Terms to Study for 2d Test (Fall 2006)

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 number of items here toward the end that we will getting to in lecture next week, and some that we may not quite make it to. (You won't be reponsible for those this time.) Ask any questions as comments on this posting.

• "Walking Purchase"
• Enlightenment
• Locke, John: liberalism, tabula rasa, right of revolution, sensationalism, Thoughts on Education
• Great Awakening
• colonial assemblies
• rights of Englishmen
  
• French and Indian War/Seven Years War
• Pontiac's Rebellion
• Proclamation of 1763
• Boone, Daniel
• land shortages
• British imperial reforms: Stamp Act, Sugar Act (1764), Quartering Act
• Barre, Isaac
• Hutchinson, Thomas
• Stamp Act crisis: Sons of Liberty, riots, nonimportation, Declaratory Act
• Boston Massacre
• Boston Tea Party
• Coercive Acts
• Continental Congress (1st & 2d)
  
• Battles of Lexington and Concord
• Summary View of the Rights of British America
• natural rights
• Common Sense
• 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
  • Paine, Thomas
  • Franklin, Benjamin
  • Adams, Samuel
    
  • Adams, John
  • Rush, Benjamin
  • Hamilton, Alexander
  • Madison, James
  • Washington, George
• state constitutions : Pennsylvania Constitution of 1776
• "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
• Free black community, growth of: Richard Allen, Absalom Jones, AME Church
  
• Shays' Rebellion
• debtor relief laws
• Federalists
  
• Constitutional convention: Annapolis Convention, Virginia Plan, Connecticut Compromise, Committee of Detail, Committee of Style
• sovereignty, division of ("imperium in imperio")
  
• Constitution, features of:
  • enumerated powers
  • slavery protections: 3/5, "full faith and credit," slave trade, etc.
  • anti-democratic features
  • significance of Preamble
  • "necessary & proper" clause
  • Antifederalists
  • Bill of Rights

LECTURES LEFT OFF HERE BEFORE TEST

• Hamilton's financial program: "funding" & "assumption" (national debt), Bank of United States, excise tax

• Jefferson vs. Hamilton:

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

  • interpretations of Constitution

  • views on foreign policy

  • "commercial discrimination"

  
  

Kris Maulden's questions - Oct. 26/27

This week we'll be debating the Revolution. Continue working through chapters 6-7 in the textbook and online units 6-7 if you aren't finished with them. Beyond that, we'll also discuss the meaning of the American Revolution and (hopefully) conduct a short review for the exam next week. Anyway, your question:

1. What were the Revolution's stated aims, and did they change over time? Why or why not? In your opinion, what role do the "unintended consequences" play in considering the Revolution?

Questions for Philip Long 10/26-27

We discussed last week how the colonial elites in the 1760s could not have predicted the direction the rebellion against England would take. Following on Dr. Pasley's idea of the Contagion of Liberty, how were the common people empowered by the likes of Common Sense and the Declaration of Independence? How did the ideas of freedom and liberty evolve beyond the imagination of the leaders of the colonies?

Question for Jeff Pasley's section, 10/26/06

Answer the question on Thomas Paine's Common Sense that I posted, but no one answered, last week. There will be test questions about this text, so be sure to actually read it this time.

GO CARDS!

Phil Long's Question for 10/19-20

If the elites of the colonies during the Stamp Act rebellions were able to see 10 years into the future and glimpse the American Revolution, do you think they would have been appalled or excited? Do you think that they had revolution in mind when they protested the Stamp Act? If not, what (or who) changed their mind? How did Paine's Common Sense contribute to the Revolution atmosphere?

Be sure to read over Common Sense for this week.

Kris Maulden's questions - Oct. 19/20

This week, we'll be discussing the coming of the American Revolution from the differing perspectives. We will be covering ch. 6-7 in the textbook and online units 6-7, and most of you have split your readings among your groups. Therefore, the questions this week are a little more fragmentary, and you should provide ample detail in your answer to help others understand your particular reading. Your questions:

1. Last week I explained four main trends in America during the 1700s: population boom, westward expansion, rise of the “creole elite,” and institutional weaknesses. How does your chosen reading reflect one or more of these trends? Please provide examples to explain yourself to those who have not yet read the document.

2. How does the rhetoric from the colonists change as they get closer to July 4, 1776? What is being said by 1776 that would not have been said in the 1760s, and why do you think that is?

ANNOUNCEMENT FOR SECTION 3K (Friday 11 am): Due to a Marketing Dept. meeting occurring in our room, we will be meeting for this week in Room 217. We will return to 114 the week after that.

ON THE PAPERS: You are welcome to turn in your papers via email. They will have to be in Microsoft Word format, and you will be required to send the email by the beginning of your section (by the way, your emails are time-stamped, so be sure to send them on time). I will send a confirmation email to let you know that I have received your paper; if you do not receive an email within a day or so, resend your paper.

Question for Jeff Pasley's section, 10/19/06

Everyone should answer at least one of the following two questions, after having reviewed Thomas Paine's "Common Sense" and Jefferson's "Summary View" and "Declaration of Independence" in the online reader:

• Typically in world history (up through the 19th century), nations that broke away from an empire or overthrew a ruler immediately sent for or appointed a new king and/or queen. Why didn't Great Britain's American colonies do this?
• Thomas Paine's Common Sense is often noted for its distinctive popular style, as opposed to the writings of the other Founders. What's different about the content of Paine's essay? How was his perspective different from that of Jefferson, Franklin, Washington, and the Adamses?
  

Question for Jeff Pasley's section, 10/12/06

As I said last week, section G students will have another chance to answer last week's Enlightenment question, especially if they reference a thinker other than Adam Smith. They should also ponder a related one: which Enlightened view of human nature listed makes the most sense to you for the modern world?

