Hi 461/561: Civilization of the Old South

HI 461/561: CIVILIZATION OF THE OLD SOUTH

Monday & Wednesday 1:30-2:45 Prof. Craig Thompson Friend Withers Hall 150 Office: Withers 368; M 3-5, W 3-4 919-513-2227; [email protected] Course Description The distinctive features of the Old South as part of the regional development of United States history. Consideration of colonial factors in the making of the South, development of the plantation system and slavery, Southern social order, intellectual and cultural life, economic development, and rise of Southern nationalism. Credit will not be given for both HI 461 and HI 561. Learning Outcomes  Students will be able to define and elaborate on the nature and origins of the Old South.  Students will be able to explain the people, ideas, culture, economy, and customs that collectively made the antebellum South a unique region in our country's history.  Students will be able to explain the fundamental themes of the Old South.  Students will be able to analyze and critically evaluate historical ideas, arguments, and points of view.  Students will be able to use different types of historical information, apply critical analysis to this information, and show evidence of this analytical ability in both written and oral forms. In addition, for graduate students:  Students will be able to explain the historiographical trends in the history of the Old South.  Students will be able to compare historiographical interpretations.

Required Books  Edward E. Baptist, The Half Has Never Been Told: Slavery and the Making of American Capitalism (New York: Basic Books, 2014)  Catherine Clinton, The Plantation Mistress (New York: Pantheon, 1984)  Drew Gilpin Faust, James Henry Hammond and the Old South: A Design for Mastery (Baton Rouge: Louisiana University Press, 1982)  Stephanie McCurry, Confederate Reckoning: Power and Politics in the Civil War South (Cambridge: Harvard University Press, 2010)  Theda Perdue, Slavery and the Evolution of Cherokee Society, 1540-1866 (Knoxville: University of Tennessee Press, 1979)

Attendance Policy You are grown folk. Attend as you wish. Don’t be surprised if your participation grade suffers because you are not in class to attend, or that your work reflects a general ignorance because you were not in class to hear valuable material or ask relevant questions. If you have any questions about University Attendance Regulations, visit http://policies.ncsu.edu/regulation/reg-02-20- 03. Note, however, that I only teach material once! It is not my obligation to teach you should you miss class, and also note that there is no make-up policy for assignments. The onus of success lies with you, as do the consequences of failure.

Reading Policy This course requires reading, lots of it! If you are not prepared to read and then discuss from those readings, you will not pass. It is that simple.

Technology Policy Students may use technologies at the professor’s discretion, meaning that if a student is using a technology for anything other than course-related work, the privilege of technology will be stripped from that student. Under no conditions should a phone be seen in the classroom. Students will be asked to leave the class in such situations and not return.

Writing Policy As university students, you are expected to write proficiently, meaning your writing should reflect coherence, logic, and an attempt at thoughtful prose. A student who cannot express his or her ideas with the skill normally expected of literate adults will not pass the course, no matter how well the student performs other course requirements. If you need assistance in improving your writing, talk to the professor. All papers must be neatly typed in a regular-sized font and double-spaced. All margins must be either 1 or 1¼ inches. You cannot over cite your sources. All citations must conform to the style found in Kate Turabian, A Manual for Writers of Term Papers. Because academic as well as professional success depends upon effective communication, the standard rules of communicating will be observed in this class: points will be deducted for errors in grammar and mechanics.

Academic Dishonesty Policy If a student is found guilty of cheating or plagiarism―either copying the words of others or using the ideas of others without proper citation―that student will receive a grade of zero for the course. No exceptions. It is the understanding and expectation of the professor that the student’s signature on any assignment means that the student neither gave nor received unauthorized aid. For more information, visit the university’s honor policies.

Policy for Students with Disabilities Reasonable accommodations will be made for students with verifiable disabilities. In order to take advantage of available accommodations, students must register with Disability Services For more information, visit the university’s policies on disabilities.

Supporting Fellow Students in Distress As members of the NC State community, we each share a personal responsibility to express concern for one another and to ensure that this classroom and the campus as a whole remains a safe environment for learning. Occasionally, you may come across a fellow classmate whose personal behavior concerns or worries you. When this is the case, I would encourage you to report this behavior to the NC State Students of Concern website. Although you can report anonymously, it is preferred that you share your contact information so they can follow-up with you.

