Terms to study for final exam (Fall 2006)

• first parties: Federalists and (Democratic) Republicans

• political parties: Founders' attitudes toward, rise of

• Democratic-Republican Societies

• French Revolution, impact on U.S.

• Whiskey Rebellion

• Jay Treaty

• Quasi-War

• Alien & Sedition Acts

• Virginia and Kentucky Resolutions

• "compact theory"

• "Revolution of 1800"

• Jefferson's "experiment" (see Jefferson's First Inaugural Address)

• "governing without government"
  

• "peaceable coercion"

• Jefferson's foreign policy: expansionism, free trade, gunboats, Embargo
  

• Haitian Revolution (Saint Domingue)

• Louisiana Purchase

• Lewis & Clark expedition

• Indian Removal

• Napoleon Bonaparte

• War of 1812

  • Harrison, William Henry

  • Battle of Tippecanoe

  • Jackson, Andrew

  • Battle of Horseshoe Bend

  • Battle of New Orleans

  • impact of on slavery, Indians

• Hartford Convention

• "Great Migration" (1815-19)

• westward expansion, patterns of (expansion of section cultures)

• Indian removal

• Cherokees

• Worcester v. Georgia
  

• Calhoun, John C.

• Webster, Daniel

• Missouri Compromise

• suffrage (voting rights), changes in

• Jackson-era parties: Democrats and Whigs

• Election of 1828

• Nullification Crisis: concept & process of "nullification," South Carolina Exposition and Protest, Force Bill

• Cotton gin
  

• rise of cotton growing & the expansion of slavery

• slave trade: end of international, rise of internal

• "Market Revolution"

• decline of household economy
  

• immigration (Irish Catholics)

• nativists

• Transportation Revolution

• Erie Canal

• evangelicalism (Charles G. Finney)

• perfectionism
  

• "Benevolent Empire" (religious reform movements)

  • temperance

  • "moral reform" (reduction & criminalization of prostitution)
    

  • Sabbatarianism

  • missionary work

• middle class

• "cult of domesticity" or doctrine of separate spheres
  

• Beecher, Catherine

• sentimental novels (Uncle Tom's Cabin, Charlotte Temple)
  

• Rowson, Susannah

• Stanton, Elizabeth Cady

• Seneca Falls Convention
  

• African Methodist Episcopal Church

• American Colonization Society

• Allen, Richard
  

• Vesey, Denmark

• proslavery argument

• Turner, Nat

• Virginia slavery debate

• Abolitionism: change from gradualism and colonizationism to "immediatism," role of women and blacks in movement

• Walker, David (and his Appeal)
  

• Garrison, William Lloyd (and the Liberator)

• “moral suasion”

• anti-abolitionist riots

• "whitening" of citizenship in North

• gag rule

• southern culture: violence, "honor," duelling, Cavalier myth, poor whites

• Lovejoy, Elijah P.

• Douglass, Frederick

• "sectional imperialism"

• Texas annexation issue

• Polk, James K.

• Mexican War

• Wilmot Proviso

• "free soil"

• Van Buren, Martin
  

• "popular sovereignty"

• Compromise of 1850

• Fugitive Slave Act

• Douglas, Stephen
• Kansas-Nebraska Act
  

• filibustering

• "Bleeding Kansas"

• Massachusetts Emigrant Aid Company

• "Border Ruffians" or "pukes"

• Brown, John

• Sumner, Charles

• Dred Scott decision

• Lecompton Constitution
  

• Republican Party (GOP)

• Harper's Ferry

• Lincoln, Abraham

• unionism

• Election of 1860

• secession (especially the pattern of it)
  

Philip Long's ?s for 11/30 and 12/1

How do the events on Celia and slavery in general represent a threat to the new "Cult of Domesticity" growing in America?

Question for Jeff Pasley's section, 11/30/06

Most of you will be writing the papers this week, so consider Kris's questions on Celia and answer the following: Based on what you have read, what criticisms of slavery would northern devotees of the "cult of domesticity" be likely to make, even beyond the basic injustice of holding human beings as property?

Kris Maulden's questions - Nov. 30/Dec. 1

This week, we'll be discussing Celia, A Slave as well as the institution of slavery in a larger context. Please read the interview with Hanna Jones from unit 11 of the online reader as well (it's only 4 pages), and we'll discuss both of them. Next week, we'll consider the "Southern way of life" and the Civil War, so read the Elliot Gorn article and chapter 14 from the textbook for that week. Papers over the Revolution readings and over Charlotte Temple will be due this week in sections, too. As for your questions:

1. How does the book help inform your own views of slavery? What did you know before reading this book or taking this course, and how does Celia's case confirm or change your previous knowledge and understanding?

2. What do you think of George? What was his dilemma, and what do you make of his reaction to it? Was he justified in trying to save his own life, or was he abandoning Celia? Please use examples in your answer.

Philip Long's Questions for Nov 16 &17

Please answer one of the following:

How does the supposed "Revolution of 1800" represent a continuation of the "Contagion of Liberty" effect?

or

How does Charlotte Temple typify the changing views of Americans in the periods during and after the Revolution? How does it show the changes occurring in society in that period?

Note: You only need to read Charlotte Temple not Lucy Temple.

