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BROOKLYN COLLEGE, FALL 2013

History 3401-TR2

“American Pluralism to 1877"
T/Th, 2:15-3:30 p.m., Room 504 Whitehead
Jocelyn Wills
1127C, Boylan Hall
E-mail: jwills@brooklyn.cuny.edu
http://www.brooklyn.cuny.edu/pub/Faculty_Details5.jsp?faculty=603
Office Hours: T & Th, 5:00-6:00 p.m.; and by appointment

COURSE DESCRIPTION:
This course explores the history of the United States from 1492 through 1877. Taking a transnational
approach to American history, we will examine the development of the United States within a larger global
context. The emergence and development of the American nation did not occur in isolation; rather, the
birth and evolution of the United States took place under the influence of much broader international
cultural, economic, political, and social events and processes. The creation and expansion of European
capitalism connected the American colonies to Europe, Africa, and the rest of the globe, setting in motion
cultural contact, conflict, and exchange, and a wider circulation of trade, goods, ideas, and people both free
and slave. Transnational developments and movements also created the context for ideas about liberty and
equality that ultimately pushed American colonists toward revolution, independence, and nation-building
efforts of their own. And international slavery and abolitionist movements ultimately paved the way for the
nation’s first Constitutional crisis and attempts to reconstruct the United States following a bloody, fouryear civil war. All of these transformations shaped the everyday lives of people from various social ranks
and geographical settings, all the while revealing transformations, crises, and continuities in production and
consumption, class, ethnic, gender, and race relations, politics, and belief systems as various actors
struggled for dignity, human rights, equality, and autonomy.
We will focus on six major topics and eras: the Atlantic World and the North American
Colonization Project, including the Americas on the eve of European “discovery,” the collision of Europe,
the Americas, and Africa, European competition in the New World, and the expansion of capitalism and
slavery; Colonial North America, including European confrontations with the indigenous peoples of the
Americas, the development of North American culture in diverse geographical settings and through
immigration and forced migration, urban-rural settlement, political debate, class conflict, reform movements, and shifting relationships between American colonists and their European counterparts; the
International Context of the American Revolution and Early Republic, including historical connections between the American Revolution and larger global developments, European foundations for the
Constitution of the United States of America, and the influence of the Haitian Revolution on debates over
slavery in the United States; Jacksonian America Within a Transnational Perspective, including the
influence of global developments on domestic policy, economic development, immigration and migration,
ideas about race, class, and gender, and international relations; Nineteenth-Century Capitalism, Domestic Economic Development, and the Expansion of Slavery, including territorial expansion, the boombust nature of the global economy, the influence of international abolitionism, and the expanding importance of the global market in cotton; and Civil War and Reconstruction, including armed conflict as part

and economic development as central to American identity formation. views.History 3401-TR2 “American Pluralism to 1877"–Fall 2013 Page 2 of nation. We will then turn our attention to specific moments in time. women. By exploring the challenges that Americans faced from the vantage point of the diverse actors who built the nation from sparsely populated outposts in 1492 to a major international empire-in-the-making through 1877. the importance of change over time. performed.and empire-building projects. processes. and writing skills as we seek to understand the complexity of the historical events. We will also explore the dreams. We will focus as much on the desires and everyday experiences of ordinary people as on the nation’s leaders. that shaped the American experience and the historical actors who lived. intellectual. influenced. and the nervous conditions that continue to flow from unending competition and the living-to-work and livingto-keep-up mentalités that have come to dominate American society. from a variety of cultural. It is also about pluralism–the diversity of people. and the historical actors who attempted to influence. reading. and children from various places and positions in society attempted to influence events while working out their daily lives and struggles over time. the vicissitudes of downward mobility and unequal opportunities. illusions. We will begin our journey together by reviewing the basic plotline of American history through 1877. political. myths. as much on consensus as conflict. The history of the American people is more than the sum of the extraordinary political (and military) events that shaped the life of the nation. and/or survive that history to develop an appreciation for understanding the content of and contexts for historical developments and interpretations to enhance analytical abilities (through exposure to and deconstruction of written. and stands–and how men. processes. and as much on continuity as change itself. reading. and social vantage points to understand both historical as well as interdisciplinary contexts. examining both primary as well as secondary sources to see the ways in which different actors have interpreted the American experience. economic. structures. and audio sources to recognize multiple perspectives and opposing viewpoints. succeed in. and presented its history over time. including those associated with nation-building. this course seeks to enhance your critical thinking. the “going-to-smash” side of financial booms and busts. as much on the forces of social and economic change as intellectual and political change. the rules of collecting and employing evidence (both secondary and primary). visual. REGULAR ATTENDANCE REQUIRED. and how the present informs historical research and understanding . and structures that shaped American history from 1492 to 1877. and writing skills (through class discussions and writing assignments) to make sense of the historical events. THOUGHTFUL AND INFORMED PARTICIPATION BASED ON READING AND ACTIVE ENGAGEMENT ESSENTIAL Course Objectives: T T T T T T to improve critical thinking. and realities that shaped the American experience.

