The Anglo-American World in the Long Eighteenth Century
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L1 – Semester 2 Introduction à la civilisation des Pays Anglophones The Anglo-American World in the Long Eighteenth Century Anne-Claire Faucquez Département d’Etudes des Pays Anglophones 2 The Anglo-American World in the Long Eighteenth Century METHODOLOGY Primary vs secondary sources Reading primary sources : An introduction Written Document Analysis Worksheet Poster and Cartoon Analysis Worksheet To comment on iconographic documents To comment on graphs and statistics Timeline of events in 17th and 18th century England and America Test your knowledge on American and British institutions Chapter 1: The religious revolution in England 1. The Reformation and the formation of Anglicanism 2. Puritanism and the diversity of Protestant branches 3. Protestantism in America Chapter 2: The evolution of political institutions 1. The Glorious Revolution 2. British politics in the 18th century 3. British society in the 18th century Chapter 3: Colonization in America 1. Who colonized North America? 2. The 13 colonies 3. The Atlantic Slave Trade Chapter 4: The road to the revolution 1. American reactions to the Glorious Revolution 2. The growth of political independence 3. The American War of Independence Course description Assessment: Presence/Participation/Homework: 30% Midterm evaluation: 30% Final exam: 40% My contact information : Email : [email protected] Blog : acfaucquez.wordpress.com 3 PRIMARY VS SECONDARY SOURCES 1. PRIMARY SOURCES = a first-hand account of a past event ▪ Historical newspapers ▪ Documentary photographs ▪ Works of art, literature, or music ▪ Eyewitness accounts or testimony ▪ Interviews ▪ Diaries, journals, or letters ▪ Statutes, laws, or regulations ▪ Speeches, legal decisions, or case law ▪ Archaeological or historical artifacts ▪ Survey research 2. SECONDARY SOURCES = A non-eyewitness record of an event written by someone without a close connection to the event ▪ Scholarly journal articles ▪ Scholarly books or monographs ▪ Interpretive newspaper or magazine articles and editorials ▪ Interpretive blog posts ▪ Book, art, music, or theater reviews ▪ Documentaries, movies 3. PRACTICE: Primary or secondary? 1. A textbook chapter on World War II and its famous battles 2. Martin Luther King's "I Have a Dream" speech 3. A photograph of an immigrant family arriving at Ellis Island 4. A journal kept by a soldier during the American Revolution 5. A newspaper article from 1941 describing the attack on Pearl Harbor. 6. A play showing how Benjamin Franklin flew a kite during a lightning storm. 7. Anne Frank's diary describing her life during World War 2. 8. A cartoon showing how Pocahontas met John Smith. 9. A YouTube video describing how the pyramids were built. 10. A radio broadcast from the day the Soviet Union launched Sputnik. 11. An autobiography about the 40th president, Ronald Reagan. 12. A painting of what cowboy life was probably like. 13. The United States Constitution. 14. A website describing what the first World's Fair was like. 15. A journal article written about how Native Americans lived. 16. A letter from a soldier describing World War 2. 17. A Vietnam veteran talking about the war in Vietnam 18. A TV show explaining what happened in Vietnam. 19. A writer talking about their latest book. 20. A newspaper article from 2001 describing the great depression in the 1930's. 4 SOURCES IN A BIBLIOGRAPHY: primary or secondary? Acts passed by the General Assembly of the colony of New-York, in July and August, 1711 : being the tenth year of Her Majesties reign, New York, William Bradford, 1711. ADAMS, James Truslow, History of the Town of Southampton, Bridgehampton, L.I., Hampton Press, 1918. ALLEN, Theodore W., The Invention of the White Race : Racial Oppression and Social Control, London, New York, Verso, (1994) 1997. ARCHDEACON, Thomas J., New York City, 1664-1710: Conquest and Change, Ithaca, London, Cornell University Press, 1976. BERLIN, Ira, « Time, Space, and the Evolution of Afro-American Society on British mainland North America », The American Historical Review, vol. 85, n° 1 (fev. 1980), pp. 44-78. BIALUSCHEWSKI, Anne, « Pirates, Slavers, and the Indigenous Population in Madagascar, c. 1690-1715 », International Journal of African Historical Studies, vol.38 n°3 (2005), pp.401-425. COOPER, Thomas W., The Records of the Court of Sessions of Suffolk County in the Province of New York, 1670- 1688, Bowie, Md. Heritage Books, 1993. DANCKAERTS, Jasper, Diary of our Second Trip from Holland to New Netherland, 1683, Upper Saddle River, N.J., Gregg Press, 1969. DOUGLASS, Frederick, My Bondage and My Freedom, New York Miller, Orton & Mulligan, 1855. NEW YORK HISTORICAL SOCIETY, Tax Lists of the City of New York, December, 1695-July 15th, 1699; Assessment of the Real and Personal Property of the East Ward, City of New York, June 24, 1791, New York, 1910-11. 