TEXAS A&M UNIVERSITY

HIST 105H.201 \ TTH 2:20- 3:35 p.m. \ Glasscock Building 206
History of the United States to 1877
Fall Semester, 2007
Dr. Baum

Required Reading:

[The above books are for sale in the bookstore in the basement of the Memorial Student Center. The Matthew Gaines assignments, plus additional information on Gaines and the movement to honor him with a memorial on the TAMU campus, can be accessed on the internet at: "http://www.tamu.edu/gaines/."]


Lecture Topics and Reading Assignments:

Aug. 28 - 30: The New World Encounters the Old
[What factors caused Europeans by 1500 to embark upon world exploration and conquest?]
Reading: These United States, pp. xiii-xvi & Chapter 1.

Sept. 4 - 6: The Old World Comes to America
[What brought Europeans and Africans to the New World?]
Reading: These United States, Chapter 2; and begin reading Salem Possessed.

Sept. 11 - 13: Life in American Colonial Society
[How did Old World life and culture change in the wilderness?]
Reading: These United States, Chapter 3; and finish reading Salem Possessed.

Sept. 18 - 20: Moving Toward Independence
[Why did the American colonists revolt against Great Britain?]
Reading: These United States, Chapter 4.

Sept. 25 - 27: The American Revolution
[How did the Revolution change America?]
Reading: These United States, Chapter 5.

October 2 (Tuesday): FIRST EXAM & Boyer and Nissenbaum paper due at beginning of class.
[These United States, Chapters 1-5; and Salem Possessed, entire.]

Oct. 4 - 9: The Origins of the Constitution
[Why was the Constitution probably written and adopted by "popular demand?"]
Reading: These United States, Chapter 6.

Oct. 11 -16: Jeffersonian Republicans versus Hamiltonian Federalists
[What were the issues that divided Jeffersonians from Federalists and how did power affect Jeffersonian ideology?]
Reading: These United States, Chapters 7 & 8.

Oct. 18 - 23: The American Economic Miracle and Jacksonian Democracy
[What made the "economic miracle" possible?
What was "Jacksonian Democracy" and how did it change political life?]
Reading: These United States, Chapters 9 & 10.

Oct. 25 - 30: Expansionism and Society Before the Civil War
[What were the causes of antebellum expansionism?
What were pre-Civil Americans in the North and West really like?]
Reading: These United States, Chapters 11 & 12; and begin reading The Slave Community.

Nov. 1: The Old South
[What is myth and what was real about the Antebellum South?]
Reading: These United States, Chapters 13; and finish reading The Slave Community.

November 6 (Tuesday): SECOND EXAM & Blassingame paper due at beginning of class.
[These United States, Chapters 6-13.]

Nov. 8 - 13: The Coming of the Civil War
[What were the causes of the Civil War?]
Reading: These United States, Chapter 14.

Nov. 15 - 20: The Civil War
[How did the Civil War change the American nation?]
Reading: These United States, Chapter 15; and begin reading The Killer Angels.

Nov. 27 - Dec. 4: Reconstruction
[What went "wrong" and what went "right" during Reconstruction?]
Reading: These United States, Chapter 16; finish reading The Killer Angels; Matthew Gaines [Touchstone article, and BGSA , "Vision 2020" & TAMU Debate remarks], entire.

December 12 (Wednesday) 1 - 3 p.m.: FINAL COMPREHENSIVE EXAM & Shaara paper due at beginning of exam period.
[These United States, Chapters 1-16; The Killer Angels, entire; and Matthew Gaines (Touchstone article and BGSA , "Vision 2020" & TAMU Debate remarks), entire.]



Examinations and Papers:

The exams will consist of multiple-choice questions and essay questions directly related to the lectures and readings. They will cover the material presented in class lectures, assignments in the Unger textbook, and the Matthew Gaines readings. Dr. Baum will furnish students with a blue book for writing each of the two semester exams and with two bluebooks for the final exam.

The three paper assignments on Salem Possessed, The Slave Community, and The Killer Angels will be due at the beginning of class on Oct. 2, Nov. 6, and Dec. 12, respectively. The instructions for writing these essays are as follows:

First paper assignment: Due at the beginning of class on October 2th:
In no less than six (6) but no more than seven (7) typed and double-spaced pages with standard margins and a font size of "12," write an essay entirely in your own words on how Boyer and Nissenbaum explain why witchcraft possessed Salem, Massachusetts. In your essay, be sure to sum up succinctly the following main elements of the authors’ argument: [1] why witchcraft broke out in a peculiar area of Salem known as “Salem Village;” [2] why two factions arose in Salem Village based on geographical, religious, family, and economic divisions; [3] why downtown Salem loomed so large in the conscience of all the "Salem Villagers;" [4] why Samuel Parris made the situation worse by his sermons; [5] why one faction did the accusing and the other faction was comprised of the accused; and [6] why the authors singled out “commercial capitalism” as the underlying cause of the witchcraft hysteria.