Christopher Columbus and the Enterprise of the Indies: A Brief History with Documents (Bedford/St. You Should Improve Your Abilities to: G G G G G G G G G G G see how events and processes that occur in the United States connect to events and processes outside national borders. intellectual. Volume I: to 1877. identify and understand the difference between “facts” and interpretations of American history. recognize divergent perspectives on the American past and contemporary experiences by improving abilities to identify and analyze historical problems from a variety of viewpoints. and social practices to encourage respect for intellectual and cultural diversity Learning Outcomes–By the End of the Semester. Boyer. trace specific developments in American domestic and foreign affairs between 1492 and 1877. ideological. 3rd Ed. read and comprehend primary and secondary sources. . containing excerpts from various sources (all available as PDFs on our Course Website. The Exchange Artist: A Tale of High-Flying Speculation and America’s First Banking Collapse (Penguin Books. political. political. identify the synergies between the market economy and American cultural. political. the relationship between the American colonies and imperial rivalries. and social events and movements at home and abroad. (Cengage Learning. A Slave (Avon.and empire-building during the 19th century. sought to influence. 2013). apply historical knowledge better to understand current cultural.History 3401-TR2 “American Pluralism to 1877"–Fall 2013 T T Page 3 to appreciate the connections between economic structures and cultural. New York Burning: Liberty. Required Reading: Paul S. and the ways in which diverse inhabitants of what became the United States reacted to. 2012) Geoffrey Symcox and Blair Sullivan. historical stage. 1999) American Pluralism: Course Pack. although the 2004 edition is much cheaper and very similar to the later edition Jill Lepore. History. and/or navigated change. 2005) John Hollitz. 2008) Melton Alonzo McLaurin. which you will be able to access after September 4. 2006) Jane Kamensky. ideological. explain and defend/refute historical arguments. Martin’s. Thinking Through the Past: A Critical-Thinking Approach to U. economic. develop and use research skills. and Conspiracy in Eighteenth-Century Manhattan (Vintage. recognize both the benefits as well as the shortcomings of the American experience. American History: A Very Short Introduction (Oxford University Press. including the creation of the Atlantic World and global competition for resources (including human ones). Slavery. and social practices. Celia. nation. capitalism and slavery. and see yourself as an actor–whether active or passive–on the global. 2004)–you can buy the 2004 or 2009 edition.S.