CHASS Career Services Explore career options related to your major, make decisions about your major or minor, build resumes and cover letters, prepare for interviews, develop internship/ job search strategies, maximize career fairs, and more. Use ePACK to make an appointment with your career counselor—Jane Matthews or Woody Catoe—through ePACK or the Career Development Center.

How to Do Well in Class Participation Talk! One of the primary skills required of professionals and academics is communication of ideas. For that reason, it is absolutely necessary that you talk smartly! At a very minimum, you should 1) be in class and 2) prepared for discussions by reading the assigned materials. But more than that, you should avoid being a minimalist. When you do the readings, find out information about the author, what else they have written, where and what they teach or do, even who they studied under. If reading a book, look up reviews of the book in scholarly journals and consider the critiques that are offered.

HI 491: Undergraduate Students

Assignments and Grades Class participation 15% Primary source analysis—Runaway slave ads 10% Primary source analysis—Lunsford Lane 10% Primary source analysis—Southern songs 15% (₁⁄₃ of which is presentation) Primary source analysis—Secession declarations 10% Mid-term exam (covers Jan. 9-Feb. 27) 20% Final exam (covers Mar. 13-Apr. 26) 20%

Grade Conversions: 98-100=A+; 93-97=A; 90-92=A-; 87-89=B+; 83-86=B; 80-82=B-; 77- 79=C+; 73-76=C; 70-72=C-; 67-69=D+; 63-66=D; 60-62=D-; >60=F

Participation You will be graded both on the frequency and the quality of your participation; attendance is clearly important for participation. Students are expected to arrive in class having read and considered the material for discussion that day. Attendance alone is not sufficient for full participation credit. Students must actively engage. A: Student is well prepared, attentive, always responds when called upon and volunteers often with pertinent answers or questions. B: Student is usually prepared, responds when called on and volunteers on occasion. C: Student shows evidence of being unprepared on occasion, has trouble when called on and does not volunteer often. D: Student is unprepared, inattentive, never volunteers, or comes to class late. F: Student exhibits a lack of concern for the class, sleeps in class, or disturbs the class.

Primary Source Analyses Reading a source critically is one of the historian’s most fundamental skills. First, read the document for content. What is the document saying? What is the story line? Glean the source for the essential information like

 Authorship: What do you know about the author's background? Why did the author write the document? What motives did he or she have in putting pen to paper? What personal, class, ethnic, religious, gender or cultural beliefs and assumptions might have influenced the author's viewpoint and writing?  Genre: Does the source fall into a distinct genre? How does the genre shape the author's writing?  Audience: For whom was the author writing? Did he or she address any particular person or group? Did the author’s audience have any effect on the document’s content? Was the author speaking for (or representing) a particular audience? Was the author trying to silence another audience? How was the document received?  Language: What can you tell about a historical period from the language, vocabulary, and rhetoric used? What does the writer’s choice of words tell us about social or cultural assumptions? How have the meanings of the words changed over time?  Influence: How important or influential was the source in its own day and age? By what standards can one measure a document’s significance? Was it widely disseminated? Did the document's publication have anticipated and unanticipated consequences?  Authenticity: Has the document been altered in any way? If it is a transcription of someone else’s words, who was the scribe? What role might the scribe have played in shaping the document’s tone or content?  Reliability: What can the source tell you about the past? How useful is it for understanding the past?

Do NOT just answer these questions and think you have a good paper. Are there relationships between the source’s language and authenticity? Reliability and influence? And so on. I expect you to think in a more complex manner about the issues at hand. And don’t rely on quotes to make your points: paraphrase and discuss. And yes, I do think doing additional research ALWAYS makes a paper stronger…don’t you?

First Primary Source Analysis—Runaway Slave Ads [four pages, double-spaced with footnotes]. Hard copy due on February 10 by 12 noon at professor’s office.

Visit the North Carolina Runaway Slave Advertisements website and look up five advertisements—one from each of the following decades:

 1780-1789  1790-1799  1800-1809  1810-1819  1820-1829

Then, begin with the seven analytical questions to analyze those advertisements. When you have completed that basic analysis in your first few paragraphs, turn your attention to answering: “What do these ads say about the enslaved peoples—their appearances, personalities, humanity?” Also consider how the five ads represent change over half a century. Are there notable differences in the ways in which runaways were presented? What factors might account for those changes? I do not expect you to develop a thesis (argument) in this paper. Don’t use quotes. I am more interested in your ideas. I just want you to analyze, analyze, analyze. Try to squeeze out of these sources as much information as you can about what they relate about southern life in those decades.