Second paper assignment: Due at the beginning of class on November 6th:
In no less than six (6) but no more than seven (7) typed and double-spaced pages with standard margins and a font size of "12," write an essay entirely in your own words based on your reading of John W. Blassingame's The Slave Community that refutes the following mistaken view of life under slavery: [Hint: Do not waste time by writing that the statements below are “not true,” “all wrong,” “mistaken and incorrect,” etc., but rather devote all your effort to demonstrating to your reader that you understand the main arguments about life under slavery made by Blassingame.]

"West Africans were by nature docile people and were thus especially suited for enslavement. Southern slave holders learned nothing from their slaves, whereas the slaves accepted completely the brand of religion their masters taught them. Although the institution of slavery prevented the development of a black American culture and destroyed the black family, it did provide for a happy and harmonious life on cotton plantations for both blacks and whites. Because slaves unquestionably obeyed their masters, whites never had to fear the possibility of a slave rebellion. In fact, slaves were so fond of their masters that they developed and internalized similar character traits: all slaves were submissive, childlike, lazy, and irresponsible."

Third paper assignment: Due at the beginning of class on December 12st:
In no less than six (6) but no more than seven (7) typed and double-spaced pages with standard margins and a font size of "12," write an essay entirely in your own words based on your reading of Shaara's prizewinning Civil War novel, by describing what happened at the Battle of Gettysburg from the perspectives of James Longstreet and Joshua Lawrence Chamberlain. In other words, discuss how Longstreet and Chamberlain acted and felt during this crucial battle?

    Because your papers will be written entirely in your own words, they will contain no cited material placed in quotation marks.  Nor will will they contain any footnotes, references to page numbers, subheadings, or skipped lines (or any other artificial devices enlarging their lengths).

    Finally, you must avoid common mistakes in writing standard English, such as misspelled words, comma faults, misplaced modifying clauses, unclear antecedents of pronouns, awkward expressions, and use of  wrong words. Never use slang words, trite phases, and jargon-ridden prose. Because errors in grammar, punctuation, and spelling can severely damage the clarity of an essay, they are listed below first by the symbol that will be used to mark them, then by the actual term symbolized, and finally by the chapter and chapter segments in numbers in Hefferman, Lincoln, and Atwill, Writing:  A College Handbook (5th edition) where the explanation, if necessary, for each error is located.

           Vb         – verb form 22.11

           Tense    – verb tense 22

           Agr        – agreement:   subject/verb agreement 21; pronoun/antecedent agreement 20.6-8

           Ref        – pronoun reference 20.4

           Case      – pronoun case 20.9-12

           Shift       – shift in tense 23.4-6         

            Sp          – spelling  

            Fs          – fused or run-on sentence 15.7

     

            Frag       – sentence fragment 19  

     

    Do not ignore this list.  If you have five of these errors in your essay, your grade will be reduced by a full letter grade.  If you have more than ten of these errors, your grade will be reduced by two letter grades.  For additional help in understanding any of the above instructions, make an appointment with University Writing Center (UWC).   For an appointment, call the UWC at 458-1455.


Grading:

Grades will be given in accordance with the standard university system:

Excellent is 90-100, the letter being A;
Good is 80-89, the letter being B;
Satisfactory is 70-79, the letter being C;
Passing but not satisfactory is 60-69, the letter being D;
Failing is 0-59, the letter being F.

The calculation of the final course grade will be as follows:
First and second exams.............................................................................20% each, totaling 40%
Three papers on witchcraft, slavery, and the battle of Gettysburg........10% each, totaling 30%
Final comprehensive exam.......................................30%

 

Make-up Exams:

Make-up exams will be given to only students with authorized absences. Students must notify Dr. Baum or the Department of History by the end of the next working day after the absence in order to ensure full rights to take the make-up exam. Students are responsible for providing satisfactory evidence to the instructor within one week of their returns from being absent to substantiate the reason for missing the exam.  Discussion of university-approved excuses is found in "Student Rules at Texas A&M University" online (http://student-rules.tamu.edu/rule7.htm), but includes illness, medical appointment, appearing in court, and conflict due to religious holy days listed on the official University calendar.  For any absence to be valid, it must be supported in writing, for instance with a letter from a doctor or clinic, a judge or clerk of court, or the Athletic Department if a student is on a team that represents the University at a sporting event. Unless otherwise arranged, all make-up exams will be given on December 6 (Thursday) 2:20 - 3:35 p.m. in Glasscock Building 206.
 

Class Attendance:

Attendance is an individual student responsibility. Because class lectures do not merely repeat material in the reading assignments, regular attendance and note-taking in class is highly recommended. For the sole purpose of helping the instructor learn names of students, monitor examinations, and pass back exams, a seating chart will be made for all students enrolled in the class. By the end of the first week of class, students should be occupying the seat of their choice.