every discussion matters. and what you can hope to accomplish with that degree. and far too many students imperil their GPAs by skipping class because they did not complete an assignment on time. the syllabus places on you the responsibility for clearing up (sooner rather than later) any questions or doubts you might have about course requirements. you have joined a community of other students. . and shared perceptions and wisdom. but remember: there are NO substitutes for the assigned readings. and quality of performance. Moreover. as well as to know and understand what it says. correlate directly with your own efforts and your engagement with the content and sources assigned for class. # Brooklyn College expects you to attend every class. In addition to letting down the rest of your colleague. # You need to complete each week's reading assignments BEFORE we meet that week. I expect you both to read it. Recording Thoughts on Weekly Readings Short. so I can make the necessary accommodations for you. Do not fall into that trap. but they can never take away what we learn. If you need assistance.History 3401-TR2 “American Pluralism to 1877"–Fall 2013 Page 4 Course Requirements: T T T T Class Preparation and Thoughtful Participation Journal. doing the assigned reading. no substitute for attending class. You can send me e-mail as well. In-Class (and unannounced) Writing Assignments and Mid-Term Examination Final Take-Home Examination 15% 15% 30% 40% Course Expectations: # This syllabus constitutes one of the materials for the course. In addition. let me know in advance if you fall under Title I. And always let me know if you have an emergency that makes attendance or work submissions problematic. the knowledge we gain through educational effort. or raise your concerns in class. If you find yourself struggling with readings. The quality of your degree. If you do not raise an issue or ask a question in class. I cannot help you in an emergency if I do not know you have encountered one. classroom discussions. Article 5. I base your assignments on both readings as well as discussions in class. and contact me early to avoid last-minute panic attacks. we will all miss your comments and insights. Academic experience also shows a direct correlation between attendance. and I share those expectations. or send an e-mail. Section 224-a of the New York State Education Law regarding nonattendance because of religious beliefs. please visit me during office hours. I need to know that so that we can find a way to get you the texts you require to learn about the topics we will explore. you will learn it soon. During our time together. stop by during office hours. we will all notice it. If you take a day off. I endeavor to answer all e-mail within 48 hours. Write and visit often. make an appointment. please see me after class. send me e-mail. thoughtful and critical reflection. If finances are getting in the way of your reading. If you have not learned that already. bosses and creditors can take away our jobs and money. A degree is not a degree is not a degree. or make an appointment. so we can discuss your concerns. for every class matters. you can see me after class. As your contract for the course. or writing assignments. all of whom depend upon your preparation and participation in class. You should also adopt the policy that you must attend every class (even if you have not completed the reading or a written assignment due that day). stop by during office hours. so you can participate in class discussions. but want to table one for further discussion.

If you have ANY questions about what constitutes plagiarism. Plagiarism--using other people's ideas and words as your own--is an academic sin that can result in course failure and college dismissal. But on Thursdays. easily documented evidence of the extraordinary circumstances making it impossible for you to complete your work by the due date(s). but you should know that I neither grant individual extensions on assignments nor hand out the dreaded INC (incomplete) grade. meet with me (in person. and which you will employ in your final examination. Inclass assignments and the final examination promise to help you see those phenomena in action. # Make sure to familiarize yourself with Brooklyn College's rules and regulations on. and sign a contract. take-home final examination that will give you the opportunity to showcase your knowledge and insights about the History of American Pluralism through 1877. In addition. you must put your request in writing. films. You should also read the College’s . to improve your competencies as a scholarly thinker. and there are no dumb contributions provided those contributions come from the materials assigned and thoughtful reflection on topics/assignments under consideration. giving you some critical information to guide Thursday discussions on assigned readings for the week. please see me immediately. previous material discussed. for a complete listing of academic regulations. if you need an extension of any kind. # During the course of the semester. I take improvement over time into consideration. I will hand out specific instructions on journal entry assignments for the semester at our September 10th meeting. then. not virtually). you will complete both weekly journal entries on the readings assigned for that week and periodic in-class writing assignments and (if necessary. I will also give you the opportunity to submit multiple drafts of your 10-page final examination (a take-home assignment based upon readings assigned for the semester). I will expect each and every one of you to come prepared to talk and/or write about what you have read. for. indeed. I will give you a copy of the final examination topic/questions for consideration at our October 17th meeting. and on that date we will also discuss how to read more effectively for in-class writing assignments. I base part (15%) of your grade on class discussions. thinking. and questions. perceptions. This strategy really works–it helps you to overcome your shyness. a mid-term examination). Our writing only improves when we do it. force yourself to raise your hand and read one of your statements. issues. so the journal entries seek to help you to improve your writing (and thinking) skills. Every generation rewrites history based upon its own experiences. and your writing assignments. I will plan to lecture on Tuesdays. no matter what happens during class. In-class writing assignments seek to enhance your critical reading. These are “low-stake” (and ungraded) assignments that will help you to build a portfolio of thinking/writing for the semester. If you find participation painful. and will allow you to share important insights with your colleagues. write down two or three things you deem important about what you have read. I also demand legitimate. There are no dumb questions.History 3401-TR2 “American Pluralism to 1877"–Fall 2013 Page 5 # And speaking of shared wisdom. # Read--carefully and thoroughly—the current Brooklyn College Bulletin. and writing skills even further. and to bolster your abilities to integrate secondary and primary sources into a cohesive narrative. When I do offer rare exceptions to such rules. and penalties for plagiarism. as well as a 10-page. try this trick: before class. I know the deleterious influence such policies and grades have on long-term student success. so come prepared each day to participate in the issues raised by readings.