Second Primary Source Analysis—Lunsford Lane [four pages, double-spaced with footnotes]. Hard copy due on February 24 by 12 noon at professor’s office.

Read the Narrative of Lunsford Lane. Then address the seven analytical questions. When you have completed this information in an opening few paragraphs, turn your attention to answering “What does this narrative relate about the Old South—its social, political, economic, religious, cultural, and/or intellectual patterns and perspectives?” Figure out an answer to that question, and try to write it in one sentence. That sentence is your thesis statement—your argument—and you should make it as strong as possible. Altogether, your paper should provide evidence to support your thesis statement. Don’t use quotes. I am more interested in your ideas. And remember: don’t summarize—analyze!

Third Primary Source Analysis—Southern Songs [four pages, double-spaced with footnotes]. Due in class on April 3.

This analysis has two parts. Part One: you will be assigned one of the following songs:

 Bonnie Blue Flag (1861)  Carry Me Back to Tennessee, or Ellie Rhee (1865)  Carry Me Back to Ol’ Virginny (1878)  Darling Nelly Gray (1856)  Dixie, or Dixie Land (1859)  Jimmy Crack Corn (mid-1840s)*  Jump Jim Crow (1828)*  Lone Pilgrim (1835) or another southern folk hymn from the era*  Massa’s in the Cold, Cold Ground (1852)  My Old Kentucky Home (1852)  No More Auction Block for Me (1860s)  Old Black Joe (1853)  Old Dan Tucker (1843)*  Old Folks at Home (1851)  Old North State (1835)*  Roll Jordan Roll (mid-18th century)  Rose of Alabama (1846)*  Sacred Harp (1844), any song from antebellum versions of the collection*  Shenandoah (early to mid-19th century)*  Sometimes I Feel Like a Motherless Child (early to mid-19th century)*  The Southern Harmony (1835), any song from antebellum versions of the collection*  Yellow Rose of Texas (1858)

Look up the lyrics for that song, making sure that you use an appropriate version from the era, and address the seven analytical questions to analyze it. You may also find something interesting if you try to analyze the music—the tune. When you have completed this information in an opening few paragraphs, turn your attention to answering ““How does music reflect the culture in which it is created and used?” Figure out an answer to that question, and try to write it in one sentence. That sentence is your thesis statement, and you should make it as strong as possible. Altogether, your analysis should be at least ten complete pages long, providing evidence to support your thesis statement. Don’t use quotes; I am more interested in your ideas. And remember: don’t summarize—analyze! You are encouraged to appeal to other pieces of music to make your case, but your assigned song should be the center of your essay.

Part Two: find a sound recording of your song, preferably dating from the 19th century or replicating the original style of the song. Incorporate a clip of the recording into a 5-minute Powerpoint presentation on your song. So, only use a small clip so that it doesn’t use up your time! In your presentation, you must explain to the class what your song says about the Old South. Consider, for example, these questions:

 does music reflect and follow cultural trends, or does it help drive them?  can a piece of music that reflects a composer's beliefs leave a different impression on its audience?

Fourth Primary Source Analysis—Declarations of Secession [four pages, double- spaced with footnotes]. Due on April 21 by 12 noon at professor’s office.

Read the five declarations of secession available online at the Civil War Trust website. Then address the seven analytical questions to analyze the declarations. When you have completed this information in an opening few paragraphs, turn your attention to answering “What does the declarations relate about the Old South as it transformed into the Confederacy—its social, political, economic, religious, cultural, and intellectual patterns and perspectives?” Your answer to this question is your thesis statement—your argument. Spend the rest of the essay proving your thesis. Don’t use quotes. I am more interested in your ideas. And remember: don’t summarize—analyze!

