whose American Revolution, 96-172

4. Wed 9/11: Historiography: Native Americans, Class Analysis, and Women Young and Nobles, Whose American Revolution, 172b-263

Unit 2. Some Sweeping Interpretations of the American Revolution

5. Fri 9/13: Social Change and Resistance Wood, American Revolution, xiii-44 Gary J. Kornblith and John M. Murrin, “The Making and Unmaking of an American Ruling Class,” in Alfred F. Young, ed., Beyond the American Revolution, read 29-34, 43-45 [M] Jack P. Greene, “The American Revolution,” American Historical Review 105 (Feb. 2000): 93-102 [M & JSTOR]

6. Mon 9/16: Revolution and War Last day to drop without record Wood, American Revolution, 45-88 Gary J. Kornblith and John M. Murrin, “The Making and Unmaking of an American Ruling Class,” in Alfred F. Young, ed., Beyond the American Revolution, read 45-54 [M]

7. Wed 9/18: Republican Society and Government Wood, American Revolution, 89-166 Gary J. Kornblith and John M. Murrin, “The Making and Unmaking of an American Ruling Class,” in Alfred F. Young, ed., Beyond the American Revolution, read 54-65 [M]

8. Fri 9/20: Monarchism, Imperial Reform, and Elite Response Countryman, American Revolution, rev. ed., xiii-66

9. Mon 9/23: Popular Resistance, Independence, Revolution Countryman, American Revolution, rev. ed., 67-159

10. Wed 9/25: Republicanism and a New American Order Countryman, American Revolution, rev. ed., 159-236

11. Fri 9/27: Introductions, Assumptions, and Interpretive Claims

Raphael, People’s History, xi-xiv, 1-11 Wood, Revolutionary Characters, 1-28 Young, Nash, and Raphael, Revolutionary Founders, 3-12; and 389-95 (by Eric Foner)

Unit 3. Protest, Insurgency, and Independence, 1763-1776

12. Mon 9/30: Rank-and-File Rebels: Ebenezer Mackintosh and the Stamp Act Crisis Raphael, People’s History, 13-58 Young, Nash, and Raphael, Revolutionary Founders, 15-33 (by Alfred F. Young)

13. Wed 10/2: Imperial Crisis: Thomas Hutchinson and Benjamin Franklin Bernard Bailyn, “Thomas Hutchinson,” in Faces of Revolution, 42-66 [M] Peter Oliver, Origin and Progress of the American Rebellion, 29b-35b, 39-41 [M] Wood, Revolutionary Characters, 65-90 (Franklin)

14. Fri 10/4: Mary Silliman and Her Divided Community in Time of Civil War Video in class: “Mary Silliman’s War” (first half)

15. Mon 10/7: American Insurgents: Hewes, Bigelow, and Thompson Alfred F. Young, “George Robert Twelves Hewes (1742-1840): A Boston Shoemaker and the Memory of the American Revolution,” William and Mary Quarterly 38 (Oct. 1981): only 561-64, 570-600 [M & JSTOR] Paul Revere, engraving of the Boston Massacre (1770) [M] Cartoon of the tarring and feathering of John Malcom (1774) [M] Ann Hulton, letter on the tarring and feathering of Malcom (1774) [M] Young, Nash, and Raphael, Revolutionary Founders, 35-52 (by Ray Raphael); and 53-66 (by T. H. Breen)

16. Wed 10/9: Thomas Jefferson, the Continental Congress, and the Association Jefferson, “A Summary View of the Rights of British-America” (Aug. 1774) [M] “Suffolk Resolves” (Sept. 9, 1774) [M] “Continental Association” (Oct. 20, 1774) [M]

17. Fri 10/11: Thomas Paine and Common Sense Young, Nash, and Raphael, Revolutionary Founders, 67-85 (by Gary B. Nash); and 87-96 (by Jill Lepore) Wood, Revolutionary Characters, 203-22 (Paine) Thomas Paine, Common Sense, excerpts [M]

18. Mon 10/14: Declarations of Independence “Declaration of Independence” (1776) [M] Peter Oliver, Origin and Progress of the American Rebellion, 145-49 [M] Raphael, People’s History, 309-30 Jack P. Greene, “All Men Are Created Equal: Some Reflections on the Character of the American Revolution,” in Imperatives, Behaviors, and Identities, read only 236-46t, 248m-50, 254-59 [M]

Unit 4. Revolutionary War, 1775-1783

19. Wed 10/16: Fighting Men Last day to drop with automatic W Raphael, People’s History, 59-116

Robert Middlekauff, The Glorious Cause, 297-301, 575-81 [M]

