ANTEBELLUM SLAVERY & THE SOUTH
Distinctiveness of North American slavery
1. demographic
2. closed system
3. shared language
4. race &
5. scarcity of rebellions
6. family life
Antislavery in Antebellum South
Significance of 1808 (1807) closing of international slave trade
Why?
1. antislavery
2. demography
3. economy & security of upper south
Ramifications:
1. plantations & slave experience
majority of slaves
2. raised on plantations
3. community & family
4. language & culture
5. negotiated relationships: master/slave (vs. total dependence)
work & community opinion
6. planter’s & Enlightenment
7. Christianity
8. honor & violence in south
9. slave knowledge
10. plantation reform: living conditions
11. closed system & planter dependence
Slave culture
Christianity
Black preachers
spirituality
Making of the South:
slavery/antislavery/proslavery
connections of upper/lower south
pro-slavery argument
the yeomanry
The South & the political system
Saturday, September 24, 2011
ANTEBELLUM SLAVERY & THE SOUTH
Labels:
abolitionism,
antebellum slavery,
ANTEBELLUM SLAVERY and THE SOUTH,
antislavery,
Christianity,
proslavery
ANTISLAVERY & THE AGE OF REFORM
ANTISLAVERY & THE AGE OF REFORM
The Age of Reform
political/institutional/medical/work/moral
Two models of reform: political/moral:
political: 1790-1830
republicanism & democratization
suffrage & property
caucus & convention
office-holding
democratic representation
equality vs. privilege
Whig resistance
representation
oratory
Moral judgment & moral reform:
Protestantism & Enlightenment
1. religion & reform
Second Great Awakening, 1790-1830
Calvinism revised
Charles Grandison Finney & the means to revival
varied awakenings:
southern/slave/mainstream/frontier
mainstream denominations:
Lyman Beecher & family
New England/New York/Ohio
Burned-Over District
conversion, striving, and moral perfection
postmillennial
2. the temperance movement
vs. prohibition
temperate & temper
religion, passion, & self-control
movement of cities & towns
economy & household
market employment
women & reform
domesticity & motherhood
temperance & the south
civility & violence
temperance & working class
related reforms
3. Democratic reform
politics
democratized Christianity
temperance
Washington societies
workingmen’s movements
4. antislavery & abolition
Revolutionary antislavery
Quakers & Enlightenment
gradualism, c. 1776-1830
American colonization society
1831: abolitionism vs. antislavery
Nat Turner
The Liberator
immediate abolition
William Lloyd Garrison
abolition & temperance
“ & the south
anti-abolition violence
The Age of Reform
political/institutional/medical/work/moral
Two models of reform: political/moral:
political: 1790-1830
republicanism & democratization
suffrage & property
caucus & convention
office-holding
democratic representation
equality vs. privilege
Whig resistance
representation
oratory
Moral judgment & moral reform:
Protestantism & Enlightenment
1. religion & reform
Second Great Awakening, 1790-1830
Calvinism revised
Charles Grandison Finney & the means to revival
varied awakenings:
southern/slave/mainstream/frontier
mainstream denominations:
Lyman Beecher & family
New England/New York/Ohio
Burned-Over District
conversion, striving, and moral perfection
postmillennial
2. the temperance movement
vs. prohibition
temperate & temper
religion, passion, & self-control
movement of cities & towns
economy & household
market employment
women & reform
domesticity & motherhood
temperance & the south
civility & violence
temperance & working class
related reforms
3. Democratic reform
politics
democratized Christianity
temperance
Washington societies
workingmen’s movements
4. antislavery & abolition
Revolutionary antislavery
Quakers & Enlightenment
gradualism, c. 1776-1830
American colonization society
1831: abolitionism vs. antislavery
Nat Turner
The Liberator
immediate abolition
William Lloyd Garrison
abolition & temperance
“ & the south
anti-abolition violence
Labels:
abolition,
antislavery,
Second Great Awakening,
the temperance movement,
William Lloyd Garrison
MANIFEST DESTINY AND THE WEST
MANIFEST DESTINY AND THE WEST
1790ff : the building of national institutions
commercial networks/institutions/identities
1820ff: separation & section
two cultures and societies
legacies of Revolutionary America
expansionism
republican representation
1819 & Missouri
era of one-party government
Louisiana & Jeffersonian legacy
initiative from north
Missouri Compromise
was it a compromise?
issues of expansion & representation over slavery
quarter-century settlement:
parallel expansion
equal representation
muted issues: abolitionism/petitions
The extension of slavery
southern & northern views
slavery & free soil
Texas
Mexican independence &
settler promises
1836-45 agitation
1844 election: Clay & Van Buren
Texas & Oregon
annexation
Polk & war
manifest destiny
new racism
provoked war
opposition
Whigs
Lincoln & “spot” resolutions
What Polk wanted
Wilmot proviso
1850: Clay & Calhoun
two views of republican representation
compromise & concurrent majority
The problem with compromise
Fugitive slave law
Uncle Tom’s Cabin
Was slavery doomed?
filibuster
1790ff : the building of national institutions
commercial networks/institutions/identities
1820ff: separation & section
two cultures and societies
legacies of Revolutionary America
expansionism
republican representation
1819 & Missouri
era of one-party government
Louisiana & Jeffersonian legacy
initiative from north
Missouri Compromise
was it a compromise?
issues of expansion & representation over slavery
quarter-century settlement:
parallel expansion
equal representation
muted issues: abolitionism/petitions
The extension of slavery
southern & northern views
slavery & free soil
Texas
Mexican independence &
settler promises
1836-45 agitation
1844 election: Clay & Van Buren
Texas & Oregon
annexation
Polk & war
manifest destiny
new racism
provoked war
opposition
Whigs
Lincoln & “spot” resolutions
What Polk wanted
Wilmot proviso
1850: Clay & Calhoun
two views of republican representation
compromise & concurrent majority
The problem with compromise
Fugitive slave law
Uncle Tom’s Cabin
Was slavery doomed?
filibuster
Labels:
Fugitive slave law,
Manifest Destiny and Mission,
Missouri Compromise,
Uncle Tom’s Cabin,
Wilmot proviso
Key Terms in History of American Revolution
SOME TERMS:
Stamp Act
virtual representation
taxation without representation
republicanism
mixed government
the British constitution
financial revolution
internal vs. external taxation
John Dickinson
Tea act
Quebec Act
Coercive/Intolerable Acts
“Free and Independent States”
Battle of Yorktown
Treaty of Paris of 1783
confederation
Articles of Confederation
the impost
Rhode Island and the confederation
Shays’ Rebellion
James Madison
“The Vices of the Political System”
Federalist #10
Faction
Constitutional ratifying conventions
antifederalists
Religious establishment clause of the first amendment
the French Revolution and American politics
Hamilton’s financial program
the excise
the Whiskey Rebellion
Haitian Revolution
Lousiana purchase and American politics
commander-in-chief
the office of secretary of state in the early republic
The War of 1812
Battle of New Orleans
the transformation of northern society
democratization
closing of the international slave trade
the task system
abolitionism
antislavery
William Lloyd Garrison
The Liberator
Seneca Falls Convention
temperance movement
Whig party
Whig party oratory
bank veto
Andrew Jackson & the veto
Catherine Beecher
second party system
Henry Clay’s American System
Second Great Awakening
Charles Grandison Finney
the Caucus
John C. Calhoun and the theory of concurrent majorities
Kansas-Nebraska act
Anti-Nebraska Party
Compromise of 1850
Missouri Compromise
Fugitive Slave Law
Mexican War
The Wilmot Proviso
Nullification
Nat Turner’s Rebellion
Stamp Act
virtual representation
taxation without representation
republicanism
mixed government
the British constitution
financial revolution
internal vs. external taxation
John Dickinson
Tea act
Quebec Act
Coercive/Intolerable Acts
“Free and Independent States”
Battle of Yorktown
Treaty of Paris of 1783
confederation
Articles of Confederation
the impost
Rhode Island and the confederation
Shays’ Rebellion
James Madison
“The Vices of the Political System”
Federalist #10
Faction
Constitutional ratifying conventions
antifederalists
Religious establishment clause of the first amendment
the French Revolution and American politics
Hamilton’s financial program
the excise
the Whiskey Rebellion
Haitian Revolution
Lousiana purchase and American politics
commander-in-chief
the office of secretary of state in the early republic
The War of 1812
Battle of New Orleans
the transformation of northern society
democratization
closing of the international slave trade
the task system
abolitionism
antislavery
William Lloyd Garrison
The Liberator
Seneca Falls Convention
temperance movement
Whig party
Whig party oratory
bank veto
Andrew Jackson & the veto
Catherine Beecher
second party system
Henry Clay’s American System
Second Great Awakening
Charles Grandison Finney
the Caucus
John C. Calhoun and the theory of concurrent majorities
Kansas-Nebraska act
Anti-Nebraska Party
Compromise of 1850
Missouri Compromise
Fugitive Slave Law
Mexican War
The Wilmot Proviso
Nullification
Nat Turner’s Rebellion
Labels:
Articles of Confederation,
British constitution,
external taxation,
Intolerable Acts,
John Dickinson Tea act Quebec Act Coercive,
Shays’ Rebellion James Madison
History of American Revolution Review Sheet
History of American Revolution Review Sheet
Some Themes:
1. Uncle Tom’s Cabin: reasons for popularity of; religion in antebellum America; northern households and the transformation of northern society; domesticity, motherhood; civility and violence; temper and temperance; age of reform; Fugitive Slave Law; the sentimental novel, religious vs. secular motivations; moral commitment
2. Amistad: the closing of the international slave trade; British antislavery; slavery and law: international and domestic; testing slavery in law; legitimate and illegitimate slaves; slavery and politics; Van Buren and the politics of slavery; Calhoun and southern political power
3. the meanings of representation: virtual and actual; and taxation; and Stamp Act controversy; republican; democratic; and Pennsylvania Constitution of 1776; ; democratization; Madisonian; in Constitution of the United States; Jacksonian; Whig Party ideas of; southern ideas of in antebellum America; John C. Calhoun and concurrent majorities
4. Common Sense: reasons for popularity of; Thomas Paine; Paine’s background; Paine and the American resistance movement; and Declaration of Independence; and monarchy; American self-sufficiency; and Pennsylvania Constitution of 1776; and Protestant ideas
5. The creation of a national government: why a confederation? Articles of Confederation; confederations and republics; confederations and empires; republicanism; Robert Morris; the impost; the Annapolis Convention; Shays’ Rebellion; the “Vices of the Political System”; James Madison; Philadelphia (Constitutional) Convention; Virginia Plan; Connecticut Compromise; Supreme Law of the Land; ratification; ratifying conventions; the Federalist essays; federalists and antifederalists; antifederalism after the constitution; the Whiskey Rebellion; the Jeffersonians and the federal government
6. Expansion and expansionism; and Jeffersonian politics; Louisiana purchase; Missouri Compromise; expansion and slavery; Texas; James K. Polk; Oregon territory; Mexican War; Wilmot Proviso, Compromise of 1850; popular sovereignty; Kansas-Nebraska Act; anti-Nebraska (Republican) party; Lincoln and the expansion of slavery
Some Themes:
1. Uncle Tom’s Cabin: reasons for popularity of; religion in antebellum America; northern households and the transformation of northern society; domesticity, motherhood; civility and violence; temper and temperance; age of reform; Fugitive Slave Law; the sentimental novel, religious vs. secular motivations; moral commitment
2. Amistad: the closing of the international slave trade; British antislavery; slavery and law: international and domestic; testing slavery in law; legitimate and illegitimate slaves; slavery and politics; Van Buren and the politics of slavery; Calhoun and southern political power
3. the meanings of representation: virtual and actual; and taxation; and Stamp Act controversy; republican; democratic; and Pennsylvania Constitution of 1776; ; democratization; Madisonian; in Constitution of the United States; Jacksonian; Whig Party ideas of; southern ideas of in antebellum America; John C. Calhoun and concurrent majorities
4. Common Sense: reasons for popularity of; Thomas Paine; Paine’s background; Paine and the American resistance movement; and Declaration of Independence; and monarchy; American self-sufficiency; and Pennsylvania Constitution of 1776; and Protestant ideas
5. The creation of a national government: why a confederation? Articles of Confederation; confederations and republics; confederations and empires; republicanism; Robert Morris; the impost; the Annapolis Convention; Shays’ Rebellion; the “Vices of the Political System”; James Madison; Philadelphia (Constitutional) Convention; Virginia Plan; Connecticut Compromise; Supreme Law of the Land; ratification; ratifying conventions; the Federalist essays; federalists and antifederalists; antifederalism after the constitution; the Whiskey Rebellion; the Jeffersonians and the federal government
6. Expansion and expansionism; and Jeffersonian politics; Louisiana purchase; Missouri Compromise; expansion and slavery; Texas; James K. Polk; Oregon territory; Mexican War; Wilmot Proviso, Compromise of 1850; popular sovereignty; Kansas-Nebraska Act; anti-Nebraska (Republican) party; Lincoln and the expansion of slavery
Labels:
Amistad,
Common Sense,
Consititution,
Declaration of Independence,
James Madison,
Missouri Compromise,
stamp act,
Thomas Paine,
Uncle Tom’s Cabin,
whiskey rebellion
American Civil War
To the Civil War
Civil War Causes:
Expansion of slavery
Representation
Mexican War &
Wilmot’s Proviso
Free Soil Party
Compromise of 1850:
Clay vs. Douglas
Vs Missouri Compromise
Popular sovereignty
Competition vs. parallel development
California
Calhoun & Concurrent Majority
Fugitive Slave Law
Uncle Tom’s Cabin
Destruction of Whig Party
Filibustering
Kansas-Nebraska 1854
Breaking of Missouri Compromise
Anti-Nebraska Party
Northern party
Violence: John Brown
Republican Party & implications of 1856
1857: Dred Scott
Federal union & its powers
Citizenship
1860 Lincoln
Who was Abraham Lincoln
Moral antislavery
Southern Claims:
Representation & slavery
Secession
WAR:
Analogies to 1776
Independence
Population & industry
Southern military
Why did north win?