Office Hours:

Dale Baum: 210-A Melbern G. Glasscock Building
Tuesdays and Thursdays: 12:30 - 2:15 p.m. and 3:45 - 4 p.m. or by appointment.
Telephone: 845-7184. Or messages for me may be left at: 845-7151. Or if the matter is urgent, you may call me at my home: 695-1132.
Email: d-baum@tamu.edu
Homepage: http://www.tamu.edu/baum/

Academic Integrity Statement and Requirements

“An Aggie does not lie, cheat, or steal or tolerate those who do.” For additional information about the Aggie Honor Code, go to the Honor Council Rules and Procedures on the web: http://www.tamu.edu/aggiehonorncil. By signing your name on the Blue Books passed out during examinations and at the very bottom of the last page of the ribbon copy of all three paper assignments, you will be, in effect, pledging to the following statement: "On my honor, as an Aggie, I have neither given nor received unauthorized aid on this academic work."

Students with Disabilities:

The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Department of Student Life, Services for Students with Disabilities in Cain Hall, or call 845-1637.


Special Requests:

Your classmates will appreciate your coming to class on time, turning off your cell phone, bringing no more food or beverages into the classroom than absolutely necessary, and refraining from using tobacco products in class.

Tips on Taking Essay Examinations:

Even if you have prepared properly for an essay exam, your problems are not over. You must stay calm enough to remember what you studied, you must understand the question, you must answer it directly and fully, and you must not run out of time. None of this is easy, but here are a few pointers to follow until you gain the experience to overcome these problems.Remember: A well-written essay answer is a combination of (1) adequate knowledge of the subject (2) clear-thinking about the points to be covered (3) complete understanding of the question, and (4) well-constructed sentences.

Lecture Outline:

THE NEW WORLD ENCOUNTERS THE OLD
I. THE FIRST EUROPEAN "DISCOVERY" 1. LEIF ERICSSON AND THE VIKINGS (NORSEMEN) 2. MEDIEVAL EUROPE (AGE OF FEUDALISM)II. THE RISE OF MODERN EUROPE 1. TRADE WITH THE FAR EAST: COMMERCIAL CAPITALISM & THE BOURGEOISIE 2. ALLIANCE BETWEEN THE KINGS AND MERCHANTS: RISE OF NATION-STATES 3. THE RENAISSANCE: REVOLUTION IN THOUGHT AND COMMUNICATION 4 NEW TECHNOLOGY: ASTROLABE, SHIP DESIGN, & CANONIII.NATIVE AMERICAN PEOPLES AT THE TIME OF COLUMBUS 1. CONCEPT OF "INDIAN" AS AN INTELLECTUAL WEAPON 2. PROBLEMS OF STUDYING INDIAN SOCIETIES 3. REMARKABLE DIVERSITY OF INDIAN CULTURES A. SPANISH CONQUEST OF THE AZTECS, INCAS, AND MAYAS B. NORTH AMERICAN INDIANS C. THE DEMOGRAPHIC DISASTERIV. THE BACKGROUND OF ENGLISH COLONIZATION: POINTS OF CONTRAST WITH SPAIN 1. TREATY OF TORDESILLAS {1494} 2. JOHN CABOT 3. ENCLOSURE MOVEMENT & PROTESTANT REFORMATION: SURPLUS POPULATION & RELIGIOUS MISFITS 4. ROANOKE {1585}: SIR WALTER RALEIGH 5. JOINT STOCK COMPANIES 6. IRELAND AS THE MODEL FOR ENGLISH COLONIZATION

THE OLD WORLD COMES TO AMERICA
I. VIRGINIA: THE CREATION OF A COLONIAL SLAVEHOLDING SOCIETY A. INITIAL EXPECTATIONS 1. ROUTE TO FAR EAST 2. GOLD AND SILVER 3. INDIANS WOULD DO ALL WORK 4. A PERFECT REPLICATION OF BRITISH SOCIETY B. REALITIES: SQUALOR, STRUGGLE, AND FAILURE 1. JAMESTOWN & CAPTAIN JOHN SMITH {1607-1609} 2. SEVEN-YEAR PUBLIC JOINT STOCK COMPANY {1609-1616} 3. "HEADRIGHTS," PRIVATE PLANTATIONS, & UNCONTROLLED EXPANSION {1616-1624} C. A NEW WAY OF LIFE: TOBACCO & SLAVERY {after 1624} 1. THE NEW LEADERS 2. TOBACCO: "A NOXIOUS WEED" 3. INDENTURED SERVITUDE 4. RACIAL AND CHATTEL SLAVERY a. STATUS OF THE FIRST BLACK AFRICANS b. THE ATLANTIC SLAVE TRADE c. EVOLUTION OF THE "SLAVE CODES" d. ECONOMIC FACTORS: THE VALUES OF LABOR AND LAND e. PSYCHOLOGICAL FACTORS: WHITE ANXIETIESII. MASSACHUSETTS BAY A. PILGRIMS AND PURITANS: SEPARATING AND NON-SEPARATING CONGREGATIONALISTS B. JOHN WINTHROP'S "CITY UPON A HILL" C. THE NATURE OF THE PURITAN SETTLEMENTS D ANNE HUTCHINSON VERSUS THE PURITAN ESTABLISHMENT 1. JUSTIFICATION RATHER THAN SANCTIFICATION 2. WERE THE MINISTERS UNDER A COVENANT OF GRACE? 3. ANNE HUTCHINSON AS A "PERFECT PURITAN" 4. THE POLITICAL NATURE OF HER TRIAL 5. ANTINOMIANISM AS AN ANTI-CLIMAXIII. OTHER SETTLEMENTS A. MARYLAND: A REFUGE FOR CATHOLICS: THE CALVERT FAMILY (LORDS BALTIMORE) B. CAROLINAS: A ROYAL REWARD (FUNDAMENTAL CONSTITUTION FOR CAROLINA) C. PENNSYLVANIA: A HOLY EXPERIMENT (WILLIAM PENN'S FRAME OF GOVERNMENT) D. GEORGIA: DEFENSE AND PHILANTHROPY (GEN. JAMES OGLETHORPE) E. NON-ENGLISH SETTLEMENTS & IMMIGRANTS 1. NEW DELAWARE 2. NEW NETHERLANDS 3. FRENCH HUGUENOTS, GERMANS, AND SCOTCH-IRISH