• the traditional Christian one (original sin)
• John Locke's "tabula rasa" view
• Bernard Mandeville's in Fable of the Bees
• the "moral sense" school expressed in your reading by Hutcheson, Jefferson, and (in early version) Shaftesbury

Phil Long's Question 10/12-13

Do you think that the colonists' responses to the enforcement of British sovereignty were justified or were the colonists merely overreacting? Take into account the fact that stamp taxes were also used in England proper and also some provinces of England received little to no representation in Parliment. Were the "Founders'" beliefs that they deserved all the entitlements of English nobility well-founded?

Kris Maulden's questions - Oct. 12/13

This week we'll be discussing some of the more unseemly aspects of both the Enlightenment and the colonies as they moved toward the Revolution. For this week, read p. 657-669 (Jefferson and the encyclopedia entry). Also, if you haven’t gotten to them yet, read over the religion portions I assigned last week, p. 160-167 and p. 174-180. For discussion this week:

1. How does Jefferson and by extension, other participants in the Enlightenment, try to integrate racism and slavery into their worldview? (Note: focus on the way that Jefferson and the Britannica article describe African-Americans and Native Americans.) In a more particular sense, how can Jefferson write that “All men are created equal” while he owns other human beings and NOT be a hypocrite?

2. Do you agree or disagree with the following statement: Jefferson and other white colonists were hypocritical for pursuing greater freedom and equality for themselves even as they consciously denied the same to their African slaves and Indian enemies? Why? As we begin to study the causes of the American Revolution, how does your answer affect the way you think about the Revolution itself?

The Fight over Columbus Day

This is an extra chance for Kris Maulden's students to participate on the blog. Clicking on the title will take you to an article about a protest against Columbus Day carried out by Native American students in Lawrence, Kansas. The article offers the protesters' perspective that Columbus should be viewed as something less than a hero who merits a federal holiday. This is obviously a very controversial issue in Lawrence; for evidence, have a look at the comments on the article that people have posted. Have a look at the article - the comments too, if you want - and think about it yourself. After what you've learned about the Indian-European encounter in this class, what would you like to add to this debate? Has this class changed your understanding of Columbus? Why or why not?

Phil Long's Question 10/5-10/6

Hobbes (from earlier in the course), Locke, and Hutchinson all have very different views on the "natural state of man." How are they different from each other and how do their views affect their view of humankind? Which of the three would you align with your personal views of human nature?

Kris Maulden's Questions - Oct. 5/6

This week, we'll be discussing parts of Isaac Kramnick's Portable Enlightenment Reader. For this week, read the Introduction (p. ix-xxiii) and passages by Jefferson/Franklin (p. 160-167), Paine (p. 174-180), and Locke (p. 185-187, 395-404). If the language is difficult for you, just try to pull out the main ideas and we'll cover any points of confusion in class. We'll also go over the upcoming paper this week for a short time. Without further ado, your questions:

1. You will be reading part of Locke's Second Treatise on Government (p. 395-404), and in a part you will not be reading, he said that "In the beginning all the world was America" (ch. 5, paragraph 49). Judging from the parts you have read in the Kramnick book, why would he say that? Can you give examples from what you have learned so far in this course to back up Locke's arguments about human nature?

2. How does Locke and the rest of the Enlightenment represent a break with the patriarchal past, especially as voiced by Filmer and Hobbes? In other words, how does Locke compare and contrast with Filmer and Hobbes? Which side do you agree with more, and why?

3. What are the main goals of the Enlightenment, and how do the Jefferson, Franklin, and Paine writings show them? Do their thoughts on religion represent a new religious direction in the colonies when compared to the Anglicans, Puritans, and Quakers? Why or why not?

John Smith's "stock" question

This is for Kris Maulden's students who choose to write their term papers on John Smith's Generall Historie of Virginia. As I said before, you can write on any question you wish, but it has to be approved by me. If you cannot come up with a question, here are two options:

1. Do you think that John Smith is a "patriarch in the wilderness," or not? If you think he is, how does John Smith portray himself as a would-be patriarch? If you think he is not, how is John Smith's leadership not patriarchal? What does John Smith's leadership style tell you about early Jamestown?

2. Was John Smith "looking out for number one" in his book? To answer this question, you will need to use John Smith to prove or disprove the thesis of T.H. Breen's article from the online reader.

Question for Jeff Pasley's section, 10/5/06

Read as much as you can of the Kramnick assignment given below, especially the introduction, and consider the following question: The Enlightenment is often considered the primary root of modern life and thought. The modern university would be unthinkable without it. In your experience, does present-day American culture adhere to Enlightenment principles? Give an example to support your answer.

Assignment in Kramnick, "Portable Enlightenment Reader," round 1

The syllabus listing for the assignments in Isaac Kramnick, ed., The Portable Enlightenment Reader, is incomplete and slightly inaccurate. Here is what you should be reading for the first assignment in the book, which is by far the largest.

• Introduction (very important)
• Part I: selections by Kant, Condorcet
• Part II: selections by Bacon, Newton, Voltaire, Condorcet, Priestley, Franklin
• Part III: selections by Locke, Shaftesbury, Newton, Gibbon
  
• Part IV: Mind and Ideas --selections by Descartes, Locke, Voltaire, Hume; Education and Childhood -- selections by Locke, Rousseau & Priestley; Manners and Morals -- selections by Mandeville and Hutcheson
  
• Part V: Progress and History --selections by Priestley, Ferguson, & Condorcet; Politics and the State -- selections by Locke, Rousseau, & Montesquieu; Economy and Markets -- selection by Adam Smith
  

If you bog down in this material, the introduction and the selections from Locke are by far the most important. The discussion questions may point you to other specific selections.