Did the North need the South?
Maclellan vs. Howe brothers
Ideology: the Battle Hymn of the Republic
Contest for the North
Confederate Battles
Significance of Gettysburg
Emancipation
Grant & Sherman
Reconstruction:
The South
The Union
13th, 14th, 15th amendments
Compromise of 1877
Civil War Causes:
Expansion of slavery
Representation
Mexican War &
Wilmot’s Proviso
Free Soil Party
Compromise of 1850:
Clay vs. Douglas
Vs Missouri Compromise
Popular sovereignty
Competition vs. parallel development
California
Calhoun & Concurrent Majority
Fugitive Slave Law
Uncle Tom’s Cabin
Destruction of Whig Party
Filibustering
Kansas-Nebraska 1854
Breaking of Missouri Compromise
Anti-Nebraska Party
Northern party
Violence: John Brown
Republican Party & implications of 1856
1857: Dred Scott
Federal union & its powers
Citizenship
1860 Lincoln
Who was Abraham Lincoln
Moral antislavery
Southern Claims:
Representation & slavery
Secession
WAR:
Analogies to 1776
Independence
Population & industry
Southern military
Why did north win?
Did the North need the South?
Maclellan vs. Howe brothers
Ideology: the Battle Hymn of the Republic
Contest for the North
Confederate Battles
Significance of Gettysburg
Emancipation
Grant & Sherman
Reconstruction:
The South
The Union
13th, 14th, 15th amendments
Compromise of 1877
Labels:
Compromise of 1850,
Compromise of 1877,
Dred Scott,
free soil party,
Kansas-Nebraska 1854,
Missouri Compromise,
Wilmot’s Proviso
CONFEDERATION: The Rise and Fall of the Confederate Government
CONFEDERATION
Questions of 1776: government & society
republicans by default
creating republican government & society
What is a republic?
Interpretive problems of the period
conflate Revolution & Constitution
Goldilocks & 3 bears interpretation
“Free and independent STATES”
where government lay
congress & confederation
What is a confederation?
federal vs. confederal
purposes: war/diplomacy/trade
mediation
examples: city-states & Dutch republic
confederations & republics
vs. monarchies & empires
consensus
vs. authority
vs. democracy
The states:
1. questions of legitimacy
rump legislatures/legislatures/constitutions
2. governmental theories
“whig”/republican/democratic republican
3. What was wrong with democracy?
4. examples:
whig – Massachusetts/Virginia: balance & limits
republican: Pennsylvania & Paine
The Pennsylvania Constitution of 1776:
unicameral
` plural executive
balance vs. popular control
5. representation: actual & virtual
6. democratization
government
society
What did republicanism mean?
equality of persons
religion & antislavery
Confederation: the Articles (1781-88)
lack of urgency
western lands
Were Articles a failure?
Difficulties:
economy?
revenue?
the impost
security?
Successes?
borders
assets of the federal government
Why replace?
Annapolis Convention
Madison & “The Vices of the Political System”
Questions of 1776: government & society
republicans by default
creating republican government & society
What is a republic?
Interpretive problems of the period
conflate Revolution & Constitution
Goldilocks & 3 bears interpretation
“Free and independent STATES”
where government lay
congress & confederation
What is a confederation?
federal vs. confederal
purposes: war/diplomacy/trade
mediation
examples: city-states & Dutch republic
confederations & republics
vs. monarchies & empires
consensus
vs. authority
vs. democracy
The states:
1. questions of legitimacy
rump legislatures/legislatures/constitutions
2. governmental theories
“whig”/republican/democratic republican
3. What was wrong with democracy?
4. examples:
whig – Massachusetts/Virginia: balance & limits
republican: Pennsylvania & Paine
The Pennsylvania Constitution of 1776:
unicameral
` plural executive
balance vs. popular control
5. representation: actual & virtual
6. democratization
government
society
What did republicanism mean?
equality of persons
religion & antislavery
Confederation: the Articles (1781-88)
lack of urgency
western lands
Were Articles a failure?
Difficulties:
economy?
revenue?
the impost
security?
Successes?
borders
assets of the federal government
Why replace?
Annapolis Convention
Madison & “The Vices of the Political System”
Labels:
actual representation,
CONFEDERATION,
Pennsylvania Constitution of 1776,
The Rise and Fall of the Confederate Government,
The Sovereignty and Goodness of God Thomas Paine,
virtual representation
American Revolution and American Revolutionary War
INDEPENDENCE AND WAR
The essence of the matter:
liberty & empire
whig view of history:
liberty & power
watchfulness
two view of liberty:
provincial & taxation
constitution and empire
The logic of the case:
Townshend
Dickinson’s Letters from a Farmer
slavery & taxation
Tea & the Tea Party
Intolerable Acts & War
Lexington & Concord
The significance of the Quebec Act
Towards Independence
The difficult logic of independence
Dulaney & Dickinson
Common Sense
Common Sense & Whig history
Paine’s career
nationality
non-involvement with American issues
radical Protestant traditions
The argument
ancient tyrannies & the republican principle
what is a republic?
did independence matter?
millennial traditions
Declaration of Independence
analyzing the document
logic of the case
Jefferson & Paine
WAR AND INDEPENDENCE
Aftermath of Seven Years’ War
Stamp Act
taxation without representation
What is REPRESENTATION?
taxation & representation
Whately & Dulaney:
VIRTUAL and ACTUAL
internal vs. external taxation
taxation & legislation
Responses:
pamphlet
petition
resolution
boycott
resistance
Resisting authority
Sons of Liberty & Loyal 9
Ebenezer Mackintosh
Repeal & Declaratory Act
British argument?
BF & House of Commons
the sources of British liberty
Whig & Protestant interpretations of history
watchfulness
Townshend duties
Dickinson’s Letters from a Farmer in Pennsylvania
More taxes?
Intolerable Acts
ports & governments
Quebec
Lexington & Concord
war without independence
Thomas Paine & Common Sense
Revolutionary War
The essence of the matter:
liberty & empire
whig view of history:
liberty & power
watchfulness
two view of liberty:
provincial & taxation
constitution and empire
The logic of the case:
Townshend
Dickinson’s Letters from a Farmer
slavery & taxation
Tea & the Tea Party
Intolerable Acts & War
Lexington & Concord
The significance of the Quebec Act
Towards Independence
The difficult logic of independence
Dulaney & Dickinson
Common Sense
Common Sense & Whig history
Paine’s career
nationality
non-involvement with American issues
radical Protestant traditions
The argument
ancient tyrannies & the republican principle
what is a republic?
did independence matter?
millennial traditions
Declaration of Independence
analyzing the document
logic of the case
Jefferson & Paine
WAR AND INDEPENDENCE
Aftermath of Seven Years’ War
Stamp Act
taxation without representation
What is REPRESENTATION?
taxation & representation
Whately & Dulaney:
VIRTUAL and ACTUAL
internal vs. external taxation
taxation & legislation
Responses:
pamphlet
petition
resolution
boycott
resistance
Resisting authority
Sons of Liberty & Loyal 9
Ebenezer Mackintosh
Repeal & Declaratory Act
British argument?
BF & House of Commons
the sources of British liberty
Whig & Protestant interpretations of history
watchfulness
Townshend duties
Dickinson’s Letters from a Farmer in Pennsylvania
More taxes?
Intolerable Acts
ports & governments
Quebec
Lexington & Concord
war without independence
Thomas Paine & Common Sense
Revolutionary War
Labels:
American Revolution,
American Revolutionary War,
Common Sense,
Declaration of Independence,
quebec act,
The Sovereignty and Goodness of God Thomas Paine,
Thomas Jefferson,
townsend Duties
History of American Revolution
History of American Revolution
Course Books (required)
John Murrin, et. al., Liberty, Equality, Power, Compact Fifth Edition, vol. 1
Mary Rowlandson, The Sovereignty and Goodness of God
Thomas Paine, Common Sense
Harriet Beecher Stowe, Uncle Tom’s Cabin
From one’s earliest days in school in this country, one is taught the subject of American history. Rarely do those courses ask about the meaning of “American” in reference to the American continents. Even more rarely do they stop to ask just what the meaning of “American history” is for the period that began before there was a United States. When does American history begin? What are the bounds of the territory covered by that subject? What groups comprised the American people? What are the principal developments that occurred within the Americas to create a United States? How did “American” society and an “American” nation evolve from those beginnings into a large, modern, and often conflicted nation? The assumption of this course will be that we need to re-think not only those questions, but many other of our assumptions about the American founding, in order to begin to comprehend both the history of the United States and the particular place American society and culture have assumed in the contemporary world.
Schedule of Classes:
1. Week of 8/30
Introduction: What is American history?
Pre-Colonial America and its History
Read: Murrin, chap. 1
2. Week of 9/8
The Expansion of Europe: The Atlantic World and Beyond
Read: Murrin, chap. 2, pp. 43-58; Rowlandson, Preface to the Reader; 1st & 2nd removes
3. Week of 9/13
Jamestown: The First American Boom Town
Puritans and the Founding of New England
Read: Murrin, chap. 2, pp. 58-76, chap. 3, pp. 90-109; Rowlandson (finish)
4. Week of 9/20
The Middle and Later Colonies
Atlantic Slavery
Read: Murrin, chap. 2, pp. 76-89, chap. 3, pp. 109-121
5. Week of 9/27
Provincial Societies and Contrasting Empires
The Imperial Framework
Read: Murrin, chap. 4, pp. 121-158
6. Week of 10/4
Great War for Empire
**Midterm exam in class 10/6**
Read: Murrin, chap. 4, pp. 158-180
7. Week of 10/11
Resistance
War and Independence
Read: Murrin, chap. 5, chap. 6 pp. 221-56; Paine, pp. to be announced
Declaration of Independence
8. Week of 10/18
Confederation
Constitution
Read: Murrin, chap. 6, pp. 256-264; The Constitution of the United States
9. Week of 10/25
The New Government
Triumph of the Jeffersonians
Read: Murrin, chap. 7, 8
10. Week of 11/1
Economic and Territorial Expansion
Jacksonian Politics
Read: Murrin, chap. 11, 12
11. Week of 11/8
Age of Reform
Slavery and Southern Culture
Read: Murrin, chaps. 9, 10, Stowe (begin)
12. Week of 11/15
Anti-slavery: moral and political
Manifest Destiny and the West
Read: Murrin, chap. 13; Stowe, (continue)
13. Week of 11/22
View: Amistad
The Coming of the Civil War
Read: Murrin, chaps. 14; Stowe (finish)
14. Week of 11/29
War
*** Second chronological exam in class, 12/1
Read: Murrin, chap. 15, 16
15. Week of 12/6
Emancipation
The Reconstruction of the South
Read: Murrin, chap. 17
Course Books (required)
John Murrin, et. al., Liberty, Equality, Power, Compact Fifth Edition, vol. 1
Mary Rowlandson, The Sovereignty and Goodness of God
Thomas Paine, Common Sense
Harriet Beecher Stowe, Uncle Tom’s Cabin
From one’s earliest days in school in this country, one is taught the subject of American history. Rarely do those courses ask about the meaning of “American” in reference to the American continents. Even more rarely do they stop to ask just what the meaning of “American history” is for the period that began before there was a United States. When does American history begin? What are the bounds of the territory covered by that subject? What groups comprised the American people? What are the principal developments that occurred within the Americas to create a United States? How did “American” society and an “American” nation evolve from those beginnings into a large, modern, and often conflicted nation? The assumption of this course will be that we need to re-think not only those questions, but many other of our assumptions about the American founding, in order to begin to comprehend both the history of the United States and the particular place American society and culture have assumed in the contemporary world.
Schedule of Classes:
1. Week of 8/30
Introduction: What is American history?
