Terms to study for 2d test

Here are some terms that you should study for the upcoming test. The IDs will be drawn directly from this list, but not all of these are necessarily of equal weight. The terms come from both the reading and the lectures. There are a few items here that we will getting to in lecture next week. Ask any questions as comments on this posting.

• French and Indian War/Seven Years War

• Pontiac's Rebellion

• Proclamation of 1763

• Stamp Act

• Sugar Act (1764)

• Grenville, George

• Barre, Isaac

• Hutchinson, Thomas

• Sons of Liberty
  

• Quartering Act

• Declaratory Act

• Townshend Acts

• nonimportation
  

• Boston Massacre

• Tea Act

• Boston Tea Party

• "Imperial debate"

• Coercive Acts
  

• Continental Congress
  

• Battles of Lexington and Concord

• Battle of Bunker Hill

• Jefferson, Thomas

• natural rights
• rights of English (English or British liberties)
  

• Declaration of Independence

• Lord Dunmore's Proclamation

• Battle of Saratoga
  

• Loyalists
  

• Founders: know generally their backgrounds, the roles they played (including the major offices they may have held & the party they were associated with) in the various political events we have touched on, what their views were on important issues

  • Jefferson, Thomas

  • Franklin, Benjamin

  • Adams, John

  • Adams, Samuel
    

  • Hamilton, Alexander

  • Madison, James

  • Washington, George

  • Burr, Aaron

  • Paine, Thomas

• state constitutions

• Pennsylvania Constitution of 1776

• Common Sense

• Declaration of Independence

• "Contagion of liberty"
• "republican motherhood"
• Murray, Judith Sargent
  
• impact of the Revolution on:
  • slavery
  • family, sex, & marriage
    
  • women
    
  • politics
  • religion ("disestablishment")
  • social life
• Hewes, George Robert Twelves
• The Articles of Confederation
• Virginia Statute for Religious Freedom
• Confederation government: powers it lacked, financial and diplomatic problems
• Shays' Rebellion
• debtor relief laws
• Annapolis Convention
• Constitutional Convention
• Virginia Plan
• Connecticut Compromise
• Committee of Detail
• Committee of Style
• sovereignty, division of ("imperium in imperio")
  
• Constitution:
  • enumerated powers
  • slavery protections: 3/5, "full faith and credit," slave trade, etc.
  • anti-democratic features
  • significance of Preamble
  • "necessary & proper" clause
  • judicial review
  • ratification process
  • Antifederalists
  • Bill of Rights

• Hamilton's financial program:

  • "funding" & "assumption" (national debt)

  • Bank of United States

  • excise tax

  • Report on Manufactures

• Jefferson vs. Hamilton:

  • views of proper role & style of government, use of force

  • interpretations of Constitution

  • views on foreign policy

  • "commercial discrimination"

• first parties: Federalists and (Democratic) Republicans

• political parties: Founders' attitudes toward, rise of

• Democratic-Republican Societies
• newspapers in the 1790s
  

• French Revolution, impact on U.S.

• Whiskey Rebellion

• Jay Treaty

• XYZ Affair

• Quasi-War

• Alien & Sedition Acts

• Virginia and Kentucky Resolutions

• "compact theory"

• Fries Rebellion

• Election of 1800

Rowson paper questions

Here are some paper questions you may use if you write your term paper on Susanna Rowson's Charlotte Temple:

• Why was Charlotte Temple such a best-seller in the Early American Republic? In what ways do the novel's themes seem to resonate with the social experience of young American readers, especially female readers, in this period?
• Compare and contrast Charlotte Temple with another novel from the same period. Possibilities include The Power of Sympathy by William Hill Brown, The Coquette by Hannah Foster, Alonzo & Melissa (also known as The Asylum) by Isaac Mitchell, Pamela or Clarissa by Samuel Richardson. Pay attention to when, where, and by whom the other novels were written.
  

Kris Maulden's Questions - March 23/24

This week we'll be discussing Charlotte Temple and considering the places of women and other minorities in the Revolution and early republic. I'll also leave time for anyone who has questions about the second midterm (that's right, it's the week after we return from spring break). With all of that in mind, here are my questions:

1. What does the author's description of Mr. Temple (p. 6) tell you about middle-class men in England and America? What were their hopes and dreams, especially for their children?