for good. I take improvement over time into consideration. please see me immediately. structure. however. you should strive to do well from the start so you do not find yourself entangled in the "delinquent" dilemma (spending the second half of the semester trying to recover from poor attendance/missed writing assignment due dates). If you have any questions about these policies. Also note: you are responsible for all assigned reading. If a faculty member suspects a violation of academic integrity and. do not attend every class. and note that arriving late will also constitute failure to participate fully). for consistently excellent work. upon investigation. DO NOT plagiarize. . including the fact that “The faculty and administration of Brooklyn College support an environment free from cheating and plagiarism. and most of us practice a zero-tolerance policy. or if the student admits the violation.. you cannot fully participate in discussions.brooklyn. You can find the complete text of the CUNY Academic Integrity Policy and the Brooklyn College procedure for implementing at: http://www. Policy on Absences and Writing Assignments: # Class participation constitutes a substantial part of your grade. unless you can provide an acceptable. We also have more important things to do with our time.cuny. and merits and possible shortcomings. 70-79=C. whether or not we discuss all of its particulars in collective discussions.e. I will hand out an "Evaluation Criteria" sheet and other important grading information at our class meeting on September 10th. ready to engage the readings or film assigned. citing your sources shows that you understand that your ideas flow from a long history of discussion and debate. I will therefore assume everyone will arrive on time. that kind of stink on your transcript will follow you everywhere. main arguments. If you do not do the reading.” Faculty members are very savvy about plagiarism. written excuse (such as a formal letter from your doctor or other evidence of an emergency). for unacceptable university-level work). # If you fail to meet the deadline for writing assignments. 80-89=B. so you have more time to think about what you have read and where those readings fit into larger contexts and historical debates. Besides. During the semester. we know most of the websites from which most students cheat. a gradepoint reduction of approximately 1% per class.History 3401-TR2 “American Pluralism to 1877"–Fall 2013 Page 6 official policies on plagiarism. we will talk about how to read texts more efficiently. or wander in late. confirms that violation. for satisfactory work. The Grading Scale: # I base grades on the standard scale (90-100=A. but not limited to its thesis. suggestions for further research. Each student is responsible for being aware of what constitutes cheating and plagiarism and for avoiding both. 0-59=F. evidence employed. for passable work. 60-69=D. ready to have deep discussions about each reading or film–including. very competent work. the faculty member MUST report the violation.edu/bc/policies. that you have reached a level of maturity in thinking and writing that allows you to give credit where credit is due and to let your own ideas and insights shine through a chain of collective wisdom. I will deduct 5% for each day late (excluding weekends and holidays). which means your participation grade will suffer accordingly (i.

I also put myself through school. Students who have a documented disability (or suspect they have a disability) must register with the Center for Student Disability Services before they can receive disability-related academic accommodations.brooklyn. and resources.edu/pub/departments/magner/.fafsa. you should fill out a Free Application for Federal Student Aid (FAFSA). which houses both a writing as well as a peer tutoring center. and Internship Opportunities You Need to Know About: Whether or not you plan to apply for student loans to help you to defray some of your educational expenses and efforts. the Magner Center for Career Development and Internships. I take seriously your right to know about services on and off campus that can help you to receive the education you deserve while simultaneously meeting your other obligations.gov/). If you want to visit about your . Unfortunately.cuny. you can call 718-951-0544 or send an e-mail inquiry to scholarship@brooklyn. If you have a disability requiring an accommodation. contact the Director of the Center for Student Disability Services at 718-951-5538. and prizes each year. awards. call 718-951-5696. and to prepare you for internship opportunities and part-time employment. and meet obligations to family members and others. you will not qualify for the many needs-based scholarships unless you have registered with FAFSA. I encourage you to avail yourself of these services to enhance your educational experience. arrange for child care. or explore the Center’s offerings at http://www. Once registered. Like other universities across the nation. a federal anti-discrimination statute. services. but I recommend that you visit in person). Brooklyn College awards scholarships and prizes to deserving undergraduate and graduate students. please provide me with the course accommodation form and discuss with me the specific accommodations you require. # Entitlement Programs Students Need to Know About: At Brooklyn College. the legislation requires that Brooklyn College guarantee to all students with disabilities a learning environment that provides for reasonable accommodation of their disabilities. Brooklyn College offers more than 600 of these scholarships. provides comprehensive civil rights protection for persons with disabilities. including the Learning Center (located in 1300 Boylan Hall). consult the current Brooklyn College Bulletin. Scholarship Information. For more information. with many tied to students’ financial needs. Visit Brooklyn College’s Office of Scholarships. and you want to talk about it. and understand some of the complexities involved. visit 1303 James Hall. on line at http://www. no matter how deserving. You should also know that Brooklyn College has an internship office. however.edu. # Brooklyn College offers many academic. remember that you should not consider peer tutoring a substitute for meeting with professors when you have concerns about your assignments. please feel free to visit with me. Do not miss this opportunity. counseling. Magner Center staff can help you to navigate career programs. For more information. # Financial Aid.cuny. Among other things. pay rent. As a result. If you find a scholarship that interests you.ed. we understand (or should understand) that our students must navigate a complex urban environment while simultaneously seeking a high-quality education. including the need to eat. that Brooklyn College students often struggle to balance educational goals with the economic realities of living in New York City. located on the 2nd floor of the West Quad Center (for further information.History 3401-TR2 “American Pluralism to 1877"–Fall 2013 Page 7 Student Services at Brooklyn College: # The Americans with Disabilities Act (ADA). and campus services.