COLONIAL SOCIETY
I. PROVINCIAL AMERICA: THE 17TH CENTURY A. DEMOGRAPHIC CHARACTERISTICS 1. LOWER WORKING CLASSES 2. A MOBILE AND YOUTHFUL POPULATION 3. LOW DEATH RATES, ALTERED SEX RATIOS, AND HIGH GROWTH RATES B. ECONOMIC INSTABILITY 1. NEW ENGLAND--ATLANTIC TRADE 2. CHESAPEAKE REGION--CONSIGNMENT SYSTEM C. RELIGIOUS INSTABILITY 1. DEBASEMENT OF THE ANGLICAN CLERGY 2. THE HALFWAY COVENANT {1662} 3. SALEM WITCHCRAFT TRIALS D. SOCIAL INSTABILITY 1. SUMPTUARY LAW OF 1651 2. RISE OF NATIVE OR LOCAL ELITES 3. SOCIAL STRAIN--BACON'S REBELLION IN VIRGINIA {1676}II. AMERICAN COLONIAL SOCIETY IN THE 18TH CENTURY A. THE NEW POPULATION 1. SCOTCH IRISH [ULSTERMEN] 2. GERMANS [S.W. GERMANY] 3. AFRICANS--THE STONO REBELLION {1739} B. THE ECONOMY: WIDESPREAD FREEHOLD TENURE C. RELIGION: THE GREAT AWAKENING D. POLITICS AND GOVERNMENT 1. THE COLONISTS' BELIEFS a. COLONIAL GOVERNMENTS=REPLICAS OF BRITISH SYSTEM b. MIXED MODEL OF GOVERNMENT 2. REASONS FOR STABILITY OF BRITISH GOVERNMENT a. ISSUES RESOLVED: CROWN'S AUTHORITY & CHURCH AND STATE b. THE "INVISIBLE" CONSTITUTION: ROTTEN BOROUGHS, RESTRICTED ELECTORATE, & PATRONAGE 3. INSTABILITY OF COLONIAL GOVERNMENT a. ABSENCE OF STABILIZING FACTORS b. "BRAWLING FACTIONALISM"

MOVING TOWARD INDEPENDENCE
A. A TRADITION OF "SALUTARY NEGLECT" 1. THE BOARD OF TRADE AND THE PRIVY COUNCIL 2. MERCANTILISM: THE TRADE AND NAVIGATION ACTS a. NAVIGATION ACT OF 1660 b. STAPLE ACT OF 1663 c. LAW OF 1673 B. LONG-IGNORED ECONOMIC PROBLEMS 1. TRADE DEFICIT WITH BRITAIN--MOLASSES ACT OF 1733 2. COLONIAL MANUFACTURING--IRON ACT OF 1750 3. ABSENCE OF SPECIE--CURRENCY ACT OF 1751 C. CULTURAL SELF-CONSCIOUSNESS 1. THE EUROPEAN ENLIGHTENMENT 2. BENJAMIN FRANKLIN AND PENNSYLVANIA D. ANTAGONISMS GENERATED BY WAR EFFORTS 1. WAR OF JENKINS'S EAR--CARTAGENA 2. KING GEORGE'S WAR--LOUISBOURG AND "CRIMPING" 3. FRENCH AND INDIAN WAR a. WILLIAM PITT b. HUGE WAR DEBTS AND LARGE PROFESSIONAL ARMIES c. "WRITS OF ASSISTANCE" E. COLONIAL SOCIAL STRUCTURE 1. "GENTLE" VERSUS "SIMPLE" PEOPLE 2. DEFERENCE TO ONE'S "BETTERS" 3. LOYALTY AND INFLUENCE IN A "PATRONAGE" SOCIETY F. COSTS AND BENEFITS OF THE EMPIRE BEFORE 1763 G. BRITISH ATTEMPTS TO RE-ORGANIZE THE EMPIRE AFTER 1763 1. THE WRITS OF ASSISTANCE 2. GEORGE GRENVILLE'S MINISTRY a. PROCLAMATION LINE OF 1763 b. SUGAR ACT OR REVENUE ACT OF 1764 c. STAMP ACT d. QUARTERING ACTS {1765 & 1766} AND CURRENCY ACT OF 1764 3. DECLARATORY ACT {1766} 4. TOWNSHEND ACTS OR REVENUE ACTS OF 1767 H. PATRIOT IDEOLOGY: "A CONSPIRACY AGAINST LIBERTY" 1. REAL OR "RADICAL" WHIG OPPOSITION: DISSENTING ENGLISH POLITICAL THOUGHT 2. JOHN LOCKE AND THE RIGHT TO REBEL 3. THE BOSTON MASSACRE 4. THE TEA ACT 5. INTOLERABLE ACTS AND QUEBEC ACT 6. THE FIRST CONTINENTAL CONGRESS {1774} 7. LEXINGTON AND CONCORD