20. Fri 10/18: The Home Front: Militia and Civilians Raphael, People’s History, 116-24 Alfred F. Young, “George Robert Twelves Hewes (1742-1840): A Boston Shoemaker and the Memory of the American Revolution,” William and Mary Quarterly 38 (Oct. 1981): only 601-08 [M & JSTOR] Young, Nash, and Raphael, Revolutionary Founders, 135-54 (by Michael A. McDonnell) John Shy, “Hearts and Minds in the American Revolution: The Case of ‘Long Bill’ Scott and Peterborough, New Hampshire,” in A People Numerous and Armed, 165-79 [M]

Monday, October 21: Fall Break. No class

21. Wed 10/23: The Continental Army and the Price of Civic Virtue Charles Royster, “‘The Nature of Treason’: Revolutionary Virtue and American Reactions to Benedict Arnold,” William and Mary Quarterly 36 (April 1979): 163-93 [M & JSTOR] Young, Nash, and Raphael, Revolutionary Founders, 117-34 (by Philip Mead) Raphael, People’s History, 124-33 Joseph Plumb Martin, Ordinary Courage, read only 160-68 [M]

22. Fri 10/25: Women in the Revolutionary War Raphael, People’s History, 135-51 Abigail Adams and John Adams, three letters [M] Esther DeBerdt Reed, “The Sentiments of an American Woman” [M] Barbara Clark Smith, “Food Rioters and the American Revolution,” William and Mary Quarterly 51 (Jan. 1994): 3-38 [M & JSTOR]

23. Mon 10/28: Mary Silliman’s Revolution? Raphael, People’s History, 151-81 Linda K. Kerber, “The Revolution and Women’s Rights,” 302-05 [M] Video in class: “Mary Silliman’s War” (second half)

24. Wed 10/30: Discussion of Women, Civilians, and Soldiers in the Revolution. No new assigned reading. Bring a draft of your paper to class.

PAPER DUE by 12:00 noon on Thursday, Oct. 31, at Wyatt 141

25. Fri 11/1: Loyalists, Partisans, and Pacifists Raphael, People’s History, 183-233

26. Mon 11/4: Native Americans’ Wars for Independence Raphael, People’s History, 242-89, 301m-307 Young, Nash, and Raphael, Revolutionary Founders, 185-98 (by Colin G. Calloway); and 199-211 (by James K. Martin) Bernard Bailyn, “An American Tragedy,” New York Review of Books, 5 Oct. 1995 [M]

27. Wed 11/6: African Americans Raphael, People’s History, 330-79 Petition of New Hampshire slaves in 1779 [M] Edmund S. Morgan, American Slavery, American Freedom, 380-87 [M]

Young, Nash, and Raphael, Revolutionary Founders, 155-68 (by Cassandra Pybus)

Unit 5. The Revolutionary Settlement, 1783 to 1800 and Beyond 28. Fri 11/8: Rural Regulators and Rebels Young, Nash, and Raphael, Revolutionary Founders, 215-31 (by Gregory Nobles); and 233-51 (by Terry Bouton) Video: “The People versus Job Shattuck” (29 mins.), watch it on Moodle before class. Use Firefox, not Chrome or Internet Explorer.

29. Mon 11/11: The Federal Constitution Articles of Confederation http://press-pubs.uchicago.edu/founders/documents/v1ch1s7.html [M] James Madison, “Vices of the Political System of the United States, 1787,” available at http://press-pubs.uchicago.edu/founders/documents/v1ch5s16.html [M] Constitution of the United States of America http://press- pubs.uchicago.edu/founders/documents/v1ch1s9.html [M] William Bennett Turner, “‘Democracy’ and Other Words You Won’t Find in the Constitution,” Harvard Magazine, Nov.-Dec. 1987, 34-37 [M]

30. Wed 11/13: The Ratification Debate Federalist, 1, 6, 10, 15, 23, 39, 51, 70, 84, www.constitution.org/fed/federa00.htm [M] Patrick Henry, “Speech at the Virginia State Ratifying Convention” [M] “Centinel,” number 1, at www.constitution.org/afp/centin01.htm [M] “Brutus,” number 1, at www.constitution.org/afp/brutus01.htm [M] Bill of Rights, www.archives.gov/exhibits/charters/bill_of_rights_transcript.html [M]

31. Fri 11/15: Two Federalist Visions: Alexander Hamilton and James Madison Wood, Revolutionary Characters, 119-40 (Hamilton); and 141-72 (Madison)