Midterm and Final Exams Each exam will have ten short answer questions (worth 10% each) and one essay (worth 50%). Short answer questions are intended to be answered in two sentences or less, sometimes with just a few words. The essay will be broader, addressing a larger theme or topic and requiring the construction of a thesis statement and the presentation of evidence to support that thesis. HI 591: Graduate Students Assignments and Grades Class participation 20% First Historiographical Essay 20% Second Historiographical Essay 20% Mid-term exam (covers Jan. 9-Feb. 27) 20% Final exam (covers Mar. 13-Apr. 26) 20%

Grade Conversions: 98-100=A+; 93-97=A; 90-92=A-; 87-89=B+; 83-86=B; 80-82=B-; >80=F

Historiographical Essays Below are five reading list, each one associated with one of your “graduate-only” readings throughout the semester. You need to select one of these lists for your first historiographical essay, and a different list for your second historiographical essay. Each essay should range between fifteen and eighteen pages, including footnotes. No bibliography or title page is required. For each essay, you should begin by reading the appropriate essay from Interpreting Southern History, whether it has been assigned for class by then or not.

The question you need to answer is: “How do these books add to the historiography described in the original essay?” Your answer to that question is your thesis statement, and the rest of the essay should use the books on the list to prove your thesis statement. You should consider why and how these books contributed newer interpretations, why those interpretations reflected the times in which they were written, and how some authors may have been reacting to other authors. Organize your essay according to themes or interpretations. Do NOT go book by book, merely doing a series of book reviews.

Should you do additional research, like reading reviews of these books, other historiographical essays, and/or information about the authors and their pedigrees? I think doing additional research ALWAYS makes a paper stronger…don’t you? Should you look beyond these lists, maybe thinking about how other books and articles that you are reading for this course could be incorporated into your essay? Something has to distinguish the great papers from the good ones!

The South before 1800  Edmund S. Morgan, American Slavery, American Freedom: The Ordeal of Colonial Virginia  Kathleen Brown, Good Wives, Nasty Wenches, and Anxious Patriarchs: Gender, Race, and Power in Colonial Virginia  Philip D. Morgan, Slave Counterpoint: Black Culture in the Eighteenth-Century Chesapeake & Lowcountry  Michel Sobel, The World They Made Together: Black and White Values in Eighteenth- Century Virginia  Rhys Isaac, The Transformation of Virginia, 1740-1790  Peter Wood, Black Majority: Negroes in Colonial South Carolina  Joyce E. Chaplin, Anxious Pursuit: Agricultural Innovation & Modernity in the Lower South, 1730-1815  Lorri Glover, All Our Relations: Blood Ties and Emotional Bonds among the Early South Carolina Gentry

Planters and Plain Folk: The Social Structure of the Antebellum South  Stephen Aron, How the West Was Lost: The Transformation of Kentucky from Daniel Boone to Henry Clay  Edward E. Baptist, Creating an Old South: Middle Florida’s Plantation Frontier before the Civil War  Grady McWhiney, Cracker Culture: Celtic Ways in the Old South  Lacy K. Ford, Origins of Southern Radicalism: The South Carolina Upcountry, 1800- 1860  Stephanie McCurry, Masters of Small Worlds: Yeoman Households, Gender Relations, & the Political Culture of the Antebellum South Carolina Low Country  Eugene Genovese, The World the Slaveholders Made: Two Essays in Interpretations  Kenneth S. Greenberg, Masters and Statesmen: The Political Economy of American Slavery  Gavin Wright, The Political Economy of the Cotton South

The Peculiar South Revisited: White Society, Culture, and Politics in the Antebellum Period, 1800-1860  Lorri Glover, Southern Sons: Becoming Men in the New Nation  Sally E. Hadden, Slave Patrols: Law and Violence in Virginia and the Carolinas  Laura E. Edwards, The People and Their Peace: Legal Culture and the Transformation of Inequality in the Post-Revolutionary South  Bertram Wyatt-Brown, Southern Honor: Ethics and Behavior in the Old South  Michael O’Brien, Intellectual Life and the American South, 1810-1860  Michael Morrison, Slavery and the American West: The Eclipse of Manifest Destiny and the Coming of the Civil War  Larry E. Tise, Proslavery: A History of the Defense of Slavery in America  Timothy J. Williams, Intellectual Manhood: University, Self, and Society in the Antebellum South