THE REVOLUTION
I. THE WAR FOR AMERICAN INDEPENDENCE A. THE BALANCE OF FORCES B. THE SECOND CONTINENTAL CONGRESS C. EARLY BATTLES 1. BREED'S HILL [BUNKER HILL] 2. FORT TICONDEROGA 3. THE WAR IN THE SOUTH D. TURNING POINTS 1. INDEPENDENCE DECLARED: THOMAS PAINE'S COMMON SENSE 2. SARATOGA AND THE FRENCH ALLIANCE E. THE ARTICLES OF CONFEDERATION 1. LAND ORDINANCE OF 1785 2. NORTHWEST ORDINANCE OF 1787II. HOW "REVOLUTIONARY" WAS THE AMERICAN REVOLUTION? A. EXTENT OF SOCIAL AND ECONOMIC CHANGE 1. CLASS WAR? 2. REDISTRIBUTION OF PROPERTY? B. HOW DID THE REVOLUTION CHANGE AMERICA? 1. ABOLISHMENT OF SLAVERY IN THE NORTH 2. BETTER TREATMENT FOR LAWBREAKERS 3. HOPES OF WOMEN 4. THE NEW POLITICS a. CALLING OF CONSTITUTIONAL CONVENTIONS b. NEW STATE CONSTITUTIONS c. "REPUBLICANISM" [REPRESENTATIVE DEMOCRACY] 5. ATTACK ON LEGAL PRIVILEGES a. DISESTABLISHMENT OF THE ANGLICAN CHURCH IN VIRGINIA b. ENTAIL AND PRIMOGENITURE c. ROYAL RESTRICTIONS ON LAND

THE ORIGINS OF THE CONSTITUTION
I. THREE INTERPRETATIONS A. 1781 TO 1789 AS A "CRITICAL PERIOD" B. SELFISH BONDHOLDERS? C. WRITTEN BY POPULAR DEMANDII. DOMESTIC CIRCUMSTANCES IN THE 1780S A. AGRICULTURE 1. LOSS OF MARKETS 2. FALLING PRICES 3. MISSISSIPPI RIVER CONTROLLED BY SPAIN B. COMMERCE 1. DECLINE IN PER CAPITA EXPORTS 2. FOREIGN DOMINATION OF COASTAL TRADE C. INDUSTRY: TARIFF PROBLEMS D. PUBLIC AND PRIVATE CREDITORS E. NATIONALISM F. CONFEDERATION FINANCESIII. FOREIGN AFFAIRS IN THE 1780S A. BRITAIN B. SPAIN C. BARBARY STATESIV. THE PHILADELPHIA CONSTITUTIONAL CONVENTION A. DANIEL SHAYS' REBELLION B. THE FRAMERS AND THEIR TASK: A BUNDLE OF COMPROMISES 1. THE GREAT COMPROMISE 2. "THREE-FIFTHS" COMPROMISE C. RATIFICATION 1. "FEDERALISTS" VERSUS "ANTI-FEDERALISTS" 2. THE FEDERALIST PAPERS

THE FIRST PARTY SYSTEM
I. ISSUES DIVIDING THE NEW NATION A. ALEXANDER HAMILTON'S THREE REPORTS 1. ON THE PUBLIC CREDIT 2. ON A NATIONAL BANK 3. ON MANUFACTURING B. THOMAS JEFFERSON'S APPEAL 1. THE AGRARIAN MYTH 2. ANTI-ELITISM 3. DISTRUST OF STRONG CENTRALIZED GOVERNMENT C. RELATIONS WITH EUROPE 1. THE FRENCH REVOLUTION 2. "CITIZEN" GENET 3. THE JAY TREATY D. RELIGIOUS DIVISIONS 1. EPISCOPALIANS AND CONGREGATIONALISTS 2. "DISSENTING" DENOMINATIONS: METHODISTS, BAPTISTS, & CATHOLICS 3. NONCHURCHGOERS, AND DEISTS (FREETHINKERS) E. THE WHISKEY REBELLION 1. WESTERN DISLIKE OF WASHINGTON AND HAMILTON 2. THE PINCKNEY TREATY F. THE ALIEN AND SEDITION ACTS AND THE "REVOLUTION OF 1800"