5 Written Document Analysis Worksheet 1. TYPE OF DOCUMENT (Check one): ___ Newspaper ___ Letter___ Diary___ Advertisement ___ Speech___ Census report ___ Act of Parliament/Congress ______a song, ______a painting, ______a photograph, ______a novel/a poem 2. UNIQUE PHYSICAL QUALITIES OF THE DOCUMENT (Check one or more): ___ Interesting letterhead ___ Handwritten___ Typed___ Seals ___ Notations ___ Other 3. DATE(S) OF DOCUMENT: 4. AUTHOR (OR CREATOR) OF THE DOCUMENT: POSITION (TITLE): 5. FOR WHAT AUDIENCE WAS THE DOCUMENT WRITTEN? 6. DOCUMENT INFORMATION (There are many possible ways to answer A-E.) A. List three things the author said that you think are important: 1. 2. 3. B. Why do you think this document was written? C. What evidence in the document helps you know why it was written? Quote from the document. D. List two things the document tells you about life in Britain/the United States at the time it was written: 1. 2. E. Write a question to the author that is left unanswered by the document: Reading primary sources: An introduction Primary sources are sources that were created during the historical period that you are studying. Just about anything that existed or was created during that time period can count as a primary source — a speech, census records, a newspaper, a letter, a diary entry, a song, a painting, a photograph, a film, an article of clothing, a building, a landscape, etc. Primary sources are documents, objects, and other sources that provide us with a first- hand account of what life was like in the past. Of course you could learn about the past by reading your textbook or the conclusions of other historians but when 6 you read a secondary source, you are essentially taking someone else’s word for what happened and trusting them to approach the subject objectively. But you can never know whether what that other person wrote about the past is valid, accurate, or thoughtful unless you’ve explored the evidence for yourself. In short, primary sources allow you to be your own historical detective, piecing together the puzzle of the past by using materials created by the people who lived it. 1. IDENTIFY THE SOURCE - What is the nature of the source? A newspaper, an oral history account, a diary entry, a government document, etc. - Who created this source, and what do I know about him/her/them? What biases have they (political status, religion, gender)? What is their relationship to the things they described in the source ? - When and where was the source produced? 2. CONTEXTUALIZE THE SOURCE What do you know about the historical context for this source? What do you know about how the creator of this source fits into that historical context? Why did the person created the source? 3. EXPLORE THE SOURCE What factual information is conveyed in this source? What opinions are related in this source? What is implied or conveyed unintentionally in the source? What is not said in this source? What is surprising or interesting about the source? 4. ANALYZE THE SOURCE How does the creator of the source convey information and make his/her point? How is the world described in the source different from my world? How might others at the time have reacted to this source? 5. EVALUATE THE SOURCE How does this source compare to other primary sources? How does this source compare to secondary source accounts? What do you believe and disbelieve from this source? What do you still not know — and where can you find that information? 7 Poster Analysis Worksheet 1. What are the main colors used in the poster? 2. What symbols (if any) are used in the poster? 3. Are the messages in the poster primarily visual, verbal, or both? 4. Who do you think is the intended audience for the poster? 5. What purpose(s) is served by the poster? 6. The most effective posters use symbols that are unusual, simple, and direct. Is this an effective poster? Cartoon Analysis Worksheet Visuals Words (not all cartoons include words) 1. Identify the cartoon caption and/or title. Level One: 2. Locate three words or phrases used by the cartoonist to identify objects 1. List the objects or people you see or people within the cartoon. in the cartoon. 3. Record any important dates or numbers that appear in the cartoon. Level Two: 4. Which words or phrases in the cartoon appear to be the most 2. Which of the objects on your list significant? Why do you think so? are symbols? 5. List adjectives that describe the emotions portrayed in the cartoon. 3. What do you think each symbol means? Level Three: A. Describe the action taking place in the cartoon. B. Explain how the words in the cartoon clarify the symbols. C. Explain the message of the cartoon. D. What special interest groups would agree/disagree with the cartoon's message? Why? 8 9 10 11 TIMELINE OF EVENTS IN 17TH AND 18TH CENTURY ENGLAND AND AMERICA ENGLAND AMERICA 1603 Queen Elizabeth dies.