Pre-Colonial America and its History
Read: Murrin, chap. 1
2. Week of 9/8
The Expansion of Europe: The Atlantic World and Beyond
Read: Murrin, chap. 2, pp. 43-58; Rowlandson, Preface to the Reader; 1st & 2nd removes
3. Week of 9/13
Jamestown: The First American Boom Town
Puritans and the Founding of New England
Read: Murrin, chap. 2, pp. 58-76, chap. 3, pp. 90-109; Rowlandson (finish)
4. Week of 9/20
The Middle and Later Colonies
Atlantic Slavery
Read: Murrin, chap. 2, pp. 76-89, chap. 3, pp. 109-121
5. Week of 9/27
Provincial Societies and Contrasting Empires
The Imperial Framework
Read: Murrin, chap. 4, pp. 121-158
6. Week of 10/4
Great War for Empire
**Midterm exam in class 10/6**
Read: Murrin, chap. 4, pp. 158-180
7. Week of 10/11
Resistance
War and Independence
Read: Murrin, chap. 5, chap. 6 pp. 221-56; Paine, pp. to be announced
Declaration of Independence
8. Week of 10/18
Confederation
Constitution
Read: Murrin, chap. 6, pp. 256-264; The Constitution of the United States
9. Week of 10/25
The New Government
Triumph of the Jeffersonians
Read: Murrin, chap. 7, 8
10. Week of 11/1
Economic and Territorial Expansion
Jacksonian Politics
Read: Murrin, chap. 11, 12
11. Week of 11/8
Age of Reform
Slavery and Southern Culture
Read: Murrin, chaps. 9, 10, Stowe (begin)
12. Week of 11/15
Anti-slavery: moral and political
Manifest Destiny and the West
Read: Murrin, chap. 13; Stowe, (continue)
13. Week of 11/22
View: Amistad
The Coming of the Civil War
Read: Murrin, chaps. 14; Stowe (finish)
14. Week of 11/29
War
*** Second chronological exam in class, 12/1
Read: Murrin, chap. 15, 16
15. Week of 12/6
Emancipation
The Reconstruction of the South
Read: Murrin, chap. 17
Labels:
Common Sense,
Equality,
Harriet Beecher Stowe,
John Murrin,
Liberty,
Mary Rowlandson,
Power,
The Sovereignty and Goodness of God Thomas Paine,
Uncle Tom’s Cabin
THE MIDDLE AND LATER COLONIES
THE MIDDLE AND LATER COLONIES
I. Quakers/ Society of Friends
origins
character of Quaker meetings
radical Protestants
priesthood of all believers
universal salvation
Inner Light
universality
persuasion & peace
family
Second generation: William Penn & contradictions of Society
order
contradictions
Penn & Pennsylvania
Quaker migration
spiritual liberty
growth & prosperity
toleration & trade
Philadelphia
why did Pennsylvania prosper?
prosperity, peace, & development?
II. Middle Colonies:
New York, Pennsylvania, & Jerseys
New Netherland foundations
toleration & trade
diversity
West India Company
Brazil & Caribbean connection
The making of a region
Conquest:
Duke of York
hierarchy
imperial consolidation
Albany
Five Nations & the covenant chain
(and Phillip’s War)
Leisler’s Rebellion
III. Restoration framework & the growth of colonies
Middle Colonies & Carolinas
What was the Restoration?
order & constitutionalism
Proprietors & profit
PURITANS AND THE FOUNDING OF NEW ENGLAND, part 2
Paradoxes of Protestantism
Protestantism & liberty?
Puritan Paradox
John Withrop & the “Model of Christian Charity”
City upon a Hill
Congregationalism & “visible saints”
the importance of orthodoxy
“free liberty to keep away from us”
Roger Williams
liberty & separatism
Anne Hutchinson
women & Antinomianism
Arminian challenge
orthodoxy & Indian wars
Pequots & violence
Phillip’s War & MR’s perspective
Religion & prosperity:
environment, family, & settlement
population history
Errand into the Wilderness
THE MIDDLE AND LATER COLONIES
The Society of Friends
William Penn & contradictions of Society
Society vs church
Quakers & liberty
antislavery
peace
Second generation
Inner Light
universality
persuasion & peace
family
Restoration
Penn & Pennsylvania
Quaker migration
spiritual liberty
land, family, toleration, & development
Restoration Colonies:
NY & Jerseys
New Netherland foundations
liberty & trade
Duke of York
hierarchy
Five Nations
the covenant chain (and Phillip’s War)
Pennsylvania vs. New York
Restoration framework & the growth of colonies
I. Quakers/ Society of Friends
origins
character of Quaker meetings
radical Protestants
priesthood of all believers
universal salvation
Inner Light
universality
persuasion & peace
family
Second generation: William Penn & contradictions of Society
order
contradictions
Penn & Pennsylvania
Quaker migration
spiritual liberty
growth & prosperity
toleration & trade
Philadelphia
why did Pennsylvania prosper?
prosperity, peace, & development?
II. Middle Colonies:
New York, Pennsylvania, & Jerseys
New Netherland foundations
toleration & trade
diversity
West India Company
Brazil & Caribbean connection
The making of a region
Conquest:
Duke of York
hierarchy
imperial consolidation
Albany
Five Nations & the covenant chain
(and Phillip’s War)
Leisler’s Rebellion
III. Restoration framework & the growth of colonies
Middle Colonies & Carolinas
What was the Restoration?
order & constitutionalism
Proprietors & profit
PURITANS AND THE FOUNDING OF NEW ENGLAND, part 2
Paradoxes of Protestantism
Protestantism & liberty?
Puritan Paradox
John Withrop & the “Model of Christian Charity”
City upon a Hill
Congregationalism & “visible saints”
the importance of orthodoxy
“free liberty to keep away from us”
Roger Williams
liberty & separatism
Anne Hutchinson
women & Antinomianism
Arminian challenge
orthodoxy & Indian wars
Pequots & violence
Phillip’s War & MR’s perspective
Religion & prosperity:
environment, family, & settlement
population history
Errand into the Wilderness
THE MIDDLE AND LATER COLONIES
The Society of Friends
William Penn & contradictions of Society
Society vs church
Quakers & liberty
antislavery
peace
Second generation
Inner Light
universality
persuasion & peace
family
Restoration
Penn & Pennsylvania
Quaker migration
spiritual liberty
land, family, toleration, & development
Restoration Colonies:
NY & Jerseys
New Netherland foundations
liberty & trade
Duke of York
hierarchy
Five Nations
the covenant chain (and Phillip’s War)
Pennsylvania vs. New York
Restoration framework & the growth of colonies
Labels:
inner light,
john withrop,
model of christian charity,
protestants,
quakers,
roger williams,
society of friends,
THE MIDDLE AND LATER COLONIES,
william penn
JAMESTOWN: THE FIRST AMERICAN BOOM TOWN
JAMESTOWN: THE FIRST AMERICAN BOOM TOWN
The Jamestown fiasco
Life & Death
Jamestown Project
Q. What was happening there, & why did they keep coming?
1. disease
Chosen spot
2. abandonment
3. Indian troubles
4. starvation
Who went?
What for?
Work regimen?
Tale of lazy Indians
5. why a colony?
A century of colonization
Why England?
Purposes of colonies
The imperiatives of mercantilism
Zero sum
Gold and silver
Wealth & power
Mercantilism & capitalism
The trouble with free markets
National rivalries: Jamestown & St. Augustine
6. lack of usable models
Traditional models: Greek & Roman
Ireland
Spanish America
7. tobacco boom
Tobacco & mercantilism
James I & tobacco
Tobacco & labor markets
The Dutch model
Jamestown: The First American Boom Town
Jamestown, Part II
1. Culture of risk
2. Mercantilism & economy
Zero-sum game
Wealth neither created nor destroyed
A competitive wealth of nations
3. Boom town
Land labor
Indentured servitude
Culture of unfreedom
Masters & power
4. Lack of usable colonial models
Greek & Roman
Spanish & Dutch
5. The demography of the Chesapeake
Mortality & life expectancy
Reproduction
Population growth
The peculiarities of English colonization
The Jamestown fiasco
Life & Death
Jamestown Project
Q. What was happening there, & why did they keep coming?
1. disease
Chosen spot
2. abandonment
3. Indian troubles
4. starvation
Who went?
What for?
Work regimen?
Tale of lazy Indians
5. why a colony?
A century of colonization
Why England?
Purposes of colonies
The imperiatives of mercantilism
Zero sum
Gold and silver
Wealth & power
Mercantilism & capitalism
The trouble with free markets
National rivalries: Jamestown & St. Augustine
6. lack of usable models
Traditional models: Greek & Roman
Ireland
Spanish America
7. tobacco boom
Tobacco & mercantilism
James I & tobacco
Tobacco & labor markets
The Dutch model
Jamestown: The First American Boom Town
Jamestown, Part II
1. Culture of risk
2. Mercantilism & economy
Zero-sum game
Wealth neither created nor destroyed
A competitive wealth of nations
3. Boom town
Land labor
Indentured servitude
Culture of unfreedom
Masters & power
4. Lack of usable colonial models
Greek & Roman
Spanish & Dutch
5. The demography of the Chesapeake
Mortality & life expectancy
Reproduction
Population growth
The peculiarities of English colonization
ATLANTIC SLAVERY
ATLANTIC SLAVERY
Slavery and the imagination
learning & unlearning
1. ubiquity of slavery
ancients & moderns
beyond Africa & the Americas
absence of antislavery
2. slavery in the Americas
connections to American colonization
dependence
demography of the Atlantic crossing
4 misconceptions about slavery:
1. the process of enslavement
2. slavery and the price of labor
3. slavery as a single institution
4. slavery dependent on race
Origins of slavery
captives in a just war
slavery & humanity?
absence of moral opposition
the example of Las Casas
early critics
slavery & intellectual context
war & captivity
prevalence of unfreedom
economic underpinnings
providence & inconceivability of secular change
The western European exception
slavery & Christiandom
strangers
Why the Americas?
geography & simultaneity
the quest for commodities
Middle Eastern, Mediterranean & Atlantic examples
Why Africans?
exclusion of Europeans
Natives & captivity
African availability
African slavery & the slave trade
Did the Americas drive the market?
Slavery in the Americas and mainland North America
south to north?
The beginnings of antislavery
The Quakers
Slavery and the imagination
learning & unlearning
1. ubiquity of slavery
ancients & moderns
beyond Africa & the Americas
absence of antislavery
2. slavery in the Americas
connections to American colonization
dependence
demography of the Atlantic crossing
4 misconceptions about slavery:
1. the process of enslavement
2. slavery and the price of labor
3. slavery as a single institution
4. slavery dependent on race
Origins of slavery
captives in a just war
slavery & humanity?
absence of moral opposition
the example of Las Casas
early critics
slavery & intellectual context
war & captivity
prevalence of unfreedom
economic underpinnings
providence & inconceivability of secular change
The western European exception
slavery & Christiandom
strangers
Why the Americas?
geography & simultaneity
the quest for commodities
Middle Eastern, Mediterranean & Atlantic examples
Why Africans?
exclusion of Europeans
Natives & captivity
African availability
African slavery & the slave trade
Did the Americas drive the market?
Slavery in the Americas and mainland North America
south to north?
The beginnings of antislavery
The Quakers
Labels:
african slavery,
amistad slavery,
antislavery,
antislavery collection,
atlantic slave trade,
ATLANTIC SLAVERY,
ATLANTIC SLAVERY route
Pre-colonial America
Pre-colonial America
Understanding & the idea of progress
2 facets of progress: direction/uniformity
Categories of understanding:
1. Demography
Where from?
Projections of progress
Precolonial vs. pre-Columbian
2. Biology/epidemiology
3. Diversity
Distribution of languages & language stocks
The geography of diversity
4. Technology
Subsistence & control of environment
Survival?
Climate
5. History
The rise and fall of societies
Maintenance & diffusion of technologies
Technologies & benefits?
Populations, life spans and life styles
Some Peoples:
1. South America/Peru/Inca
Extent of empire
High altitude agriculture
2. Yucatan/Valley of Mexico
Mayans & language
Chronology
Aztecs & triumvirate of empires
Production & floating fields
Cities on the lake
Temples & sacrifice
Enemies
3. Moundbuilders & chronology
4. Woodlands of northeast
Densities of population
Seasonality & mixed economy
Technology of forests
Wampum & empires
Population & war
Five Nations & strategic alliance
Understanding & the idea of progress
2 facets of progress: direction/uniformity
Categories of understanding:
1. Demography
Where from?
Projections of progress
Precolonial vs. pre-Columbian
2. Biology/epidemiology
3. Diversity
Distribution of languages & language stocks
The geography of diversity
4. Technology
Subsistence & control of environment
Survival?
Climate
5. History
The rise and fall of societies
Maintenance & diffusion of technologies
Technologies & benefits?
Populations, life spans and life styles
Some Peoples:
1. South America/Peru/Inca
Extent of empire
High altitude agriculture
2. Yucatan/Valley of Mexico
Mayans & language
Chronology
Aztecs & triumvirate of empires
Production & floating fields
Cities on the lake
Temples & sacrifice
Enemies
3. Moundbuilders & chronology
4. Woodlands of northeast
Densities of population
Seasonality & mixed economy
Technology of forests
Wampum & empires
Population & war
Five Nations & strategic alliance
Labels:
amistad slavery,
At the Edge of Empire,
indians,
moundbuilders,
Pre-colonial America,
The Backcountry in British North America,
Valley of Mexico,
wampum,
Yucatan
THE EXPANSION OF EUROPE
THE EXPANSION OF EUROPE
Lack of control of environment:
1. Subsistence
2. Life & death
3. Occupation
4. Marriage & family
5. Diet
6. Uses of wealth
THE EXPANSION OF EUROPE
Columbus & America
Who was Columbus?
What was he after?
Why west?
Islam/Portugal
The uses of spices
Preservation & variety
Gains & losses of the agricultural revolution
Subdue the earth/ go forth & multiply
Diet & necessity
What did Europeans eat?
Why not vary?
Population
Cycles
Black death
Family planning?