THE JEFFERSONIANS IN OFFICE
A. PRESIDENT THOMAS JEFFERSON 1. "INFORMAL" GOVERNMENT 2. FEDERALIST LEGISLATION REPEALED 3. ATTACK ON FEDERALIST OFFICEHOLDERS: MARBURY V. MADISON B. JEFFERSONIAN POLICY AND FOREIGN AFFAIRS 1. THE LOUISIANA PURCHASE {1803} --LEWIS & CLARK 2. THE "ESSEX JUNTO" --AARON BURR 3. NEUTRAL RIGHTS ONCE MORE --USS CHESAPEAKE 4. EMBARGO ACT OF 1807 C. PRESIDENT JAMES MADISON 1. WESTERN TROUBLES --TECUMSEH 2. THE WAR OF 1812 a. PEACE OF GHENT {1815} b. ANDREW JACKSON AND THE BATTLE OF NEW ORLEANS

THE AMERICAN ECONOMIC MIRACLE
I. PRODUCTIVE FACTORS A. NATURAL RESOURCES B. LABOR C. SKILL AND TECHNOLOGY D. GROWING MARKETS--"Economies of Scale" E. CAPITAL F. FUTURE PREFERENCE G. BANKS AND CORPORATIONS H. GOVERNMENT ACTION--"Social Overhead Capital"II. THE INTER-REGIONAL PATTERN OF TRADE A. LAW OF COMPARATIVE ADVANTAGE B. THE SOUTH--"KING COTTON" (ELI WHITNEY'S COTTON GIN) C. COTTON AS THE MAJOR EXPANSIVE FORCE IN THE U.S. ECONOMY D. THE WESTERN STATES--GRAINFIELDS AND FOODSTUFFS (CYRUS McCORMICK'S REAPER) E. THE NORTHEAST--BANKING AND INDUSTRY (FRANCIS CABOT LOWELL'S TEXTILE MILLS) F. IMPROVEMENTS IN TRANSPORTATION 1. ROBERT FULTON'S STEAMBOAT 2. THE CUMBERLAND ROAD 3. ERIE CANALIII. THE SOCIAL IMPACT OF ECONOMIC GROWTH A. ECONOMIC INEQUALITY B. EXPECTATIONS

JACKSONIAN DEMOCRACY
I. THE ERA OF GOOD FEELINGS A. THE VIRGINIA DYNASTY B. FOREIGN AFFAIRS 1. ACQUISITION OF FLORIDA: ADAMS-ONIS TREATY 2. THE MONROE DOCTRINEII. JACKSON'S RISE TO POWER A. DEMOCRATIC REFORMS IN THE STATES B. THE 4-WAY PRESIDENTIAL RACE OF 1824 C. MARTIN VAN BUREN AND THE TARIFF OF ABOMINATIONS D. JACKSON'S ELECTION IN 1828III. "KING ANDREW" AND HIS WHIG OPPONENTS A. THE SPOILS SYSTEM B. NULLIFICATION CRISIS: JOHN C. CALHOUN AND SOUTH CAROLINA'S ORDINANCE OF NULLIFICATION C. INDIAN POLICY: THE TRAIL OF TEARS D. ATTACK ON THE U.S. BANKIV. THE SECOND PARTY SYSTEM TAKES SHAPE A. EFFECT OF VAN BUREN'S CANDIDACY IN 1836 B. THE 1840 ELECTION: HARRISON DEFEATS VAN BUREN C. WHIGS VERSUS DEMOCRATS: SIMILARITIES: 1. NONIDEOLOGICAL 2. TRULY NATIONAL IN SCOPE 3. WELL-ORGANIZED 4. MASS FOLLOWINGS D. WHIGS VERSUS DEMOCRATS: DIFFERENCES: 1. THE PIETISTIC-LITURGICAL CONTINUUM IN THE NORTH 2. ETHNIC DIFFERENCES 3. NEGATIVE REFERENCE GROUP THEORY 4. DIFFERENCES BETWEEN SOUTHERN WHIGS AND SOUTHERN DEMOCRATS

