<p> History 195a Spring 2017 Professor Mark Hulliung American Political Thought I From the Revolution to Civil War</p><p>I. The Revolution (2 weeks)</p><p>Jefferson, “A Summary View of the Rights of British America” and “Declaration of Independence” in Merrill Peterson, ed., The Portable Thomas Jefferson, pp. 3-21, 235-241</p><p>Adams, Novanglus in George Peek, ed., The Political Writings of John Adams, pp. 59-62</p><p>Thomas Paine, Common Sense</p><p>Adams, Thoughts on Government and “Constitution of Massachusetts”, Political Writings, pp. 83-103</p><p>II. The Founding (3 weeks)</p><p>Hamilton, “Constitutional Convention Speech on a Plan of Government [June 18, 1787],” in David Hollinger & Charles Capper, eds., The American Intellectual Tradition (2nd ed.) vol. I, pp. 138-142</p><p>James Wilson, “Speech of 26 November [1787], Convention of Pennsylvania,” in Robert McCloskey, ed., The Works of James Wilson, vol. 2, pp. 759-772</p><p>Madison, Hamilton, Jay, The Federalist, nos. 6, 8-10, 14, 15, 22, 35, 37, 39, 46, 49, 51, 55, 57, 68, 78, 84 </p><p>The Political Writings of John Adams, pp. 105-163</p><p>Herbert Storing, ed., The Antifederalist, pp. 15-19, 33-40, 44-45, 50-53, 57-60, 68-70, 75-77, 113-116, 124-126, 133- 134, 142, 158, 163-169, 183-188, 213-220, 261-271, 297-320, 334-348 2</p><p>III. Jeffersonians against Federalists (2 weeks)</p><p>The Portable Thomas Jefferson, pp. 77-78, 93-96, 122-128, 133-134, 162-166, 185-199, 206-217, 251-253, 316-321, 390- 412, 414-418, 423-435, 438-440, 467-468, 533-544, 552-561, 577-585</p><p>“Letters of Pacificus and Helvidius on the Proclamation of Neutrality of 1793,” in William Goldsmith, ed., The Growth of Presidential Power, vol. I, pp. 398-411</p><p>“The Kentucky Resolutions,” in The Portable Thomas Jefferson, pp. 281-289</p><p>“First Inaugural Address” & letter to Judge Spencer Roane, in The Portable Thomas Jefferson, pp. 290-295, 561-564</p><p>W. B. Allen, ed., Works of Fisher Ames, vol. 1, pp. 3-10, 16-37, 121-126, 237-246</p><p>IV. Jacksonians Against Whigs (3 weeks)</p><p>Andrew Jackson: excerpt from first annual message (December 8, 1829) in Goldsmith, vol. I, p. 176</p><p>Joseph Blau, ed., Social Theories of Jacksonian Democracy, pp. 1-37, 129-162, 289-342, 355-364</p><p>George Henry Evans, brief selection from The Radical</p><p>Daniel Walker Howe, ed., The American Whigs: an Anthology, pp. 11-43, 53-120, 133-225</p><p>V. Defenders of Slavery (2/3 week)</p><p>James Henry Hammond, “Mud-Sill Speech,” in Eric McKitrick, ed., Slavery Defended, pp. 121-125</p><p>John C. Calhoun, Union and Liberty, pp. 5-95, 103-104, 116, 132-133, 159, 166, 194-195, 199, 272-284, 463-476, 565-570 3</p><p>George Fitzhugh, selection from Sociology for the South, in David Hollinger & Charles Capper, eds., The American Intellectual Tradition: a Sourcebook, vol. I, pp. 389-398</p><p>VI. For and Against the Declaration (2/3 week)</p><p>George Fitzhugh, “Declaration of Independence and Virginia Bill of Rights,” in Sociology for the South, ch. 19</p><p>The “Declaration of Sentiments” at Seneca Falls, 1848, in Philip Foner, ed., We, the Other People, pp. 77-83</p><p>“The Working Men’s Declaration of Independence,” in Foner, pp. 47-50</p><p>Frederick Douglass, “What to the Slave is the Fourth of July?,” in Hollinger & Capper, vol. I, pp. 400-414</p><p>VII. Lincoln’s Rededication of America (1 2/3 weeks)</p><p>Michael P. Johnson, ed., Abraham Lincoln, Slavery, and the Civil War, pp. 22-29, 33-36, 45-59, 81-91, 108-115, 204- 205, 218-219, 263, 282-283, 285-286, 320-321</p><p>Richard Current, ed., The Political Thought of Abraham Lincoln, pp. 22-26, 37-39, 45-47, 112-124, 324-330</p><p>Robert Johannsen, ed., The Lincoln-Douglas Debates, pp. 14- 67, 116-118, 125-133, 162-163, 184-190, 206-236, 266-284, 300-329 * * *</p><p>Students are required to attend all class meetings and to keep up with the readings so that they can contribute to discussions. Participation in the classroom will be one of the criteria used to determine grades. Any student who cuts classes will be heavily penalized. No student will receive a passing grade for the course if he or she cuts class on a more or less regular basis. No student will pass who fails to submit one or more of the assigned papers. Any student whose cell phone rings or who sends text messages during class should expect to be penalized. Students will be required to write three brief essays based on the assigned readings.</p>