Marriage
Work & labor
Why were Europeans the navigators?
What did they want from America?
Passage
Wealth
New Indies
Exploration & the nation state
Why precious metals?
Religion
Rivalry
Mercantilism
Conquistadores
The lessons of Spain
What does England want?
Lack of control of environment:
1. Subsistence
2. Life & death
3. Occupation
4. Marriage & family
5. Diet
6. Uses of wealth
THE EXPANSION OF EUROPE
Columbus & America
Who was Columbus?
What was he after?
Why west?
Islam/Portugal
The uses of spices
Preservation & variety
Gains & losses of the agricultural revolution
Subdue the earth/ go forth & multiply
Diet & necessity
What did Europeans eat?
Why not vary?
Population
Cycles
Black death
Family planning?
Marriage
Work & labor
Why were Europeans the navigators?
What did they want from America?
Passage
Wealth
New Indies
Exploration & the nation state
Why precious metals?
Religion
Rivalry
Mercantilism
Conquistadores
The lessons of Spain
What does England want?
Labels:
american congress,
columbus,
England,
spain,
THE EXPANSION OF EUROPE
History in Film: Amistad
History in Film: Amistad
Next week in class we will begin showing the movie Amistad, the 1998 feature film by Steven Spielberg about the revolt on the Spanish slave ship that brought about an important court case once the ship turned up in American waters. There are many things one can think about in this film. What I would like to begin with is that the whole episode turns on the fact of the closing of the international slave trade in 1808, first by Britain and then by the United States. This in effect made the question not one of the legitimacy of slavery or of the actions of the rebels, but rather a narrower one that had existed since the beginnings of the Atlantic slave trade: whether the particular slaves in question were legitimate slaves.
Slavery, however, cruel, was a matter of law; and slave regimes required systems of laws to keep them in place. The Amistad case provides a very intriguing look at the relationship between slavery, domestic politics, international law, and diplomacy. It involved the United States (north and south), Britain, and Spain. I hope you will enjoy the film.
We will not in fact be showing the first twenty minutes: all you need to know there is that the African slaves on the Spanish slave ship off Cuba have rebelled but have now been captured off of Long Island Sound. The slave rebels have been taken to Connecticut, where their fate is to be determined.
Amistad (1997) HD trailer
The film is long and we will be viewing it in two parts. The first part will be shown in recitations between Wednesday, Nov. 24 (the day before Thanksgiving) for the Friday group and Wednesday, December 1. We will be showing the remainder of the film in class on Wednesday, December 1. (It will run past the end of class time that day, but we will run in until the end. If you have to leave at 3:15, know that you will not be responsible for the end of the film, although it is of course the climax to the film.) But please do come to classes on time.
Amistad 1997 Steven Spielberg
For any of you unable to attend recitation, we will be showing the first part again immediately BEFORE class on the 1st – during campus lifetime at 12:50 in the lecture room. I have also placed the library’s copy of the videocassette on 4-hour reserve if you need to view it on your own. It is also widely available in libraries and video stores.
As we will be watching the film in class on December 1, the second in-class exam will be postponed until Monday, December 6.
Next week in class we will begin showing the movie Amistad, the 1998 feature film by Steven Spielberg about the revolt on the Spanish slave ship that brought about an important court case once the ship turned up in American waters. There are many things one can think about in this film. What I would like to begin with is that the whole episode turns on the fact of the closing of the international slave trade in 1808, first by Britain and then by the United States. This in effect made the question not one of the legitimacy of slavery or of the actions of the rebels, but rather a narrower one that had existed since the beginnings of the Atlantic slave trade: whether the particular slaves in question were legitimate slaves.
Slavery, however, cruel, was a matter of law; and slave regimes required systems of laws to keep them in place. The Amistad case provides a very intriguing look at the relationship between slavery, domestic politics, international law, and diplomacy. It involved the United States (north and south), Britain, and Spain. I hope you will enjoy the film.
We will not in fact be showing the first twenty minutes: all you need to know there is that the African slaves on the Spanish slave ship off Cuba have rebelled but have now been captured off of Long Island Sound. The slave rebels have been taken to Connecticut, where their fate is to be determined.
Amistad (1997) HD trailer
The film is long and we will be viewing it in two parts. The first part will be shown in recitations between Wednesday, Nov. 24 (the day before Thanksgiving) for the Friday group and Wednesday, December 1. We will be showing the remainder of the film in class on Wednesday, December 1. (It will run past the end of class time that day, but we will run in until the end. If you have to leave at 3:15, know that you will not be responsible for the end of the film, although it is of course the climax to the film.) But please do come to classes on time.
Amistad 1997 Steven Spielberg
For any of you unable to attend recitation, we will be showing the first part again immediately BEFORE class on the 1st – during campus lifetime at 12:50 in the lecture room. I have also placed the library’s copy of the videocassette on 4-hour reserve if you need to view it on your own. It is also widely available in libraries and video stores.
As we will be watching the film in class on December 1, the second in-class exam will be postponed until Monday, December 6.
Frederick Merk, Manifest Destiny and Mission and David Healy, US Expansionism
Questions for Frederick Merk, Manifest Destiny and Mission (read chapters 2-10 and 12):
1) What did Americans in the 1840's mean by the phrase “Manifest Destiny”? Did it mean different things to different people or political parties? Did it mean different things at different times during this decade?
2) How powerful an engine was the idea of Manifest Destiny in driving American foreign policy during the 1840's? If it was strong, why did not the United States annex all of Mexico when it could have? If it was weak, why was there a Mexican War at all?
3) Merk discusses public opinion a great deal in his book. What is his view of the scope and importance of public opinion in forming U.S. foreign policy? Do you agree?
Questions for David Healy, US Expansionism:
Invent a hypothetical American who was alive in 1898-99. Sketch her or his background briefly. Include important details such as his or her birthdate, occupation, and political outlook. Then describe why she or he would favor or oppose the war against Spain and subsequent acquisition of territory and annexation of the Philippines. (If you choose this question, writing in first person is fine, although you need not do so.)
1) What did Americans in the 1840's mean by the phrase “Manifest Destiny”? Did it mean different things to different people or political parties? Did it mean different things at different times during this decade?
2) How powerful an engine was the idea of Manifest Destiny in driving American foreign policy during the 1840's? If it was strong, why did not the United States annex all of Mexico when it could have? If it was weak, why was there a Mexican War at all?
3) Merk discusses public opinion a great deal in his book. What is his view of the scope and importance of public opinion in forming U.S. foreign policy? Do you agree?
Questions for David Healy, US Expansionism:
Invent a hypothetical American who was alive in 1898-99. Sketch her or his background briefly. Include important details such as his or her birthdate, occupation, and political outlook. Then describe why she or he would favor or oppose the war against Spain and subsequent acquisition of territory and annexation of the Philippines. (If you choose this question, writing in first person is fine, although you need not do so.)
Heather Cox Richardson: Wounded Knee: Party Politics and the Road to an American Massacre
Questions for Heather Cox Richardson Wounded Knee:
1) “Of all the chief actors involved in what became the Wounded Knee massacre--the Indian agency, the United States Army, the Republican Party in Washington, local South Dakota politicians, the progressive Sioux leaders, and the Sioux traditionalists and Ghost Dancers--the ones clearly most responsible for this senseless tragedy were the bloodthirsty and racist officers of the Army.”
2) “One need not look very far for the villain of the Wounded Knee massacre. It had nothing to do with politics, parties, racism or even greed. This was a tragedy of one man’s incompetence, and that man was Indian agent Daniel Royer.”
3) “My brothers, read this statement from one of our own:
If you leave us here to grow up in our present surroundings, what can we hope for? Our highest conception of government will be obedience to the word of the chief; our patriotism will be bounded by the confines of our reservation; our lives will be at the mercy of the "medicine man"; our religion will be a vile mixture of superstition, legends and meaningless ceremonies. . . . Our homes will be hovels. . . . We shall have no literature, no accumulated treasures of the past. . . . Our only hope is in your civilization, which we cannot adopt unless you give us your Bible, your spelling book, your plow and your ax. Grant us these and teach us how to use them, and then we shall be like you.
–E. Valandry
Now, my brothers, if you look into your hearts, you will see that we brought the blood of Wounded Knee upon ourselves. Had we but listened to Dr. Eastman or General Miles, we would have had long lives of peace and content.”
1) “Of all the chief actors involved in what became the Wounded Knee massacre--the Indian agency, the United States Army, the Republican Party in Washington, local South Dakota politicians, the progressive Sioux leaders, and the Sioux traditionalists and Ghost Dancers--the ones clearly most responsible for this senseless tragedy were the bloodthirsty and racist officers of the Army.”
2) “One need not look very far for the villain of the Wounded Knee massacre. It had nothing to do with politics, parties, racism or even greed. This was a tragedy of one man’s incompetence, and that man was Indian agent Daniel Royer.”
3) “My brothers, read this statement from one of our own:
If you leave us here to grow up in our present surroundings, what can we hope for? Our highest conception of government will be obedience to the word of the chief; our patriotism will be bounded by the confines of our reservation; our lives will be at the mercy of the "medicine man"; our religion will be a vile mixture of superstition, legends and meaningless ceremonies. . . . Our homes will be hovels. . . . We shall have no literature, no accumulated treasures of the past. . . . Our only hope is in your civilization, which we cannot adopt unless you give us your Bible, your spelling book, your plow and your ax. Grant us these and teach us how to use them, and then we shall be like you.
–E. Valandry
Now, my brothers, if you look into your hearts, you will see that we brought the blood of Wounded Knee upon ourselves. Had we but listened to Dr. Eastman or General Miles, we would have had long lives of peace and content.”
Frank Reuter, Trials and Triumphs
Questions for Frank Reuter, Trials and Triumphs:
1) "Congress was the real lynchpin of American foreign policy in the early years of the Republic. Any President, including Washington, was helpless to direct that policy on his own. The continuing consent of Congress was essential to the conduct, much less the success, of any element of the United States' foreign relations."
2) "Clearly, the most vital actor in the arena of American diplomacy was the Indian. More than France, Spain, or even Britain, relations with the native Americans were critical to the success of early United States diplomacy."
3) "There has been much written about George Washington, but he was of little consequence within his administration in directing American foreign policy. His advisors eclipsed him. Washington may have been an able and solemn chief-of-state, but he had no foreign policy vision or strategy of his own. That policy's successes were successes, but they were Washington's advisors' successes, not his."
1) "Congress was the real lynchpin of American foreign policy in the early years of the Republic. Any President, including Washington, was helpless to direct that policy on his own. The continuing consent of Congress was essential to the conduct, much less the success, of any element of the United States' foreign relations."
2) "Clearly, the most vital actor in the arena of American diplomacy was the Indian. More than France, Spain, or even Britain, relations with the native Americans were critical to the success of early United States diplomacy."
3) "There has been much written about George Washington, but he was of little consequence within his administration in directing American foreign policy. His advisors eclipsed him. Washington may have been an able and solemn chief-of-state, but he had no foreign policy vision or strategy of his own. That policy's successes were successes, but they were Washington's advisors' successes, not his."
Labels:
american congress,
American Foreign Relations,
Frank Reuter,
George Washington,
Trials and Triumphs,
United States
AMERICAN POLITICS & DIPLOMACY TO 1898
AMERICAN POLITICS & DIPLOMACY TO 1898
This course considers the rise of the United States from its origins as a string of dependent settlements along the Atlantic coast to a continent-spanning global power. It examines this rise by combining an examination of the emergence of a distinctively American political system with a consideration of the foreign relations of the American colonies and, after 1776, the United States.
This course assumes a basic knowledge of American history to 1898. If you would like to bolster that knowledge, you should obtain a survey of American history, preferably American foreign relations, for this period. Some good titles would be Thomas Paterson, et al., American Foreign Relations (volume one), Walter LaFeber, The American Age (preferably volume one), or Howard Jones, Crucible of Power (volume one). These books are not required and therefore not available at campus bookstores. They can be obtained online or elsewhere.
Course Schedule and Assignment
UNIT ONE: THE ORIGINS OF AMERICAN POLITICS AND DIPLOMACY
Lecture themes:
North America as the first colonists found it. Origins of American colonial politics; the reassertion of royal authority after the Indian crises of 1676; the rise of an American ideology based on British “Commonwealth” thought and its implications for American perceptions of non-Americans; politics and diplomacy of the American Revolution
DISCUSSION: Eric Hinderaker, At the Edge of Empire
UNIT TWO: FROM THE REVOLUTION TO THE MONROE DOCTRINE
Lecture themes:
Beginnings of national-level politics leading to origins of U.S. Constitution; impact of the French Revolution on American politics & diplomacy; the twin crises of 1800 and Jefferson’s solutions; the tangled political origins of the War of 1812; the demise of the Federalists, John Quincy Adams’ political resurrection, and his role in the origins of the Monroe Doctrine
DISCUSSION: Frank Reuter, Trials and Triumphs
UNIT THREE: FIRST FLUSH OF EXPANSION
Lecture themes:
The Jacksonian order and its breakdown; the enigma of the Whigs; the strange career of Manifest Destiny in the Mexican War; filibustering in Central America as an expression of sectional and racial politics; was the Perry expedition to Japan the same?