THE MEXICAN WAR AND EXPANSIONISM
I. THE TEXAS REVOLUTION: A. PROBLEMS IN ANGLO-MEXICAN RELATIONS: SLAVERY, TRADE, AND IMMIGRATION B. TERRITORIAL DESIGNS OF THE UNITED STATES: MINISTERS POINSETT AND BUTLER C. THE LAW OF APRIL 6, 1830 D. "CENTRALISTS" VERSUS "FEDERALISTS" 1. ANTONIO LOPEZ DE SANTA ANNA 2. THE ALAMO, GOLIAD, SAN JACINTO 3. DESTRUCTION OF THE TEJANO-ANGLO ALLIANCE: LORENZO DE ZAVALA AND JUAN SEGUINII. TEXAS ANNEXATION A. THE TEXAS REPUBLIC: "A Federalist State in Rebellion"/Debts/Slavery 1. WHIGS AND DEMOCRATS AVOID THE TEXAS ISSUE 2. BRITISH INFLUENCE IN TEXAS INCREASES B. TYLER-WALKER SECRET PLAN 1. ANTI-BRITISH PROPAGANDA & PACIFIC PORTS 2. LINKING ISSUE OF OREGON WITH TEXAS 3. CALHOUN'S MISTAKE AND THE DEFEAT OF THE ANNEXATION TREATY C. THE 1844 ELECTION 1. POSITIONS OF CLAY (Whig) AND VAN BUREN (Dem.) 2. "DARK HORSE" CANDIDATE JAMES K. POLK (Dem.) 3. "THE RE-OCCUPATION OF OREGON AND THE RE-ANNEXATION OF TEXAS" 4. MANIFEST DESTINY 5. WHIG DEFECTIONS IN NEW YORK: THE LIBERTY PARTY D. ANNEXATION BY JOINT RESOLUTION: CONDITIONS 1. REFERENDUM 2. FIVE-STATE OPTION 3. MISSOURI COMPROMISE 4. BOUNDARY ADJUSTMENTS LEFT TO U.S. GOVERNMENTIII. THE MEXICAN WAR {1846-1848} A. THE PRETEXT: THE TREATY OF VELASCO {1836} B. ZACHARY TAYLOR, WINFIELD SCOTT, AND THE TEXAS RANGERS C. THE TREATY OF GUADALUPE HIDALGO {1848}: THE TEXAS-NEW MEXICO BOUNDARY DISPUTE D. REFLECTIONS: THE UNITED STATES AS A "PEACEFUL BELLIGERENT"

AMERICANS BEFORE THE CIVIL WAR
I. AMERICAN CHARACTER AND THE FRONTIER: MIDWESTERN EGALITARIANISMII. IMMIGRANTS A. IRISH AND GERMAN NEWCOMERS B. NATIVISM [ANTI-FOREIGN SENTIMENT] C. ANTI-CATHOLICISM D. "NO IRISH NEED APPLY"III. FREE BLACKS A. BIGOTRY B. SEGREGATION C. DENIAL OF CIVIL RIGHTSIV. WOMEN A. "CIVIL DEATH" AND LEGAL INFANTS B. ECONOMIC DISCRIMINATION ("WOMEN'S WORK") C. "CULT OF TRUE WOMANHOOD" D. ANTEBELLUM FEMINISM 1. ELIZABETH CADY STANTON 2. THE SENECA FALLS CONVENTION {1848}

THE OLD SOUTH
I. AN UNEXPECTED DIVERSITY A. THE ENVIRONMENT B. SOUTHERN AGRICULTURE C. SOCIAL STRUCTURE OF THE WHITE SOUTH 1. LARGE SLAVEHOLDERS (5%) 2. SMALL SLAVEHOLDERS (20%) 3. NONSLAVEHOLDERS (75%): YEOMAN FARMERS & POOR WHITESII. LIFE UNDER SLAVERYIII. PROFITABILITY OF SLAVERY A. CAPITALIST NATURE OF SLAVERY B. ECONOMIES OF LARGE SCALE OPERATIONS C. SLAVEHOLDER OPTIMISM D. SLAVERY IN THE CITIES E. RISE IN SOUTHERN PER CAPITA INCOME F. ECONOMIC VIABILITY: IMPLICATIONS FOR CIVIL WAR CAUSATIONIV. THE MYTH OF THE SOUTH AS A "GRACIOUS, CULTURED, AND GENIAL SOCIETY" A. FEAR OF SLAVE REVOLTS: NAT TURNER'S INSURRECTION {1831} B. DEFENSE OF SLAVERY 1. BIBLICAL 2. "SCIENTIFIC" 3. SOCIOLOGICAL: GEORGE FITZHUGH & "MUD SILL" NOTION C. QUIETING THE OPPOSITION D. STIFLING OF ARTISTIC AND INTELLECTUAL GROWTH E. ANTI-DEMOCRATIC THEORY: CALHOUN'S SOLUTION 1. CONCURRENT MAJORITY 2. DUAL PRESIDENCY

THE COMING OF THE CIVIL WAR
I. POLITICALIZATION OF THE SLAVERY ISSUEII. THE DILEMMA OF TERRITORIAL GROWTH A. MISSOURI COMPROMISE {1820} B. TEXAS ANNEXATION C. WILMOT PROVISO {1846} D. FREE SOIL PARTY AND THE 1848 ELECTION E. THE COMPROMISE OF 1850III. RISE OF THE REPUBLICAN PARTY A. ENFORCEMENT OF THE FUGITIVE SLAVE ACT {1850} B. THE STATUS OF SLAVERY IN THE WESTERN TERRITORIES C. KANSAS-NEBRASKA ACT {1854} D. [The Know-Nothing Interlude] E. GUERRILLA WAR IN KANSAS F. BROOKS-SUMNER INCIDENT G. THE 1856 ELECTION H. DRED SCOTT CASE & LECOMPTON CONSTITUTIONIV. THE IDEOLOGY OF THE REPUBLICAN PARTY A. "SLAVE POWER" CONSPIRACY B. INTENT OF THE FRAMERS C. DEFENSE OF NORTHERN SOCIETYV. THE SECESSIONIST MOVEMENT IN THE SOUTH A. JOHN BROWN AND HARPER'S FERRY {1859} B. DOUGLAS DEMOCRATS VERSUS BRECKINRIDGE DEMOCRATS C. POLITICAL REALIGNMENT IN THE SOUTH [1860-1861] D. DECLARATIONS OF CAUSES FOR SECESSION E. SECESSION AS PRE-EMPTIVE COUNTER-REVOLUTION