The Slavery Experience  Walter Johnson, Soul by Soul: Inside the Antebellum Slave Market  Eugene D. Genovese, Roll, Jordan, Roll: The World the Slaves Made  Douglas R. Egerton, Gabriel’s Rebellion: The Virginia Slave Conspiracies of 1800 and 1802  Thavolia Glymph, Out of the House of Bondage: The Transformation of the Plantation Household  Charles Joyner, Down by the Riverside: A South Carolina Slave Community  Emily West, Family or Freedom: People of Color in the Antebellum South  Sharla M. Fett, Working Cures: Healing, Health, and Power on Southern Slave Plantations  Annette Gordon-Reed, The Hemingses of Monticello: An American Family

Women in the South  Deborah G. White, Ar’nt I a Woman? Female Slaves in the Plantation South  Jane T. Censer, North Carolina Planters and Their Children, 1800-1860  Thavolia Glymph, Out of the House of Bondage: The Transformation of the Plantation Household  Elizabeth Fox-Genovese, Within the Plantation Household: Black and White Women of the Old South  Christine Leigh Heyrman, Southern Cross: The Beginnings of the Bible Belt  Theda Perdue, Cherokee Women: Gender and Culture Change, 1700-1835  Suzanne Lebsock, The Free Women of Petersburg: Status and Culture in a Southern Town, 1784-1860  Victoria Bynum, Unruly Women: The Politics of Social & Sexual Control in the Old South

Midterm and Final Exams Each exam will have two essays (worth 50% each). Essays address broad themes or topics and require the construction of a thesis statement and the presentation of evidence to support that thesis.

Schedule Items in black are for everybody. Items in red are for undergraduate students. Items in green are for graduate students.

Jan. 09 The “Master” Narrative  W.J. Cash, The Mind of the South (New York: Alfred A. Knopf, 1941), 1-99 (pdf)  David L. Smiley, “The Quest for a Central Theme in Southern History,” South Atlantic Quarterly 71 (summer 1972): 307-25 (pdf)

Jan. 11 Colonial Origins of Southern Race, Slavery, and Violence  Craig Thompson Friend, “Mutilated Bodies, Living Spectors: Scalpings and Beheadings in the Early South,” in Death and the American South, ed. Craig Thompson Friend and Lorri Glover (New York: Cambridge University Press, 2015), 15-35 (pdf)  Perdue, Slavery and the Evolution of Cherokee Society, xi-49.

Jan. 16 Martin Luther King Jr. Holiday

Jan. 18 Slavery, Indentured Servitude, and Freedom  Edmund S. Morgan, American Slavery, American Freedom (New York: W.W. Norton, 1975), 316-62 (pdf)  Brendan Wolfe and Martha McCartney, “Indentured Servants in Colonial Virginia,” Encyclopedia of Virginia

Jan. 23 The Colonial and Revolutionary South  John Richard Alden, “The First South,” in The First South (Baton Rouge: Louisiana State University Press, 1961), 3-30 (pdf)  Don Higginbotham, “Some Reflections on the South in the American Revolution,” Journal of Southern History 73 (August 2007): 659-670  George C. Rogers Jr., “The South before 1800,” in Interpreting Southern History, ed. John B. Boles and Evelyn Thomas Nolen (Baton Rouge: Louisiana State University, 1987), 6-47 (pdf)

Jan. 25 Development of a Regional Identity  Baptist, The Half Has Never Been Told, xiii-144.

Jan. 30 Expansion and the Missouri Compromise  Baptist, The Half Has Never Been Told, 145-170.  “The Missouri Compromise,” Lehrman Institute

Feb. 01 Making Southern White Men  Faust, James Henry Hammond, 7-64.  Craig Thompson Friend, “Sex, Self, and the Performance of Patriarchal Manhood,” in The Old South’s Modern Worlds: Slavery, Region, and Nation in the Age of Progress, ed. L. Diane Barnes, Brian Schoen, and Frank Towers (New York: Oxford University Press, 2011), 246-68 (pdf)

Feb. 06 Plantation and Patriarch  Faust, James Henry Hammond, 69-134.

Feb. 08 Patriarchy versus Paternalism  Laura F. Edwards, “Law, Domestic Violence, and the Limits of Patriarchal Authority in the Antebellum South,” Journal of Southern History 65 (1999): 733-70.  Eugene Genovese, “On Paternalism,” in Roll, Jordon, Roll: The World the Slaves Made (New York: Vintage Books, 1972), 3-7 (pdf)  Eugene Genovese and Elizabeth Fox-Genovese, The Fruits of Merchant Capital: Slavery and Bourgeois Property in the Rise and Expansion of Capitalism (New York: Oxford University Press, 1983), 3-25 (pdf)

Feb. 10 first primary source analysis due!!