DISCUSSION: Frederick Merk, Manifest Destiny and Mission in American History; MIDTERM EXAM thereafter
UNIT FOUR: RACE, POLITICS, WAR AND DIPLOMACY
Lecture themes:
The slavery/abolition issues in the Atlantic arena; coming of the Civil War; wartime politics and diplomacy; impact of Reconstruction on American politics; how Reconstruction stunted American expansionist impulses into the Caribbean; the Republican Party’s struggle to find new issues and emergence of prohibitionism, parochialism, and expansionism in consequence; renewed frictions with nonwhite peoples in American West, Caribbean, and Hawaii
DISCUSSION: Heather Cox Richardson, Wounded Knee
UNIT FIVE: CONNECTICUT YANKEES IN THE CHINESE EMPEROR’S COURT
Lecture themes:
The troubled ethnic politics of the Gilded Age and near-destruction of the Republican Party that ensued; McKinley’s political solution to the party’s crisis; McKinley’s diplomatic solution to the party’s crisis; the Cuban crisis and ensuing war with Spain ushers in years of Republican dominance
DISCUSSION: David Healy, US Expansionism
This course considers the rise of the United States from its origins as a string of dependent settlements along the Atlantic coast to a continent-spanning global power. It examines this rise by combining an examination of the emergence of a distinctively American political system with a consideration of the foreign relations of the American colonies and, after 1776, the United States.
This course assumes a basic knowledge of American history to 1898. If you would like to bolster that knowledge, you should obtain a survey of American history, preferably American foreign relations, for this period. Some good titles would be Thomas Paterson, et al., American Foreign Relations (volume one), Walter LaFeber, The American Age (preferably volume one), or Howard Jones, Crucible of Power (volume one). These books are not required and therefore not available at campus bookstores. They can be obtained online or elsewhere.
Course Schedule and Assignment
UNIT ONE: THE ORIGINS OF AMERICAN POLITICS AND DIPLOMACY
Lecture themes:
North America as the first colonists found it. Origins of American colonial politics; the reassertion of royal authority after the Indian crises of 1676; the rise of an American ideology based on British “Commonwealth” thought and its implications for American perceptions of non-Americans; politics and diplomacy of the American Revolution
DISCUSSION: Eric Hinderaker, At the Edge of Empire
UNIT TWO: FROM THE REVOLUTION TO THE MONROE DOCTRINE
Lecture themes:
Beginnings of national-level politics leading to origins of U.S. Constitution; impact of the French Revolution on American politics & diplomacy; the twin crises of 1800 and Jefferson’s solutions; the tangled political origins of the War of 1812; the demise of the Federalists, John Quincy Adams’ political resurrection, and his role in the origins of the Monroe Doctrine
DISCUSSION: Frank Reuter, Trials and Triumphs
UNIT THREE: FIRST FLUSH OF EXPANSION
Lecture themes:
The Jacksonian order and its breakdown; the enigma of the Whigs; the strange career of Manifest Destiny in the Mexican War; filibustering in Central America as an expression of sectional and racial politics; was the Perry expedition to Japan the same?
DISCUSSION: Frederick Merk, Manifest Destiny and Mission in American History; MIDTERM EXAM thereafter
UNIT FOUR: RACE, POLITICS, WAR AND DIPLOMACY
Lecture themes:
The slavery/abolition issues in the Atlantic arena; coming of the Civil War; wartime politics and diplomacy; impact of Reconstruction on American politics; how Reconstruction stunted American expansionist impulses into the Caribbean; the Republican Party’s struggle to find new issues and emergence of prohibitionism, parochialism, and expansionism in consequence; renewed frictions with nonwhite peoples in American West, Caribbean, and Hawaii
DISCUSSION: Heather Cox Richardson, Wounded Knee
UNIT FIVE: CONNECTICUT YANKEES IN THE CHINESE EMPEROR’S COURT
Lecture themes:
The troubled ethnic politics of the Gilded Age and near-destruction of the Republican Party that ensued; McKinley’s political solution to the party’s crisis; McKinley’s diplomatic solution to the party’s crisis; the Cuban crisis and ensuing war with Spain ushers in years of Republican dominance
DISCUSSION: David Healy, US Expansionism
Labels:
American Foreign Relations,
American political system,
Crucible of Power,
David Healy,
Howard Jones,
Thomas Paterson,
US Expansionism
BASIC RULES FOR CLEAR WRITING
BASIC RULES FOR CLEAR WRITING
1. Do not use first person (“I” or “me”), second person (“you”), contractions (“don’t”) or abbreviations (“U.S.”) in your writing.
2. Use pronouns with care. (“Hamilton hated Jefferson and Adams, but he did not hate him back.” Who is the him, huh?)
3. Avoid the passive voice. (“The dog was kicked.”) Use active voice. (“Jack kicked the dog.”)
4. Do not use “this” as a pronoun.
5. Avoid colloquial or slang words or phrases.
6. Possessive (party’s) and plural (parties) are not identical or interchangeable.
7. Express only one thought in each sentence. Stress only one theme in each paragraph.
8. Each paragraph should begin with a topic sentence that advances your argument in some way. Link each paragraph’s evidence clearly to an aspect of your argument.
1. Do not use first person (“I” or “me”), second person (“you”), contractions (“don’t”) or abbreviations (“U.S.”) in your writing.
2. Use pronouns with care. (“Hamilton hated Jefferson and Adams, but he did not hate him back.” Who is the him, huh?)
3. Avoid the passive voice. (“The dog was kicked.”) Use active voice. (“Jack kicked the dog.”)
4. Do not use “this” as a pronoun.
5. Avoid colloquial or slang words or phrases.
6. Possessive (party’s) and plural (parties) are not identical or interchangeable.
7. Express only one thought in each sentence. Stress only one theme in each paragraph.
8. Each paragraph should begin with a topic sentence that advances your argument in some way. Link each paragraph’s evidence clearly to an aspect of your argument.
Labels:
BASIC RULES FOR CLEAR WRITING
THE SECOND WORLD WAR
This survey examines the causes, course, and conclusion of the Second World War. Its framework is formed by the military confrontations that determined these causes, course, and conclusion. Its focus is on the political and policy decisions national leaders took, and the institutional setting in which they took those decisions, not on such trivial details as the effective penetration range of an 88mm shell against a Type B's frontal armor.
Those military confrontations themselves, moreover, constitute only the barest portion of the war. Germany occupied much of Europe for over three years. What Germany attempted to achieve, and how those in the occupied territories reacted to that attempt, form stories of critical importance to understanding the war. Not least of those stories was the Holocaust.
Course Schedule and Assignments
I. ORIGINS
1. Hitler's Program
2. Why the West Slept
3. Poland's Fate
4. Russia Determines; the West Dithers
5. DISCUSSION: A.J.P. Taylor, The Origins of the Second World War [D741.T238]; Gordon
Martel, ed., The Origins of the Second World War Reconsidered (2nd edition) [D741.O7451999]
II. THE TRIUMPHANT AXIS
1. The Collapse of France
2. The Two Battles of Britain
3. The Vital Periphery
4. Barbarossa
III. THE PACIFIC AND THE PIVOT
1. America Astir
2. Japan's Agenda
3. The Way Out of China (Leads to Pearl)
4. Forging the Grand Alliance
5. DISCUSSION: Geoffrey Megargee, War of Annihilation [D764.M385 2006]; Rodric Braithwaite, Moscow 1941 [D764.3 .M6 B73 2006]
IV. TURNING POINTS AND TERROR
1. The Atlantic Cauldron
2. Mediterranean Stew
3. Russia's Road Back
4. Reaching the Final Solution
5. "This is what it was like . . ."
6. DISCUSSION: Tami Biddle, Rhetoric and Reality in Air Warfare [UG705.67 B54 2002]
V. FIGHTING TO A FINISH
1. OVERLORD: The French Connection
2. Poland's Agony
3. Testing the Grand Alliance: Yalta
4. The Death Rattles of Japan
5. DISCUSSION: Shohei Ooka, Fires on the Plain [PL835.O5 N63 2001] and George Neill, Infantry Soldier [D756.5 A7 N45 2000]
Those military confrontations themselves, moreover, constitute only the barest portion of the war. Germany occupied much of Europe for over three years. What Germany attempted to achieve, and how those in the occupied territories reacted to that attempt, form stories of critical importance to understanding the war. Not least of those stories was the Holocaust.
Course Schedule and Assignments
I. ORIGINS
1. Hitler's Program
2. Why the West Slept
3. Poland's Fate
4. Russia Determines; the West Dithers
5. DISCUSSION: A.J.P. Taylor, The Origins of the Second World War [D741.T238]; Gordon
Martel, ed., The Origins of the Second World War Reconsidered (2nd edition) [D741.O7451999]
II. THE TRIUMPHANT AXIS
1. The Collapse of France
2. The Two Battles of Britain
3. The Vital Periphery
4. Barbarossa
III. THE PACIFIC AND THE PIVOT
1. America Astir
2. Japan's Agenda
3. The Way Out of China (Leads to Pearl)
4. Forging the Grand Alliance
5. DISCUSSION: Geoffrey Megargee, War of Annihilation [D764.M385 2006]; Rodric Braithwaite, Moscow 1941 [D764.3 .M6 B73 2006]
IV. TURNING POINTS AND TERROR
1. The Atlantic Cauldron
2. Mediterranean Stew
3. Russia's Road Back
4. Reaching the Final Solution
5. "This is what it was like . . ."
6. DISCUSSION: Tami Biddle, Rhetoric and Reality in Air Warfare [UG705.67 B54 2002]
V. FIGHTING TO A FINISH
1. OVERLORD: The French Connection
2. Poland's Agony
3. Testing the Grand Alliance: Yalta
4. The Death Rattles of Japan
5. DISCUSSION: Shohei Ooka, Fires on the Plain [PL835.O5 N63 2001] and George Neill, Infantry Soldier [D756.5 A7 N45 2000]
Labels:
A.J.P. Taylor,
Adolf Hitler,
Fires on the Plain,
Geoffrey Megargee,
Nazi German,
Rhetoric and Reality in Air Warfare,
Shohei Ooka,
Tami Biddle,
War of Annihilation
Machu Picchu and the Politics of Indigeneity Bibliography
Machu Picchu and the Politics of Indigeneity
Bibliography
Baud, Michiel and Annelou Ypeij, eds. Cultural Tourism in Latin America: The Politics of Space and Imagery. Leiden: Brill, 2009.
Cabezas, Amalia L. Economies of Desire: Sex and Tourism in Cuba and the Dominican Republic. Philadelphia: Temple University Press, 2009.
Carruyo, Lynn. Producing Knowledge, Protecting Forests: Rural Encounters with Gender, Ecotourism, and International Aid in the Dominican Republic. University Park: Pennsylvania State University Press, 2007.
Cohen, Erik. “Toward a Sociology of Inter-national Tourism,” Social Research 39, no. 1, (1972):164-82.
Coronado, Jorge. Andes Imagined: Indigenismo, Society, and Modernity. Pittsburgh: University of Pittsburgh Press, 2009.
de la Cadena, Marisol. Indigenous Mestizos: The Politics of Race and Culture in Cuzco, Peru, 1919-1991. Durham: Duke University Press, 2000.
Deustua, José and José Luis Rénique. Intelectuales, indigenismo, y descentralismo en el Perú, 1897-1931. Cuzco: Centro de Estudios Regionales Andinos Bartolomé de las Casas, 1984.
Flores Galindo, Alberto. Buscando un inca: Identidad y utopÃa en los Andes. Lima: Instituto de Apoyo Agrario, 1987.
Gascón, Jorge. Gringos como en sueños: Diferenciación y conflicto, campesinos en los Andes peruanos ante el desarrollo del turismo. Lima: Instituto de Estudios Peruanos, 2005.
Gillis, John R., ed. Commemorations: The Politics of National Identity. Princeton: Princeton University Press, 1994.
Guillén MarroquÃn, Jesús. La economÃa agraria del Cusco, 1900-1980. Cusco: Centro de Estudios Rurales Andinos Bartolomé de las Casas, 1989.
Handelman, Howard. Struggle in the Andes: Peasant Political Mobilization in Peru. Austin: University of Texas Press, 1975.
Heaney, Christopher. Cradle of Gold: The Story of Hiram Bingham, a Real-Life Indiana Jones, and the Search for Machu Picchu. New York: Palgrave MacMillan, 2010.
Kirshenblatt-Gimblett, Barbara. Destination Culture, Tourism, Museums, and Heritage. Berkeley: University of California Press, 1998.
Kristal, EfraÃn. The Andes Viewed from the City: Literary and Political Discourse on the Indian in Peru, 1848-1930. New York: Peter Lang, 1987.
Lanfant, Marie-Franciose, John B. Allcock, and Edward M. Bruner, eds. International Tourism: Identity and Change. London: Sage Publications, 1995.
Lomnitz, Claudio. Deep Mexico, Silent Mexico: An Anthropology of Nationalism. Minneapolis: University of Minnesota Press, 2001.
MacCannell, Dean. The Tourist: A New Theory of the Leisure Class. 2nd ed. New York: Schocken Books, 1989 [1973].
Mallon, Florencia. Peasant and Nation: The Making of Postcolonial Mexico and Peru. Berkeley: University of California Press, 1995.
MartÃnez, Hector. Migraciones internas en el Perú: Aproximación crÃtica y bibliografÃa. Lima: Instituto de Estudios Peruanos, 1980.