THE CIVIL WAR
I. THE NORTH AND THE SOUTH A. THE BALANCE OF FORCES B. BULL RUN: AN ANTIDOTE TO NORTHERN CONFIDENCE C. LINCOLN'S EARLY COMMANDERS: MCCLELLAN AND GRANT D. UNION WAR STRATEGY 1. "ON TO RICHMOND" 2. ANACONDA PLAN: A WAR OF ATTRITION 3. THE DIPLOMATIC WARII. INCREASES IN THE POWER OF THE FEDERAL GOVERNMENT A. CONSCRIPTION (THE DRAFT) B. TAXATION, BANKING, AND CURRENCY C. TRANSPORTATION: PACIFIC RAILROAD ACT OF 1862 D. GOVERNMENT BECOMES "BIG BUSINESS" E. GOVERNMENT AND AGRICULTURE 1. DEPARTMENT OF AGRICULTURE 2. MORRILL LAND GRANT COLLEGE ACT 3. HOMESTEAD ACTIII. THE THIRD (OR CIVIL WAR) PARTY SYSTEM A. REPUBLICANS VERSUS DEMOCRATS B. THE 4 GREAT ISSUES OF THE WAR 1. A GOVERNMENT-CONTROLLED CURRENCY ("GREENBACKS") 2. THE DRAFT 3. DIRECT TAXATION 4. EMANCIPATION a. LINCOLN'S EMANCIPATION PROCLAMATION b. REASONS FOR ISSUANCEIV. FACTORS THAT CAUSED THE SOUTH'S DEFEAT A. FAILURE OF "COTTON DIPLOMACY" B. THE UNION BLOCKADE C. WEAKNESSES OF THE CONFEDERATE GOVERNMENT D. BLACK SOLDIERS IN THE UNION ARMYV. WARTIME POLITICS IN THE NORTH A. LINCOLN'S 10% PLAN B. WADE-DAVIS BILL C. ELECTION OF 1864: LINCOLN (Rep.) VERSUS MCCLELLAN (Dem.)

RECONSTRUCTION
I. PRESIDENTIAL ("JOHNSONIAN") RECONSTRUCTION {1865-1867} A. ANDREW JOHNSON AND RECONSTRUCTION AS RECONCILIATION B. THE "BLACK CODES" C. WHITE REACTIONARIES AND CONSERVATIVES IN CONTROL D. REPUBLICAN AND NORTHERN DISILLUSIONMENT WITH JOHNSONII. CONGRESSIONAL ("RADICAL") RECONSTRUCTION {1867-1876} A. U.S. CONGRESS VERSUS PRESIDENT JOHNSON 1. FREEDMEN'S BUREAU 2. CIVIL RIGHTS ACT OF 1866 3. FOURTEENTH AMENDMENT 4. 1866 "OFF-YEAR" ELECTIONS (THE NEW ORLEANS MASSACRE) 5. FIRST RECONSTRUCTION ACT OF 1867 6. UNSUCCESSFUL IMPEACHMENT B. THE EXPERIENCE OF CONGRESSIONAL RECONSTRUCTION 1. THE MYTH OF "BLACK RECONSTRUCTION" 2. ACCOMPLISHMENTS OF THE SOUTHERN REPUBLICAN GOVERNMENTS a. CIVIL AND POLITICAL RIGHTS FOR AFRICAN-AMERICANS b. RATIFICATION OF THE 14TH AND 15TH AMENDMENTS c. FREE TAX-SUPPORTED PUBLIC SCHOOLS d. ESTABLISHMENT OF THE AGRICULTURAL AND MECHANICAL COLLEGE OF TEXAS (1871) d. RE-DISTRICTING, PRISON REFORM, WOMEN'S RIGHTS, INTERNAL IMPROVEMENTS, & FRONTIER DEFENSE C. THE WHITE CONSERVATIVE COUNTER-REVOLUTION AGAINST CONGRESSIONAL RECONSTRUCTION 1. WHITE TERRORISM: THE KU KLUX KLAN 2. "REDEEMERS" AND WHITE LEAGUERS 3. THE MISSISSIPPI PLAN OF REDEMPTION: DESTRUCTION OF REPUBLICAN PARTY VOTER COALITIONS a. PHYSICAL INTIMIDATION b. ECONOMIC COERCION c. SOCIAL OSTRACISMIII. REFLECTIONS ON RECONSTRUCTION: SOME LIMITS TO CHANGE 1. LAISSEZ-FAIRE 2. SEPARATION OF POWERS ("CONSTITUTIONALISM") 3. REPUBLICAN FACTIONALISM 4. RACISM



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