11201). If you reach out to people and they do not help you. NY.m. through 2 p. Also. and written work due dates for the semester follows. including counseling about emergency loans and grant funds. You can reach them at: 718-418-7690 (301 Grove Street. and issues ignored). and writing skills. You need to complete your readings before Tuesday meetings.m. If you have been denied public assistance in the past. the Legal/Support Services department of Make the Road NY may be able to help. thinking. questions remaining. Topics/Readings and Writing Assignments Complete By: A list of weekly topics. You can also reach out to Families United for Racial and Economic Equality (FUREE). including food stamps. the Office of Student Assistance and Referral (SAR) can help you when difficulties arise. and from 10 a. please let me know. Medicaid. if you know of other services that can assist Brooklyn College students (or of other problems students face). authors want to convince you about something). 11237–in Bushwick).m. and to Community Voices Heard (CVH). providing the basic plot line for the various stages on which historical actors interact and historical events/phenomena take place. Both primary and secondary sources reflect divergent perspectives on the central issues of American life. Remember the primary goal: to improve your critical reading. evidence. with convenient "walk-in" office hours from 10 a. please feel free to visit with me. Boyer’s American History: A Very Short Introduction and Hollitz’s Thinking Through the American Past.History 3401-TR2 “American Pluralism to 1877"–Fall 2013 Page 8 particular educational struggles. and what BrooklynCollege needs to do to assist you. re-interpreted. and challenged the American History narrative. Assemblywoman Rhoda Jacobs has a Community Services Office. NY. we will spend some time discussing how to read more effectively and efficiently so you have more time to think about what you have read rather than just plowing through the material without retaining the important points (the thesis. The other books (and source excerpts) engage a dialogue among a diverse set of scholars and others who have defined. structure. what evidence the author employs. visit 2113 Boylan Hall.m. Mondays-Thursdays. what the author includes/leaves . championed.edu. and encouraging wider civic engagement and voter empowerment. health insurance. please bring that information to class so that we can make announcements and I can include better information in future syllabi. at 718-852-2960 (801 Willoughby Street in downtown Brooklyn. on Fridays. NY 10029). For assistance. You do not need to make an appointment. You can also obtain more information by calling 718-434-0446.cuny. providing access to or help with receiving other college service and program entitlements. Read all the pieces assigned as you would (and should) read newspaper articles–asking yourself: the author’s social position and what argument(s) the he/she seeks to advance (remember. so you can participate in discussions about the themes/debates we will explore each week. speaking. New York. or are currently having trouble with your benefits. Volume I: to 1877 will serve as the threads. where caring staff members can assist you with determining your eligibility for a host of entitlement programs. Medicare. Off campus. reading assignments. Located at 2294 Nostrand Avenue.. between Avenues I and J–just a short walk from campus–the Community Services Office provides confidential screening and information. at 202-860-6001 (115 East 106th Street. Brooklyn. call 718-951-5332. Throughout the semester. as well as addressing tenant-landlord and consumer issues. Healthy New York and Family Health Plus. 3rd floor. or e-mail StudentSAR@brooklyn. On campus. through 5 p. research topics prompted.