Matos Mar, José. Desborde popular y crisis del estado: El nuevo rostro del Perú en la década de 1980. Lima: Instuto de Estudios Peruanos, 1984.
Mauceri, Philip. State under Siege: Development and Policy Making in Peru. Boulder: Westview Press, 1996.
Mayer, Enrique. Ugly Stories of the Peruvian Agrarian Reform. Durham: Duke University Press, 2009.
McClintock, Cynthia, and Abraham F. Lowenthal. The Peruvian Experiment Reconsidered. Princeton: Princeton University Press, 1983.
Mendoza, Zoila S. Creating Our Own: Folklore, Performance, and Identity in Cuzco, Peru. Durham, Duke University Press, 2008.
Merril, Dennis. Negotiating Paradise: U. S. Tourism and Empire in Twentieth-Century Latin America. Chapel Hill: University of North Carolina Press, 2009.
Nora, Pierre, ed. Realms of Memory. Realms of Memory. English edition edited by Lawrence D. Kritzman. Translated by Arthur Goldhammer. New York: Columbia University Press, 1998 [1992].
Orlove, Benjamin S. Alpacas, Sheep, and Men: The Wool Export Economy and Regional Society of Southern Peru. New York: Academic Press, 1977.
Poole, Deborah. “Landscape and the Imperial Subject: U.S. Images of the Andes, 1859-1930.” In Close Encounters of Empire: Writing the Cultural History of U. S. – Latin American Relations, edited by Gilbert Joseph, Catherine C. Legrand, and Ricardo D. Salvatore, 107-138. Durham: Duke University Press, 1998.
Poole, Deborah. Vision, Race, and Modernity: A Visual Economy of the Andean Image World. Princeton: Princeton University Press, 1997.
Poole, Deborah, ed. Unruly Order: Violence, Power, and Cultural Identity in the High Provinces of Southern Peru. Boulder: Westview Press, 1994.
Portocarero, Gonzálo, and Patricia Oliart. El Perú desde la escuela. Lima: Instituto de Apoyo Agrario. 1989.
Pratt, Marie Louise. Imperial Eyes: Travel Writing and Transculturation. New York: Routledge, 1992.
Quiroz, Alfonso W. Domestic and Foreign Finance in Modern Peru, 1850-1950: Financing Visions of Development. Pittsburgh: University of Pittsburgh Press, 1993.
Rénique C., José Luis. Los sueños de la sierra: Cusco en el siglo XX. Lima: CESPES, 1991.
Salvatore, Ricardo D. “Local versus Imperial Knowledge: Reflections on Hiram Bingham and the Yale Peruvian Expedition,” Nepantla: Views from South 4, Issue 1, (2003): 67-80.
Seigel, Micol. “Beyond Compare: Comparative Method after the Transnational Turn,” Radical History Review 91, (Winter 2005): 62-90.
Sheahan, John. Searching for a Better Society: The Peruvian Economy from 1950. University Park: Pennsylvania State University Press, 1999.
Silverman, Helaine. “Touring Ancient Times: The Present and Presented Past in Contemporary Peru,” American Anthropologist 104, no. 3, (2002): 141-155.
Smith, Valene L. Hosts and Guests: The Anthropology of Tourism. 2nd ed. Philadelphia: University of Pennsylvania Press, 1989 [1978].
Stern, Steve J., editor. Shining and Other Paths: War and Society in Peru 1980-1995. Durham: Duke University Press, 1998.
Stokes, Susan C. Cultures in Conflict: Social Movements and the State in Peru. Berkeley: University of California Press, 1995.
Tamayo-Herrera, José. Historia del indigenismo cuzqueño: Siglos XVI-XX. Lima: Instituto Nacional de Cultura, 1980.
Tamayo-Herrera, José. Historia social del Cuzco republicano. 2nd ed. Lima: Editorial Universo. 1981 [1978].
Thorp, Rosemary and Geoffrey Bertram. Peru, 1890-1977: Growth and Policy in an Open Economy. New York: Columbia University Press, 1978.
Thurner, Mark. From Two Republics to One Divided: Contradictions in Postcolonial Nationmaking in Andean Peru. Durham: Duke University Press, 1997.
Vellas, Francios, and Lionel Bécherel. International Tourism: An Economic Perspective. New York: St. Martin’s Press, 1995.
Williams, Daryle. Culture Wars in Brazil: The First Vargas Regime, 1930-1945. Durham: Duke University Press, 2001.
Zolov, Eric. Refried Elvis: The Rise of the Mexican Counterculture. Berkeley: University of California Press, 1999.
Zorn, Elayne. Weaving a Future: Tourism, Cloth, and Culture on an Andean Island. Iowa City: University of Iowa Press, 2004.
Bibliography
Baud, Michiel and Annelou Ypeij, eds. Cultural Tourism in Latin America: The Politics of Space and Imagery. Leiden: Brill, 2009.
Cabezas, Amalia L. Economies of Desire: Sex and Tourism in Cuba and the Dominican Republic. Philadelphia: Temple University Press, 2009.
Carruyo, Lynn. Producing Knowledge, Protecting Forests: Rural Encounters with Gender, Ecotourism, and International Aid in the Dominican Republic. University Park: Pennsylvania State University Press, 2007.
Cohen, Erik. “Toward a Sociology of Inter-national Tourism,” Social Research 39, no. 1, (1972):164-82.
Coronado, Jorge. Andes Imagined: Indigenismo, Society, and Modernity. Pittsburgh: University of Pittsburgh Press, 2009.
de la Cadena, Marisol. Indigenous Mestizos: The Politics of Race and Culture in Cuzco, Peru, 1919-1991. Durham: Duke University Press, 2000.
Deustua, José and José Luis Rénique. Intelectuales, indigenismo, y descentralismo en el Perú, 1897-1931. Cuzco: Centro de Estudios Regionales Andinos Bartolomé de las Casas, 1984.
Flores Galindo, Alberto. Buscando un inca: Identidad y utopÃa en los Andes. Lima: Instituto de Apoyo Agrario, 1987.
Gascón, Jorge. Gringos como en sueños: Diferenciación y conflicto, campesinos en los Andes peruanos ante el desarrollo del turismo. Lima: Instituto de Estudios Peruanos, 2005.
Gillis, John R., ed. Commemorations: The Politics of National Identity. Princeton: Princeton University Press, 1994.
Guillén MarroquÃn, Jesús. La economÃa agraria del Cusco, 1900-1980. Cusco: Centro de Estudios Rurales Andinos Bartolomé de las Casas, 1989.
Handelman, Howard. Struggle in the Andes: Peasant Political Mobilization in Peru. Austin: University of Texas Press, 1975.
Heaney, Christopher. Cradle of Gold: The Story of Hiram Bingham, a Real-Life Indiana Jones, and the Search for Machu Picchu. New York: Palgrave MacMillan, 2010.
Kirshenblatt-Gimblett, Barbara. Destination Culture, Tourism, Museums, and Heritage. Berkeley: University of California Press, 1998.
Kristal, EfraÃn. The Andes Viewed from the City: Literary and Political Discourse on the Indian in Peru, 1848-1930. New York: Peter Lang, 1987.
Lanfant, Marie-Franciose, John B. Allcock, and Edward M. Bruner, eds. International Tourism: Identity and Change. London: Sage Publications, 1995.
Lomnitz, Claudio. Deep Mexico, Silent Mexico: An Anthropology of Nationalism. Minneapolis: University of Minnesota Press, 2001.
MacCannell, Dean. The Tourist: A New Theory of the Leisure Class. 2nd ed. New York: Schocken Books, 1989 [1973].
Mallon, Florencia. Peasant and Nation: The Making of Postcolonial Mexico and Peru. Berkeley: University of California Press, 1995.
MartÃnez, Hector. Migraciones internas en el Perú: Aproximación crÃtica y bibliografÃa. Lima: Instituto de Estudios Peruanos, 1980.
Matos Mar, José. Desborde popular y crisis del estado: El nuevo rostro del Perú en la década de 1980. Lima: Instuto de Estudios Peruanos, 1984.
Mauceri, Philip. State under Siege: Development and Policy Making in Peru. Boulder: Westview Press, 1996.
Mayer, Enrique. Ugly Stories of the Peruvian Agrarian Reform. Durham: Duke University Press, 2009.
McClintock, Cynthia, and Abraham F. Lowenthal. The Peruvian Experiment Reconsidered. Princeton: Princeton University Press, 1983.
Mendoza, Zoila S. Creating Our Own: Folklore, Performance, and Identity in Cuzco, Peru. Durham, Duke University Press, 2008.
Merril, Dennis. Negotiating Paradise: U. S. Tourism and Empire in Twentieth-Century Latin America. Chapel Hill: University of North Carolina Press, 2009.
Nora, Pierre, ed. Realms of Memory. Realms of Memory. English edition edited by Lawrence D. Kritzman. Translated by Arthur Goldhammer. New York: Columbia University Press, 1998 [1992].
Orlove, Benjamin S. Alpacas, Sheep, and Men: The Wool Export Economy and Regional Society of Southern Peru. New York: Academic Press, 1977.
Poole, Deborah. “Landscape and the Imperial Subject: U.S. Images of the Andes, 1859-1930.” In Close Encounters of Empire: Writing the Cultural History of U. S. – Latin American Relations, edited by Gilbert Joseph, Catherine C. Legrand, and Ricardo D. Salvatore, 107-138. Durham: Duke University Press, 1998.
Poole, Deborah. Vision, Race, and Modernity: A Visual Economy of the Andean Image World. Princeton: Princeton University Press, 1997.
Poole, Deborah, ed. Unruly Order: Violence, Power, and Cultural Identity in the High Provinces of Southern Peru. Boulder: Westview Press, 1994.
Portocarero, Gonzálo, and Patricia Oliart. El Perú desde la escuela. Lima: Instituto de Apoyo Agrario. 1989.
Pratt, Marie Louise. Imperial Eyes: Travel Writing and Transculturation. New York: Routledge, 1992.
Quiroz, Alfonso W. Domestic and Foreign Finance in Modern Peru, 1850-1950: Financing Visions of Development. Pittsburgh: University of Pittsburgh Press, 1993.
Rénique C., José Luis. Los sueños de la sierra: Cusco en el siglo XX. Lima: CESPES, 1991.
Salvatore, Ricardo D. “Local versus Imperial Knowledge: Reflections on Hiram Bingham and the Yale Peruvian Expedition,” Nepantla: Views from South 4, Issue 1, (2003): 67-80.
Seigel, Micol. “Beyond Compare: Comparative Method after the Transnational Turn,” Radical History Review 91, (Winter 2005): 62-90.
Sheahan, John. Searching for a Better Society: The Peruvian Economy from 1950. University Park: Pennsylvania State University Press, 1999.
Silverman, Helaine. “Touring Ancient Times: The Present and Presented Past in Contemporary Peru,” American Anthropologist 104, no. 3, (2002): 141-155.
Smith, Valene L. Hosts and Guests: The Anthropology of Tourism. 2nd ed. Philadelphia: University of Pennsylvania Press, 1989 [1978].
Stern, Steve J., editor. Shining and Other Paths: War and Society in Peru 1980-1995. Durham: Duke University Press, 1998.
Stokes, Susan C. Cultures in Conflict: Social Movements and the State in Peru. Berkeley: University of California Press, 1995.
Tamayo-Herrera, José. Historia del indigenismo cuzqueño: Siglos XVI-XX. Lima: Instituto Nacional de Cultura, 1980.
Tamayo-Herrera, José. Historia social del Cuzco republicano. 2nd ed. Lima: Editorial Universo. 1981 [1978].
Thorp, Rosemary and Geoffrey Bertram. Peru, 1890-1977: Growth and Policy in an Open Economy. New York: Columbia University Press, 1978.
Thurner, Mark. From Two Republics to One Divided: Contradictions in Postcolonial Nationmaking in Andean Peru. Durham: Duke University Press, 1997.
Vellas, Francios, and Lionel Bécherel. International Tourism: An Economic Perspective. New York: St. Martin’s Press, 1995.
Williams, Daryle. Culture Wars in Brazil: The First Vargas Regime, 1930-1945. Durham: Duke University Press, 2001.
Zolov, Eric. Refried Elvis: The Rise of the Mexican Counterculture. Berkeley: University of California Press, 1999.
Zorn, Elayne. Weaving a Future: Tourism, Cloth, and Culture on an Andean Island. Iowa City: University of Iowa Press, 2004.
Labels:
ecotourism,
Inca culture,
Latin America,
Machu Picchu and the Politics of Indigeneity,
Machu Picchu and the Politics of Indigeneity Bibliography,
modernity,
Peru
Machu Picchu and the Politics of Indigeneity
Machu Picchu and the Politics of Indigeneity
When Alejandro Toledo, Peru’s first president of indigenous descent, decided to hold part of his 2001 inauguration at Machu Picchu he justified his choice to citizens by categorizing the site as “the glory of our past.” Toledo’s comments reflected the power of Machu Picchu’s symbolism as a timeless representative of his country’s Incan heritage, but overlooked the fact that the site has yet to occupy more than a century in Peru’s nationalist narrative.