2. What do you think of the ending of the novel? What do you think the author is telling us through Charlotte's story?

Questions for Lee's Sections

This week let's think about the legacy of the American revolution and this "contagion of liberty" a little more. Having read the Penn. Constitution, Articles of Confederation, the VA statute for religious freedom, and Nash Ch. 6-7, do you consider the Constitution a conservative or revolutionary document. Post away my people, post away!

Hewes the man! (Lame I know- Lee's questions)

As discussed last week, be sure to come to class having read the article on George Robert Twelve Hewes in the online reader. You should have read everything in the reader up to that point.

1. Did the Revolution have a singular meaning for those involved? Think in terms of race, class, and gender (not that you wouldn't have already)

2. Why write a 60 page article about a shoemaker? How do you think Young's interpretation differed from previous scholarly and popular works on the Revolution?

Kris Maulden's Sections - March 16/17

This week's questions are fairly straightforward. The assignment is to read online unit 5 (except Common Sense) and to go over chapter 6 of your textbook. Be sure to emphasize pp. 590-600 of the article on George Hewes and the introduction and Declaration of Rights in the 1776 Pennsylvania Consitution.

1. Based on the readings this week, what kind of country do you think that participants in the Revolution were trying to create? Did they succeed? Why or why not?

2. This question concerns all of the readings you have done and the lectures you have heard about the Revolution in this class. Modern Americans tend to see the Revolution and the Constitution as the defining moments in American history. Sometimes this idea is carried even further, as many people think that we can solve political arguments by simply learning what people like Washington and Jefferson had to say about various issues. Based on what you have read, is this a valid way to solve modern problems? If so, how would this approach work, and if not, what is wrong with the idea? (One way to approach this question is to ask yourself whether or not you see a single, unified message coming through the Revolution that we could apply today.)


NOTE ON THE PAPERS: I am having extra office hours Tuesday (3/14) from 12:00-2:00 as well as my normal office hours on Wednesday from 1:00-2:30. You're welcome to come in with any questions about your paper, from formulating your thesis down to simple grammar questions. For this paper, you will be expected to argue a clearly stated thesis throughout the paper and use specific evidence (with proper citation) to support your claims. I will also expect you to write clearly and concisely while using proper grammar and spelling. Those of you writing papers for extra credit need to indicate as much in your name block at the top of your first page. One last thing: please come up with a good title for your paper; simply naming it "First Paper" or "Paper on Axtell" suggests you put minimal effort into the paper, and that isn't the message you want to send your readers in any subject or at any time.

Office Hours and Papers

For those who have questions and concerns regarding the first paper assignment, I will be in my office this week from 3:30-5:00 on Mon. and Wed. If you would intend to come by, please try to tell me in advance, that way we don't have too many students waiting in the cramped hallways of the basement of Read Hall. Good luck and remember the paper topics and guidelines are on the course website.

Rick's additional office hours:
Mon. 3:30-5:00
Wed. 3:30-5:00

I Came to Bring the Paine......Rick's Questions for 3/9

Note to students posting comments/questions: While I am very happy to see that you're up on your reading in the textbook, please keep your questions and comments to the online reader of Paine's "Common Sense" or maybe Jefferson's "Summary," as we will not discuss Federalists and Anti-Federalists for another week or so.

Remember to be sure to read all of Common Sense before you come to class this week. Of course you need to make sure you put Paine in the context of both the intellectual tradition of the Enlightenment and the ideological origins of the American Revolution.
A few simple questions from me, as I am confident that the students will also "bring the pain hardcore from the brain"- Method Man

There were hundreds of pamphlets and broadsides circulating around the Colonies between 1774-1776, why was Paine's so effective? How would different colonial audiences respond differently to it's ideas?

Does Paine see America as having a mission in the world?

Paine tells his readers, "A government of our own is our natural right." What reasons other than natural right does Paine offer for declaring independence from Great Britain?

If you were unable to post over the last few weeks, feel free to comment this week as well. See you Thursday (and Friday)

Kris Maulden's Sections - March 9/10

This week we will be debating the Revolution, as all of you will take up the American side and I will take the British side. For material, read unit 4 of the online reader and "Common Sense" from unit 5, and begin to work your way through chapters 5 and 6. Also, if you want to use other laws, pamphlets, and other documents, you can find them here. You will be driving discussion this week, so you need to ask your own questions or make your own statements under the comments, but here is mine:

The colonies "have been, are, and of right ought to be, subordinate unto, and dependent upon the imperial crown and parliament of Great Britain" (Declaratory Act, 1766), so the British government has the right to pass legislation and tax the colonies however it pleases. Therefore, what right do the colonists have to resist in the first place?