only perceptions. or school. gender. For example. and how that history connects to your own life and experiences in the 21st-century United States. friends. American Pluralism: History & Memory in American Life Day One: August 29. and you can tell me as much or as little about yourself and your thoughts on American history and pluralism as you feel comfortable sharing). education. more specific interpretations. and the lives of your family members. contemporary accounts. constrain your movements. sexual orientation. write an introductory section that tells me a little something about you and your experiences in the United States and with the history of this country in the larger globe. do you think your social background (class. and what sort of life you want to lead. September 3rd–late penalties apply (5% each weekday).History 3401-TR2 “American Pluralism to 1877"–Fall 2013 Page 9 out (and why). why you enrolled at Brooklyn College. religion. present a definition of “American Pluralism” as you understand it and a few things you deem significant from the period we will consider (note: there are NO right or wrong answers here. what you hope to get out of this class and your larger university experience. or offer up an alternative to the American master narrative. we will consider other. Consider all of the texts part of our collective vocabulary and foci for debate about the dreams. and other institutions/communities/experiences). etc.? And does American history shape/or is it shaped . Write a brief essay (at minimum. Thereafter. by examining scholarly monographs. myths. doubled-spaced. Please visit often to discuss readings and issues in greater depth. We will begin by reading through the entire “plot line” and relevant sources that either reinforce or test our assumptions about. This assignment constitutes part of your participation grade. work. and realities that have guided the American experience and the historical actors you meet along the way. with whom he/she hopes to engage. and signals your early willingness to engage the History of American Pluralism as a subject worthy of scholarly attention and contemporary concern. Both Due in Class. Assignments. and why we should consider the argument/document significant to our understanding of American pluralism and history. give you opportunities. You should employ the same strategies as you record your reflections in journal entries. Next.) matter within the context of American/global history. and associates (whether through cultural assumptions about America’s place within the globe. typed one using a 12-point font) on your current understanding of American history through 1877. Readings. You might want to organize your essay along the following lines: First. and how you and your family members have navigated the United States? Has the promise or challenge of American life influenced the work you/your family members have done/do/hope to do in the future? How does the American belief system (which you should describe) shape your political decisions. and Information on Course Website Writing Assignment & Work-Life Balance Survey. race. immigration status. describe how American history has shaped your life. PART ONE. 2013 Introduction to the Course: Expectations. a two-page. If you submit a thoughtful essay. etc. Secondly. and fictional representations of American life. you cannot fail to do well. ethnicity. what career(s) you have engaged in or hope to pursue. Think about how the nation’s history may have influenced your choice of major. illusions.

This assignment is not a test of your CNN. NO OFFICE HOURS . and staple it on the upper left-hand corner. How many hours do you need to work to put food on the table. including narratives about native. It also helps me (and you) understand how much you know at the beginning of the semester so that this course advances your educational experience in positive ways. To help you think more deeply about this assignment (and how American history has determined the kind of life you lead). You will hand in this survey on September 3rd as well. customs. History Channel. no matter your major. Instead. myth and reality. to survive in New York City? How many credit hours of course work have you decided to pursue this semester (or in past semesters). and you should feel free to submit it anonymously. Day Two: September 3. and why? How many hours do you spend transporting yourself to and from home to school and work. or future plans.History 3401-TR2 “American Pluralism to 1877"–Fall 2013 Page 10 by your cultural traditions (the stories. status (freshman-senior). music. NO CLASSES. DO NOT put your assignments in a binder or other cover. current interests.and foreignborn people in this country. or Jeopardy "factoid" knowledge. Please type your name. you should also think about discussing those things (the documents/films/music/art/media/other sources) you have studied or know about that have influenced your thinking about American history and the stories we tell about its past (particularly in the years preceding 1877). practices. Please do the same (redacting your name if you want to remain anonymous) on the survey. What other obligations consume your time? How have your own work or “career” choices/aspirations influenced what you study? And what do all of these things have to do with both the economic and social realities as well as the political and cultural assumptions of American life? Both assignments seek to help you see that history matters to the contemporary landscape you inhabit as you connect the past with the present and think about your future hopes and anxieties. 2013 500 Nations: A Continent of Villages to 1500 Day Off: September 5. and what those narratives tell us about history and memory. and so on. I will present aggregate results of the survey at our class meeting on September 10th. When filling out the survey. how you connect your own life to the assumptions people engage in when they talk or write about American history. that have inspired or discouraged you and/or your family members and friends)? While drafting your essay. unless you plan to make those covers a gift. also fill out the “Living to Work or Working to Live?” survey handed out on August 29th. and preferred e-mail address (for the purposes of receiving PDF attachments) in the upper right-hand corner of your introductory paper. make sure to present an accurate assessment of the time you spend on “work” and “life” in the multiple worlds you inhabit. and American society and culture. to pay your rent. I want to see how you organize your thoughts. 2013 COLLEGE CLOSED. art. major (even if tentative).