Kris Maulden's questions - Nov. 16/17

This week we'll be discussing Charlotte Temple as well as the Jeffersonian experiment. I'll keep this post short, so here are your questions:

1. What was the Jeffersonian experiment? How did it affect Jefferson as a President and as a policymaker? Feel free to use examples from lecture or last week's readings (that most of you didn't do).

2. How would you describe Charlotte? Was she a role model for early American women, or is she a tragic figure? Was she worthy of the admiration that she received from women, many of whom tried to find Charlotte's grave when they visited New York? Why would women have found her so appealing?

Paper questions for the American Revolution - Kris Maulden's students

1. How do Common Sense and Alfred Young's article on George Hewes relate to the rest of the Revolution documents in the online reader? In other words, how do they reflect or depart from the arguments and concerns voiced in the Declaration of Independence and other documents? How do the priorities of people like Thomas Paine and George Hewes compare to people like Thomas Jefferson and John Hancock? What do those similarities and differences suggest about the direction and outcome of the Revolution for people like George Hewes?

2. How do Thomas Paine’s ideas for the American Revolution play out in the experiences of George Hewes? If Thomas Paine wrote about George Hewes, what aspects of Hewes’ experiences would have pleased Paine and what would have left him disappointed? Based on Common Sense, would the life of Hewes suggest that the Revolution was a success or a failure?

Question for Prof. Pasley's section, 11/16/06

Historians and people who lived at the time have disagreed over the accuracy of Jefferson's remark that his election to the presidency amounted to a "revolution of 1800 . . . as real a revolution in the principles of our government as that of 1776 was in its form." Based on your understanding of the event itself and its aftermath (as seen in the online lecture and the rest of your reading), do you think Jefferson was right or wrong? What are the best arguments and evidence for and against his claim of a "revolution"? My own take on this question is available here.

Paper questions on "Celia" by Melton McLaurin

Here are are some questions you may use in writing papers on Melton McLaurin's Celia: A Slave?

1. Compare and contrast Charlotte Temple with Celia. Are their situations as powerless women fundamentally similar, or are their differences of race, legal status, class, time, place, etc. more important? Explain your answer thoroughly.
2. Melton McLaurin writes that “the case of Celia, a slave, reminds us that the personal and the political are never totally separate entities” (p. xiv). How are Celia’s experiences a reminder of the link between the household and politics? Does this suggest that slavery is a continuation of European patriarchy, or is there something fundamentally different that separates American slavery from European monarchy?
3. Compare and contrast Celia's experience with that of another male or female slave by reading one of the many other published narratives by escaped slaves. Possibilities include the narratives of Frederick Douglass, William Wells Brown, Harriet Jacobs, and others. [You will need to clear your choice with Prof. Pasley or your T.A. in advance.] Explain how differences of gender, situation, place, and time shaped the experience of slavery.

Hope to have additional choices later . . .

Question for Jeff Pasley's section, 11/9/06

Sorry for the delay. I was a little preoccupied with the election yesterday.

As I said last week, we are going to discuss Charlotte Temple tomorrow, providing that people have actually read it. You should look at the paper questions I posted here and here.

We also need to talk some about the Jefferson-Hamilton conflict. Which of the first parties would you have supported, Hamilton's Federalists or Jefferson's (Democratic)-Republicans? Whose politics have been more influential in the long run? (In other words, what connections do you see between Hamilton or Jefferson and modern-day politics?)

Philip Long's Questions for 11/9-10

In your opinion, which style of government fits your personal view of what the U.S. government should be, Jefferson's or Hamilton's? Which aspects do you most agree with regarding the military, economy, and purpose of the government?

Also, be sure to start reading Charlotte Temple. We'll be discussing it in sections next week.

Kris Maulden's questions - Nov. 9/10

This week, we'll be covering the Constitution and the 1790s; be sure to read chapter 8 in the textbook and online units 8 and 9. I won't have your exams this week but they'll be ready next week, which is when you should finish Charlotte Temple. Also, let me gently remind many of you that you should be posting on this blog on a regular basis; failure to do so will certainly not be good for your particiaption grade. As for your questions:

1. Imagine you were President Washington and you listened to Jefferson and Hamilton on a regular basis. Which man's viewpoint would you side with more often, and why? What do you think is wrong with the other side? (Note: use specific details from lecture or the readings to answer this one well)

2. Given the differences between Hamilton and Jefferson - and by extension, the Federalists and Republicans - was Thomas Jefferson right to call his election as President the Revolution of 1800? What was Jefferson's reasoning, and do you agree? Is the election of 1800 a revolution or just a change of parties in office? Do you think there is a difference between the two?

Kris Maulden's students: I need email addresses

If you turned in papers electronically and have not received your paper via email, please send me a message so that I can return them. Since I am a complete moron, I deleted most of the original messages and I don't have your email addresses. Sorry for the inconvenience.

Paper questions on Rowson, "Charlotte Temple"

Here is a question you may use to write papers on Susanna Rowson's best-selling novel Charlotte Temple:

• We have discussed the greatly elevated moral and cultural standing American women enjoyed in the wake of the Revolution, along with much greater access to basic education. Susanna Rowson was a great supporter and beneficiary of these trends. Does the novel reflect that in any way? Can it be given any sort of feminist or pro-female reading?

Celia questions coming shortly. More Charlotte Temple questions can be found here.