32. Mon 11/18: Deviant Founders: John Adams and Aaron Burr Wood, Revolutionary Characters, 173-202 (Adams); and 223-42 (Burr)

33. Wed 11/20: Republican Radicals: William Manning, Robert Coram, Jedediah Peck William Manning, The Key of Libberty (1798) [M] Young, Nash, and Raphael, Revolutionary Founders, 337-53 (by Seth Cotlar); and 375-87 (by Alan Taylor)

34. Fri 11/22: Political Leadership and Public Opinion Wood, Revolutionary Characters, 243-74 Young, Nash, and Raphael, Revolutionary Founders, 355-73 (by Jeffrey L. Pasley)

35. Mon 11/25: Religious Freedoms and Public Opinions Young, Nash, and Raphael, Revolutionary Founders, 169-84 (by Jon Butler); and 253-72 (by Wythe Holt) Thomas Jefferson, Virginia Statute of Religious Liberty, 1786 [M] First Amendment to the Constitution of the United States of America http://press- pubs.uchicago.edu/founders/documents/bill_of_rightss13.html [M]

THANKSGIVING BREAK: Wednesday, Nov. 27, and Friday, Nov. 29. No class

36. Mon 12/2: Founding Mothers: Abigail Adams and Judith Sargent Murray Young, Nash, and Raphael, Revolutionary Founders, 273-87 (by Woody Holton); and 289- 303 (by Sheila Skemp) 37. Wed 12/4: Black Founders: The Revolution, Slavery, and Race Young, Nash, and Raphael, Revolutionary Founders, 305-21 (by Richard S. Newman); and 323-36 (by Melvin Patrick Ely) William W. Freehling, “The Founding Fathers and Slavery,” American Historical Review 77 (Feb. 1972): read only 81-84, 91-93 [M & JSTOR] Paul Finkelman, “Slavery and the Constitutional Convention: Making a Covenant with Death,” read only 188-93, 223-25 [M]

38. Fri 12/6: American Symbols: Thomas Jefferson and Phillis Wheatley Wood, Revolutionary Characters, 91-117 (Jefferson) Young, Nash, and Raphael, Revolutionary Founders, 97-113 (by David Waldstreicher)

39. Mon 12/9: Veterans: Washington and Hewes Wood, Revolutionary Characters, 29-63 (Washington) Alfred F. Young, “George Robert Twelves Hewes (1742-1840): A Boston Shoemaker and the Memory of the American Revolution,” William and Mary Quarterly 38 (Oct. 1981): only 608-23 [M & JSTOR]

40. Wed 12/11: Legacies: How Radical Was the American Revolution? Jack P. Greene, “All Men Are Created Equal: Some Reflections on the Character of the American Revolution,” in Imperatives, Behaviors, and Identities, read 259m-66 [M] Raphael, People’s History, 381-99 Alfred F. Young, “Afterword: How Radical Was the American Revolution?” in Young, ed., Beyond the American Revolution, read only 318, 332b-34, 350 [handout, M] Gordon S. Wood, The Radicalism of the American Revolution, ix, 3-8 [M] “Forum: How Revolutionary Was the Revolution? A Discussion of Gordon S. Wood’s The Radicalism of the American Revolution,” William and Mary Quarterly 51 (Oct. 1994): read 684-716 (the essays by Barbara Clark Smith and Michael Zuckerman, and Wood’s response) [M & JSTOR] Gordon S. Wood, “Colonial Correctness,” review of The Unknown American Revolution, by Gary B. Nash, in The New Republic, June 6-13, 2005, 34-42 [M]

TAKE-HOME FINAL EXAM: due at Wyatt 141 by 2:00 p.m. on Monday, December 16.

Classroom Emergency Response Guidance Please review university emergency preparedness and response procedures posted at www .pugetsound.edu/emergency/. There is a link on the university home page. Familiarize yourself with hall exit doors and the designated gathering area for your class and laboratory buildings. If building evacuation becomes necessary (e.g. earthquake), meet your instructor at the designated gathering area so she/he can account for your presence. Then wait for further instructions. Do not return to the building or classroom until advised by a university emergency response representative. If confronted by an act of violence, be prepared to make quick decisions to protect your safety. Flee the area by running away from the source of danger if you can safely do so. If this is not possible, shelter in place by securing classroom or lab doors and windows, closing blinds, and

9 History 352 Fall 2013 turning off room lights. Lie on the floor out of sight and away from windows and doors. Place cell phones or pagers on vibrate so that you can receive messages quietly. Wait for further instructions.