PART THREE: Colonial North America Day Eight: September 26. Writing Due by September 24. and Reading History (and other things) More Effectively and Efficiently PART TWO: The Atlantic World and the North American Colonization Project Days Five & Six: September 17 & 19. pp. Day Seven: September 24.History 3401-TR2 “American Pluralism to 1877"–Fall 2013 Page 11 Day Three: September 10. Thinking Through the Past. and The Expansion of Europe & the Planting of Colonies. 2013: Journal Entry #1. 2013: Hollitz. Title Page through p. A Longer Introduction. Christopher Columbus Sailed the Ocean Blue”: What Was He Doing Out There Anyway?. 1492-1590 Reading Complete By September 17: Symcox and Sullivan. complete. Christopher Columbus and the Enterprise of the Indies. 2013 “The Raw Materials of History: Childhood in Puritan New England” . American History: A Very Short Introduction. and Work/Life Balance Survey Results (Journal Entry Assignments & Evaluation Criteria hand-outs available in class) Reading Complete By September 10: THE SYLLABUS (come prepared to ask questions/raise concerns about it). 2013 Interpreting American History. The “Significance Question”. all nine chapters)–come to class prepared to identify what you see at the most significant events and processes in American history through 1877. 28-77. 2013 Interpreting American History: A Short Introduction. in American Pluralism Course Pack (PDF available on the Course Website on September 4th). 36 (do NOT skip the preface and introduction). 2013 “In 1492. and Out of Many. and Boyer. reflections on Symcox & Sullivan. engaging at least three of the questions posed by the authors of these texts (see journal entry instructions handed out in class on September 10th). complete (read the entire short introduction. Day Four: September 12. 2013 “The Truth About Textbooks” Reading Complete by September 24.

37-55. reflections on New York Burning. 2013: The Cultures of Colonial North America. Slavery. 2013: Journal Entry #4. engaging at least 3 different arguments provided by diverse authors. Day 11. pp. engaging at least three of the questions posed. Take-Home Examination available in class). pp. through p. and “The Decision to Break From Great Britain: Primary and Secondary Source Excerpts. Day 12: October 10. 1776-1800 (Instructions for Mid-Term Examination Available in Class) . 2013: The Creation of the United States. Writing Due by October 1. Days 14 & 15: October 22 & 24. 56-84. and Hollitz. reflections on Hollitz. 2013: From Empire to Independence. 2013: Conversion Day–No Classes. No Office Hours PART FOUR: International Context of the American Revolution and Early Republic Day 13: October 17. 2013 Capitalism.History 3401-TR2 “American Pluralism to 1877"–Fall 2013 Page 12 Days Nine & Ten: October 1 & 3. 1750-1776 (instructions for Final. 128. 2013: Journal Entry #3. October 8. 2013: “New York Burning: Liberty. 1700-1780 Reading Complete by October 8. Chapters 1 and 2. 2013: Hollitz.” and The Declaration of Independence. and Conspiracy in Eighteenth-Century Manhattan Day Off: October 15. 2013: Lepore. 2013: Journal Entry #2. complete. Writing Due by October 8. reflections on the decision to break from Great Britain. Writing Due by October 17. Slavery. 2013: Lepore. and Empire Reading Complete by October 1. in American Pluralism Course Pack (PDF of multiple documents and The Declaration available on the Course Website on September 10th). New York Burning. Reading Complete by October 17. and Domestic and International Crises.