Feb. 13 Enslaved Lives  Calvin Schermerhorn, “The Everyday Life of Enslaved People in the Antebellum South,” OAH Magazine of History 23 (April 2009): 3-36.  Thavolia Glymph, “Fighting Slavery on Slaveholders’ Terrain,” OAH Magazine of History 23 (April 2009): 37-41  Gretchen Catron, “Reconstructing Resistance through Fugitive Slave Ads,” OAH Magazine of History 23 (April 2009): 49-52  Bertram Wyatt-Brown, “The Mask of Obedience: Male Slave Psychology in the Old South,” American Historical Review 93 (December 1988): 1228- 1252.

Feb. 15 The Jacksonian South  Faust, James Henry Hammond, 137-254  Randolph B. Campbell, “Planters and Plain Folks: The Social Structure of the Antebellum South,” in Interpreting Southern History, ed. John B. Boles and Evelyn Thomas Nolen (Baton Rouge: Louisiana State University, 1987), 48-77 (pdf)

Feb. 20 The Age of Removal Read:  Perdue, Slavery and the Evolution of Cherokee Society, 50-118

Feb. 22 Slavery and Capitalism  Baptist, The Half Has Never Been Told, 171-260  Charles B. Dew, “The Slavery Experience,” in Interpreting Southern History, ed. John B. Boles and Evelyn Thomas Nolen (Baton Rouge: Louisiana State University, 1987), 120-161 (pdf)

Feb. 24 second primary source analysis is due!! Feb. 24 first historiographical essay is due!!

Feb. 27 Enslavement and Freedom in the South: Lunsford Lane

Mar. 01 mid-term exam

Mar. 06 spring break

Mar. 08 spring break

Mar. 13 White Women’s Lives  Clinton, The Plantation Mistress, xi-58  Jacquelyn Dowd Hall and Anne Firor Scott, “Women in the South,” in Interpreting Southern History, ed. John B. Boles and Evelyn Thomas Nolen (Baton Rouge: Louisiana State University, 1987), 455-475 (pdf)

Mar. 15 The World the Plantation Mistresses Made  Clinton, The Plantation Mistress, 59-163

Mar. 20 Slavery and Sexuality in the Plantation Household  Clinton, The Plantation Mistress, 164-231

Mar. 22 Southern Sectionalism  Faust, James Henry Hammond, 257-303  Drew Faust, “The Peculiar South Revisited: White Society, Culture, and Politics in the Antebellum Period, 1800-1860,” in Interpreting Southern History, ed. John B. Boles and Evelyn Thomas Nolen (Baton Rouge: Louisiana State University, 1987), 78-119 (pdf)

Mar. 27 Schism  Baptist, The Half Has Never Been Told, 260-342

Mar. 29 The Yeoman’s South and the Mudsill Theory  Frank L. Owsley, “Southern Folkways,” in Plain Folk in the Old South (Baton Rouge: Louisiana State University Press, 1982), 90-132  Steven Hahn, “The Politics of Independence,” in The Roots of Southern Populism: Yeoman Farmers and the Transformation of the Georgia Upcountry, 1850-1890 (New York: Oxford University Press, 1985), 86-105 (pdf)

Apr. 3 Songs of the South, group 1: third primary source analysis due!!

Apr. 5 Songs of the South, group 2: third primary source analysis due!!

Apr. 10 Compromise  Baptist, The Half Has Never Been Told, 343-396

Apr. 12 Collapse  Faust, James Henry Hammond, 308-382

Apr. 17 The South in Rebellion Read:  McCurry, Confederate Reckoning, 1-177

Apr. 19 The Patriarchs’ War Read:  McCurry, Confederate Reckoning, 178-262

Apr. 21 fourth primary source analysis due!! Apr. 21 second historiographical essay is due!!

Apr. 24 Unmaking of the Old South Read:  McCurry, Confederate Reckoning, 263-361

Apr. 26 The Lost Cause? Read:  Baptist, The Half Has Never Been Told, 397-420  Perdue, Slavery and the Evolution of Cherokee Society, 119-145

May 10 final exam from 1-4 pm