In addition, this nationalist perspective obscures the transnational processes that transformed Machu Picchu from an unknown ruin into a national icon. Since Hiram Bingham announced his finding of “the lost city of the Incas” in 1911, transnational figures have played a critical role in creating the international allure of Machu Picchu. Bingham’s exploits and the archeological history of Machu Picchu have long attracted scholarly and popular interest in the site. In contrast, very little is known about the dramatic transformation of Machu Picchu that followed Bingham’s initial expedition.
My dissertation will examine how a diverse cast of peasants, politicians, entrepreneurs, and intellectuals who often transcended the boundaries and bureaucratic arms of the state collaborated in the rise of Machu Picchu as a fundamental part in Peru’s turn towards an indigenous-influenced nationalism. In particular, I focus on how their activities both complimented and, at times, conflicted with the political struggle to construct an inclusive national project in Peru – as well as a global symbol of indigeneity. By tracing the modern invention of Machu Picchu, this dissertation will cast a new perspective on the intertwining of transnationalism and nationalism in the creation of national identity.
When Alejandro Toledo, Peru’s first president of indigenous descent, decided to hold part of his 2001 inauguration at Machu Picchu he justified his choice to citizens by categorizing the site as “the glory of our past.” Toledo’s comments reflected the power of Machu Picchu’s symbolism as a timeless representative of his country’s Incan heritage, but overlooked the fact that the site has yet to occupy more than a century in Peru’s nationalist narrative.
In addition, this nationalist perspective obscures the transnational processes that transformed Machu Picchu from an unknown ruin into a national icon. Since Hiram Bingham announced his finding of “the lost city of the Incas” in 1911, transnational figures have played a critical role in creating the international allure of Machu Picchu. Bingham’s exploits and the archeological history of Machu Picchu have long attracted scholarly and popular interest in the site. In contrast, very little is known about the dramatic transformation of Machu Picchu that followed Bingham’s initial expedition.
My dissertation will examine how a diverse cast of peasants, politicians, entrepreneurs, and intellectuals who often transcended the boundaries and bureaucratic arms of the state collaborated in the rise of Machu Picchu as a fundamental part in Peru’s turn towards an indigenous-influenced nationalism. In particular, I focus on how their activities both complimented and, at times, conflicted with the political struggle to construct an inclusive national project in Peru – as well as a global symbol of indigeneity. By tracing the modern invention of Machu Picchu, this dissertation will cast a new perspective on the intertwining of transnationalism and nationalism in the creation of national identity.
Seminar in advanced research methods for historians
Seminar in advanced research methods for historians
This seminar provides graduate students with advanced training in the methods of historical research and writing. Our main goal is for each participant to produce a 30-35 page paper suitable for publication in an academic journal. Readings and class discussion will focus on developing and illustrating an argument of interest to a broad group of scholars. Although topics must be historical in nature, theoretical perspectives and methods from other disciplines are very welcome.
As part of our discussion, we will reflect on what makes historical work distinctive. Questions to be considered include: what are the possibilities and limitations inherent in any historical archive? What constitutes a historical source? Are all texts potential documents? Why was a record or text produced and who read it? What were its modes of circulation? Who does it privilege and who exclude? How could different groups or communities of meaning-makers alter its use and importance? What were the social, cultural, political and intellectual contexts of its production?
Besides writing several drafts of their papers, students will be asked to discuss examples of their primary sources in class and to provide constructive feed back on their fellow student’s work.
Requirements:
1. Course attendance. Since we meet only once week, regular attendance is essential. If you have to miss more than two scheduled classes, see me so we can talk about how to keep you on track in the course.
2. Class readings, contributions, and participations. This is not a reading seminar, so the readings will be relatively few in number. But you will be asked to do weekly readings and other assignments that should be completed before class.
3. Completion of final paper by Monday, May 16.
Preliminary schedule of meetings and discussions:
Topics below are provisional, subject to change after I have a better sense of what skills you particularly want to work on.
Jan. 31 First class meeting: introductions
Class work:
-- provide brief answers to the following questions: What is your probable topic? What big historical problem/argument does it address? Why is this topic significant and worthy of study? Who else has studied it? How will you go about researching it?
-- review and discuss: AHA Statement of professional standards
Part 1: Understanding the article form
Feb. 7 Setting Goals
READ: “Zotero: Social and Semantic Computing for Historical Scholarship” BB
DO: Bring to class one article that you see as a model for what you want to write in this class. Come prepared to tell us why you like it. Think about the argument, the methods, the sources, and the writing style.
Class work:
discuss what makes a good article; how is digital technology changing the way we do historical research
Feb. 14 Scouting the location
DO: This week, make a list of journals that might be suitable for your article and email it to me by Friday.
No class meeting: Prof. T will be in London.
Feb. 21 Writing a prospectus
DO: Bring to class a short prospectus for your article. Revisit the questions used in week 1 as starting point. Include a brief discussion of what journal you’d like to aim for and why.
Class work: read and comment on each other’s prospectuses
Part 2 Defining a topic and doing research
Feb. 28 Finding and using primary sources
DO: Visit AHA's Archives Wiki (link on BB) just to see what’s there.
DO: Bring in an example of a primary source you’ve used and the notes you’ve taken on it.
READ: “Survival Guide to Archival Research”; “Taking a Byte Out of the Archives: Making Technology Work for You”
Class work:
Discuss what is an archive and how do we prepare to use one? How do we take notes in ways that avoid troubles in the future?
We will literally “compare notes” in class tonight.
Mar. 7 Refining the argument
DO: bring to class
1. a brief description of a theoretical argument and/or theorist that you are using in your article
2. a short excerpt from that theoretical perspective or person that illustrates the argument you are interested in
3. a brief statement of how you’d like to address that argument in your article.
Class work:
share and discuss what you write about your argument and bring to class.
Part 3 Writing the rough draft
March 14 Introducing the article, part 1
DO: draft the first three pages of your paper and bring to class
Class work: share and discuss drafts
March 21 Introducing the article, part 2:
DO: draft the historiographic/theoretical section of your article
Class work: share and discuss drafts
March 28 Developing the argument
DO: Bring in 5-6 pages of the body of your article.
Class work: share and discuss drafts
April 4 Avoiding problems
READ: to be announced
DO: ask your advisor to give you readers’ reports for an article he or she has had published. We will use these for class discussion on April 11
Class work:
discuss the kind of research mistakes that get historians into really big trouble.
Part 4: writing the second draft
April 11 Responding to suggestions and criticisms
Read: read the readers’ reports your advisor gives you.
Class work:
discuss your reactions to the readers’ report; what kinds of criticisms do you ignore, what kind do you need to respond to?
April 18 Spring break: enjoy!
April 25 Writing with style
DO: Bring to class two copies of a full rough draft of your article
READ: “Beyond Tense,” and “Style is not a luxury matter”, BB
In class:
discuss revising for style and practice it a little.
Everyone will get another seminar member’s paper to read and comment on.
May 2 Revising for style
DO: Bring in 2-3 pages of your article, revised for style
DO: Bring in your fellow student’s paper with helpful comments on it.
May 9 Final class: celebration
May 16 Revised drafts due.
This seminar provides graduate students with advanced training in the methods of historical research and writing. Our main goal is for each participant to produce a 30-35 page paper suitable for publication in an academic journal. Readings and class discussion will focus on developing and illustrating an argument of interest to a broad group of scholars. Although topics must be historical in nature, theoretical perspectives and methods from other disciplines are very welcome.
As part of our discussion, we will reflect on what makes historical work distinctive. Questions to be considered include: what are the possibilities and limitations inherent in any historical archive? What constitutes a historical source? Are all texts potential documents? Why was a record or text produced and who read it? What were its modes of circulation? Who does it privilege and who exclude? How could different groups or communities of meaning-makers alter its use and importance? What were the social, cultural, political and intellectual contexts of its production?
Besides writing several drafts of their papers, students will be asked to discuss examples of their primary sources in class and to provide constructive feed back on their fellow student’s work.
Requirements:
1. Course attendance. Since we meet only once week, regular attendance is essential. If you have to miss more than two scheduled classes, see me so we can talk about how to keep you on track in the course.
2. Class readings, contributions, and participations. This is not a reading seminar, so the readings will be relatively few in number. But you will be asked to do weekly readings and other assignments that should be completed before class.
3. Completion of final paper by Monday, May 16.
Preliminary schedule of meetings and discussions:
Topics below are provisional, subject to change after I have a better sense of what skills you particularly want to work on.
Jan. 31 First class meeting: introductions
Class work:
-- provide brief answers to the following questions: What is your probable topic? What big historical problem/argument does it address? Why is this topic significant and worthy of study? Who else has studied it? How will you go about researching it?
-- review and discuss: AHA Statement of professional standards
Part 1: Understanding the article form
Feb. 7 Setting Goals
READ: “Zotero: Social and Semantic Computing for Historical Scholarship” BB
DO: Bring to class one article that you see as a model for what you want to write in this class. Come prepared to tell us why you like it. Think about the argument, the methods, the sources, and the writing style.
Class work:
discuss what makes a good article; how is digital technology changing the way we do historical research
Feb. 14 Scouting the location
DO: This week, make a list of journals that might be suitable for your article and email it to me by Friday.
No class meeting: Prof. T will be in London.
Feb. 21 Writing a prospectus
DO: Bring to class a short prospectus for your article. Revisit the questions used in week 1 as starting point. Include a brief discussion of what journal you’d like to aim for and why.
Class work: read and comment on each other’s prospectuses
Part 2 Defining a topic and doing research
Feb. 28 Finding and using primary sources
DO: Visit AHA's Archives Wiki (link on BB) just to see what’s there.
DO: Bring in an example of a primary source you’ve used and the notes you’ve taken on it.
READ: “Survival Guide to Archival Research”; “Taking a Byte Out of the Archives: Making Technology Work for You”
Class work:
Discuss what is an archive and how do we prepare to use one? How do we take notes in ways that avoid troubles in the future?
We will literally “compare notes” in class tonight.
Mar. 7 Refining the argument
DO: bring to class
1. a brief description of a theoretical argument and/or theorist that you are using in your article
2. a short excerpt from that theoretical perspective or person that illustrates the argument you are interested in
3. a brief statement of how you’d like to address that argument in your article.
Class work:
share and discuss what you write about your argument and bring to class.
Part 3 Writing the rough draft
March 14 Introducing the article, part 1
DO: draft the first three pages of your paper and bring to class
Class work: share and discuss drafts
March 21 Introducing the article, part 2:
DO: draft the historiographic/theoretical section of your article
Class work: share and discuss drafts
March 28 Developing the argument
DO: Bring in 5-6 pages of the body of your article.
Class work: share and discuss drafts
April 4 Avoiding problems
READ: to be announced
DO: ask your advisor to give you readers’ reports for an article he or she has had published. We will use these for class discussion on April 11
Class work:
discuss the kind of research mistakes that get historians into really big trouble.
Part 4: writing the second draft
April 11 Responding to suggestions and criticisms
Read: read the readers’ reports your advisor gives you.
Class work:
discuss your reactions to the readers’ report; what kinds of criticisms do you ignore, what kind do you need to respond to?
April 18 Spring break: enjoy!
April 25 Writing with style
DO: Bring to class two copies of a full rough draft of your article
READ: “Beyond Tense,” and “Style is not a luxury matter”, BB
In class:
discuss revising for style and practice it a little.
Everyone will get another seminar member’s paper to read and comment on.
May 2 Revising for style
DO: Bring in 2-3 pages of your article, revised for style
DO: Bring in your fellow student’s paper with helpful comments on it.
May 9 Final class: celebration
May 16 Revised drafts due.
Labels:
historical achive,
intellectual history,
seminar,
Zotero
Saturday, September 17, 2011
Slaves on the Margins and Cultural Resistance
Slaves on the Margins
Required:
Jane Landers, “Garcia Real de Santa Teresa de Mose: A Free Black Town in Spanish Colonial Florida,” American Historical Review, 95:1 (Feb. 1990), pp. 9-30. BB
Michael Jarvis, “Maritime Masters and Seafaring Slaves in Bermuda, 1680-1783.” BB
Arnold Sio, “Marginality and Free Colored Identity in Caribbean Slave Society,” in Slavery and Abolition (Sept. 1987).
Recommended:
Gad Heuman, Between Black and White: Race, Politics and the Free Coloreds in Jamaica (1981).
Emma Christopher, Slave Ship Sailors and their Captive Cargos (2006).
W. Jeffrey Bolster, Black Jacks: African American Seamen in the Age of Sail (1997).
To Think About ~ In these readings, how do we see slaves negotiating their situations on the margins of empire? In particular, how did they parlay their ambiguous status into opportunities? How do they push the boundaries of slavery as an institution?
Cultures of Resistance
Required:
John Thornton, Africans and Afro-Americans in the Atlantic World, Ch. 10.
Walter Johnson, Soul by Soul: Life Inside the Antebellum Slave Market (1999). BB
Recommended:
Eugene Genovese, From Revolt to Revolution.
Jane Landers, ed. Slave, Subjects and Subversives: Blacks in Colonial Latin America.
Richard Price, Maroon Societies: Rebel Slave Communities in the Americas (1973)
Joao J. Reis, Slave Rebellion in Brazil: The Muslim Uprising of 1835 in Bahia (1993).
Stuart Schwarz, “Resistance and Accommodation in 18th Century Brazil,” Hispanic American His. Review (1977).