2013: Antebellum and Expansionist Impulses. Days 22 & 23: November 19 & 21. 2013: Kamensky. and “Bottom-Up: Social Change in Antebellum America: Primary and Secondary Source Excerpts. 2013: Journal Entry #5.” in American Pluralism Course Pack (PDF available on the Course Website on October 14th). and The Constitution of the United States of America. Part II: Capitalist Impulses North & West Reading Complete by November 5. The Exchange Artist. Writing Due by November 12. worker. and children–Indian. and on the domestic and international dilemmas faced by the new nation. pp. Part III. Everyday Lives and Impending Crises . Part I: Cotton & the Expansion of Slavery Reading Complete by October 31. 2013: Antebellum America and Expansionist Impulses. Day 16: October 29. 2013: Hollitz. 85-134. 133-208. Writing Due by November 5. Days 18 & 19: November 5 & 7. 105-132. 2013: Antebellum and Expansionist Impulses. and NineteenthCentury Capitalism. Writing Due by October 22. Part IV. 2013: Mid-Term Examination PART FIVE: Jacksonian America Within a Transnational Perspective.” in American Pluralism Course Pack (PDF of The Constitution and multiple documents available on the Course Website on September 17th).History 3401-TR2 “American Pluralism to 1877"–Fall 2013 Page 13 Reading Complete by October 22. pp. engaging at least 3 different arguments provided by diverse authors. and slave–in Antebellum America. Domestic Economic Development. Days 20 & 21: November 12 & 14. 2013: Hollitz. 2013: Journal Entry #7. reflections on The Exchange Artist. and “Creating a New Government and Dealing with Problems of the New Nation: Primary and Secondary Source Excerpts. and the Expansion of Slavery Day 17: October 31. 1787-present. engaging at least 3 different arguments provided by diverse authors. reflections on The Constitution. 2013: Hollitz. immigrant. women. 2013: Journal Entry #6. The Everyday Lives of Ordinary Americans Reading Complete by November 12. 2013: Antebellum America and Expansionist Impulses. pp. complete. reflections on the everyday life of ordinary men.

complete. 2013: The Civil War & Reconstruction Reading Complete by December 3.History 3401-TR2 “American Pluralism to 1877"–Fall 2013 Page 14 Reading Complete by November 19. PART SIX: Civil War and Reconstruction Day 24: November 26: Coming Apart: The Panic of 1857 and Roads to War Day Off: November 28: THANKSGIVING BREAK–No Classes.) September 5: College Closed–No Classes. no office hours . FINAL Writing Assignment Due by 6 p. In Class Course Website available (you will receive an e-mail to your e-mail of choice. Writing Due by November 19. reflections on Celia. 2013: Journal Entry #9. Celia. and “The Road to Secession: Primary and Secondary Source Excerpts. 2013).m. No Office Hours September 10: Journal Entry Assignment Instructions and Evaluation Criteria handout available in class September 24: Journal Entry #1 due in class October 1: Journal Entry #2 due in class October 8: Journal Entry #3 due in class October 15: Conversion Day–No class.” in American Pluralism Course Pack (PDF available on the Course Website on October 14th). Thursday. see individual weeks above): September 3: September 4: Introductory Essay & “Living to Work or Working to Live?” Survey Due. 2013: Hollitz.. December 19. A Slave. 2013: Journal Entry #8. 2013 (latest): Final Take-Home Examination (see instructions handed out in class on October 17. PDF documents. A Slave. No Office Hours Days 25 & 26: December 3 & 5. 2013: McLaurin. Important (including Due) Dates at a Glance (for weekly readings. Days 27 & 28: December 10 & 12: Summing Up–Coming to Terms with American History Writing Assignment Due on December 10. pp.” in American Pluralism Course Pack (PDF available on the Course Website on October 14th). inviting you to join the Website to access information. and “Civil War & Reconstruction?: Primary and Secondary Source Excerpts. 269-327. etc. reflections on the Civil War and Reconstruction.

Mid-Term Examination instructions available in class Mid-Term Examination (in class) Journal Entry #6 due in class Journal Entry #7 due in class Journal Entry #8 due in class THANKSGIVING BREAK–College Closed–No Classes.History 3401-TR2 “American Pluralism to 1877"–Fall 2013 October 17: October 22: October 29: November 5: November 12: November 19: November 28: December 10: December 19: Page 15 Journal Entry #4 due in class.m. Take-Home Examination available in class Journal Entry #5 due in class. Full instructions for Final.. Take-Home Examination due no later than 6 p. No Office Hours Journal Entry #9 due in class Final. no exceptions .