To Think About ~ What modes of resistance do these historians identify? How do they situate slaves’ actions from passive resistance, to spontaneous uprisings, to carefully planned revolts? How important do they see slaves’ resistance in shaping how slave masters defined the institution of slavery over time?
Required:
Jane Landers, “Garcia Real de Santa Teresa de Mose: A Free Black Town in Spanish Colonial Florida,” American Historical Review, 95:1 (Feb. 1990), pp. 9-30. BB
Michael Jarvis, “Maritime Masters and Seafaring Slaves in Bermuda, 1680-1783.” BB
Arnold Sio, “Marginality and Free Colored Identity in Caribbean Slave Society,” in Slavery and Abolition (Sept. 1987).
Recommended:
Gad Heuman, Between Black and White: Race, Politics and the Free Coloreds in Jamaica (1981).
Emma Christopher, Slave Ship Sailors and their Captive Cargos (2006).
W. Jeffrey Bolster, Black Jacks: African American Seamen in the Age of Sail (1997).
To Think About ~ In these readings, how do we see slaves negotiating their situations on the margins of empire? In particular, how did they parlay their ambiguous status into opportunities? How do they push the boundaries of slavery as an institution?
Cultures of Resistance
Required:
John Thornton, Africans and Afro-Americans in the Atlantic World, Ch. 10.
Walter Johnson, Soul by Soul: Life Inside the Antebellum Slave Market (1999). BB
Recommended:
Eugene Genovese, From Revolt to Revolution.
Jane Landers, ed. Slave, Subjects and Subversives: Blacks in Colonial Latin America.
Richard Price, Maroon Societies: Rebel Slave Communities in the Americas (1973)
Joao J. Reis, Slave Rebellion in Brazil: The Muslim Uprising of 1835 in Bahia (1993).
Stuart Schwarz, “Resistance and Accommodation in 18th Century Brazil,” Hispanic American His. Review (1977).
To Think About ~ What modes of resistance do these historians identify? How do they situate slaves’ actions from passive resistance, to spontaneous uprisings, to carefully planned revolts? How important do they see slaves’ resistance in shaping how slave masters defined the institution of slavery over time?
Labels:
Arnold Sio,
Emma Christopher,
Jane Landers,
Michael Jarvis,
Slave Ship Sailors and their Captive Cargos
Slavery in the Age of Revolutions
Slavery in the Age of Revolutions
Required:
Laurent Dubois, Avengers of the New World: The Story of the Haitian Revolution (2004).
Ira Berlin and Leslie M. Harris, Slavery in New York (2005), Ch. 3-4.
Recommended:
David Brion Davis, The Problem of Slavery in the Age of Revolution, 1770-1823 (1975).
Sylvia R. Frey, Water From The Rock: Black Resistance in a Revolutionary Age (1991).
C. L. R. James, The Black Jaobins: Toussaint L’Overture and the Santo Domingo Revolution (1963).
Carolyn Fick, The Making of the Saint Domingue Revolution from Below (1990).
To Think About ~ How were slaves effected by revolutionary ideas of republicanism? What impact did the American Revolution have for enslaved peoples? Who participated in the Haitian Revolution and why?
Required:
Laurent Dubois, Avengers of the New World: The Story of the Haitian Revolution (2004).
Ira Berlin and Leslie M. Harris, Slavery in New York (2005), Ch. 3-4.
Recommended:
David Brion Davis, The Problem of Slavery in the Age of Revolution, 1770-1823 (1975).
Sylvia R. Frey, Water From The Rock: Black Resistance in a Revolutionary Age (1991).
C. L. R. James, The Black Jaobins: Toussaint L’Overture and the Santo Domingo Revolution (1963).
Carolyn Fick, The Making of the Saint Domingue Revolution from Below (1990).
To Think About ~ How were slaves effected by revolutionary ideas of republicanism? What impact did the American Revolution have for enslaved peoples? Who participated in the Haitian Revolution and why?
Labels:
Avengers of the New World,
C. L. R. James,
David Brion Davis,
Laurent Dubois,
Sylvia R. Frey,
The Black Jaobins,
The Problem of Slavery in the Age of Revolution,
Water From The Rock
Atlantic Slave Trade: Cultural Continuity and Hybridity
Cultural Continuity and Hybridity
Required:
Michael A. Gomez, Exchanging Our Country Marks: The Transformation of African Identities in the Colonial and Antebellum South (1998), Ch. 8.
John Thornton, Africans and Afro-Americans in the Atlantic World, Ch. 8.
Judith Carney, “Out of Africa: Colonial Rice History in the Black Atlantic.” BB
> “AHR Exchange: The Question of Black Rice,” AHR 115, no. 1 (Feb. 2010).
Recommended:
Sidney Mintz and Richard Price, The Birth of African-American Culture (1976).
Peter Wood, Black Majority: Negroes in Colonial South Carolina.
Gwendolyn Midlo Hall, Africans in Colonial Louisiana: The Development of African Creole Culture in the 18th Century.
To Think About ~ How did these regions differ in their demographic composition and cultural character from other regions we’ve studied thus far? How convincing is Carney’s interpretation of how slaves’ knowledge of African rice cultivation transferred to the Low Country?
Slaves and Free Blacks in the North
Required:
Ira Berlin and Leslie M. Harris, Slavery in New York, (2005), Ch. 1-3.
Susan Klepp, “Seasoning and Society: Racial Differences in Mortality in Eighteenth Century Philadelphia,” pp. 473-502. BB
Recommended:
Leslie M. Harris, In the Shadow of Slavery: African Americans in New York City, 1626-1863 (2003).
Gary B. Nash, Forging Freedom: The Formation of Philadelphia’s Black Community, 1720-1840 (1988).
Shane White, Somewhat More Independent: The End of Slavery in New York City, 1770-1810 (1991).
To Think About ~ How do these historians broaden your understanding of slavery’s role in the North? How do they counter popular conceptions of slavery as a predominately Southern and rural institution? What factors contributed to the gradual demise of Northern slavery?
Required:
Michael A. Gomez, Exchanging Our Country Marks: The Transformation of African Identities in the Colonial and Antebellum South (1998), Ch. 8.
John Thornton, Africans and Afro-Americans in the Atlantic World, Ch. 8.
Judith Carney, “Out of Africa: Colonial Rice History in the Black Atlantic.” BB
> “AHR Exchange: The Question of Black Rice,” AHR 115, no. 1 (Feb. 2010).
Recommended:
Sidney Mintz and Richard Price, The Birth of African-American Culture (1976).
Peter Wood, Black Majority: Negroes in Colonial South Carolina.
Gwendolyn Midlo Hall, Africans in Colonial Louisiana: The Development of African Creole Culture in the 18th Century.
To Think About ~ How did these regions differ in their demographic composition and cultural character from other regions we’ve studied thus far? How convincing is Carney’s interpretation of how slaves’ knowledge of African rice cultivation transferred to the Low Country?
Slaves and Free Blacks in the North
Required:
Ira Berlin and Leslie M. Harris, Slavery in New York, (2005), Ch. 1-3.
Susan Klepp, “Seasoning and Society: Racial Differences in Mortality in Eighteenth Century Philadelphia,” pp. 473-502. BB
Recommended:
Leslie M. Harris, In the Shadow of Slavery: African Americans in New York City, 1626-1863 (2003).
Gary B. Nash, Forging Freedom: The Formation of Philadelphia’s Black Community, 1720-1840 (1988).
Shane White, Somewhat More Independent: The End of Slavery in New York City, 1770-1810 (1991).
To Think About ~ How do these historians broaden your understanding of slavery’s role in the North? How do they counter popular conceptions of slavery as a predominately Southern and rural institution? What factors contributed to the gradual demise of Northern slavery?
Labels:
Forging Freedom,
Gary B. Nash,
Gwendolyn Midlo Hall,
Ira Berlin,
Peter Wood,
Richard Price,
Sidney Mintz,
The Birth of African-American Culture
Religion and Spiritual Beliefs within the Slave Quarters
Religion and Spiritual Beliefs within the Slave Quarters
Required:
Jon Sensbach, Rebecca’s Revival: Creating Black Christianity in the Atlantic World.
Michael A. Gomez, Exchanging Our Country Marks: The Transformation of African Identities in the Colonial and Antebellum South (1998), Ch. 3,4-6, 9.
John Thornton, Africans and Afro-Americans in the Atlantic World, Ch. 9.
Recommended:
Sylvia R. Frey and Betty Wood, Come Shouting to Zion: African American Protestantism in the American South and British Caribbean to 1830.
Robert Faris Thompson, Flash of the Spirit: African and Afro-American Art and Philosophy (1983).
Sylviane Diouf, Servants of Allah: African Muslims Enslaved in the Americas (1998).
To Think About ~ What role does syncretism play in shaping people’s religious beliefs in the Caribbean? How does the material evidence gleaned from archaeology inform historians’ understanding of religious rituals and practice? What particular challenges do historians face in trying to learn about the religious beliefs and practices of enslaved persons?
Required:
Jon Sensbach, Rebecca’s Revival: Creating Black Christianity in the Atlantic World.
Michael A. Gomez, Exchanging Our Country Marks: The Transformation of African Identities in the Colonial and Antebellum South (1998), Ch. 3,4-6, 9.
John Thornton, Africans and Afro-Americans in the Atlantic World, Ch. 9.
Recommended:
Sylvia R. Frey and Betty Wood, Come Shouting to Zion: African American Protestantism in the American South and British Caribbean to 1830.
Robert Faris Thompson, Flash of the Spirit: African and Afro-American Art and Philosophy (1983).
Sylviane Diouf, Servants of Allah: African Muslims Enslaved in the Americas (1998).
To Think About ~ What role does syncretism play in shaping people’s religious beliefs in the Caribbean? How does the material evidence gleaned from archaeology inform historians’ understanding of religious rituals and practice? What particular challenges do historians face in trying to learn about the religious beliefs and practices of enslaved persons?
Labels:
John Thornton,
Jon Sensbach,
Michael A. Gomez,
Robert Faris Thompson,
Servants of Allah,
Sylviane Diouf
Gender Analyses of Slavery
Gender Analyses of Slavery
Required:
Jennifer Morgan, Laboring Women: Reproduction and Slavery in New World Slavery (2004).
Recommended:
David Barry Gaspar and Darlene Clark Hine, eds., More than Chattel: Black Women and Slavery in the Americas (1996).
Bernard Moitt, Women and Slavery in the French Antilles (2001).
Hilary Beckles, “Property Rights in Pleasure: The Marketing of Slave Women’s Sexuality, in Roderick McDonald, ed., West Indies Accounts (1996).
Digna Casteñeda, “The Female Slave in Cuba. . .,” Shepherd, ed, Engendering History.
James Sweet, Recreating Africa: Culture, Kinship, and Religion in the African-Portuguese World, Ch. 2 (2003).
Deborah Gray White, Arn't I a Woman? Female Slaves in the Plantation South (1985).
Betty Wood, Women's Work, Men's Work: The Informal Slave Economies of Lowcountry Georgia (1995).
To Think About ~ What effects do these historians see slavery having had on the family structures of enslaved Africans? In particular, how do they see women’s lives impacted by the double burdens of production and reproduction? What cultural consequences do they argue stemmed from the gradual emergence of a creole population rather than a predominately African-born population?
Required:
Jennifer Morgan, Laboring Women: Reproduction and Slavery in New World Slavery (2004).
Recommended:
David Barry Gaspar and Darlene Clark Hine, eds., More than Chattel: Black Women and Slavery in the Americas (1996).
Bernard Moitt, Women and Slavery in the French Antilles (2001).
Hilary Beckles, “Property Rights in Pleasure: The Marketing of Slave Women’s Sexuality, in Roderick McDonald, ed., West Indies Accounts (1996).
Digna Casteñeda, “The Female Slave in Cuba. . .,” Shepherd, ed, Engendering History.
James Sweet, Recreating Africa: Culture, Kinship, and Religion in the African-Portuguese World, Ch. 2 (2003).
Deborah Gray White, Arn't I a Woman? Female Slaves in the Plantation South (1985).
Betty Wood, Women's Work, Men's Work: The Informal Slave Economies of Lowcountry Georgia (1995).
To Think About ~ What effects do these historians see slavery having had on the family structures of enslaved Africans? In particular, how do they see women’s lives impacted by the double burdens of production and reproduction? What cultural consequences do they argue stemmed from the gradual emergence of a creole population rather than a predominately African-born population?
Labels:
David Barry Gaspar,
Hilary eckles,
Jennifer Morgan,
Laboring Women,
Reproduction and Slavery in New World Slavery,
slavery,
women
Economic Contexts of Slavery
Economic Contexts of Slavery
Required:
Richard Dunn, Sugar and Slaves: The Rise of the Planter Class in the West Indies.
Philip Morgan, “Work and Culture: The Task System and the World of Lowcountry Blacks,” William and Mary Quarterly (1977). J-stor
Ira Berlin, Many Thousands Gone, Part II “The Plantation Generations.”
Recommended:
Stuart Schwartz, Sugar Plantations in the Formation of Brazilian Society (1985)
Eric Williams, Capitalism and Slavery (1944).
William Darity, “Mercantilism, Slavery, and the Industrial Revolution,” BB
Roger Batie, “Why Sugar? Economic Cycles and the Changing Staples on the English and French Antilles, 1624-54,” Journal of Caribbean Studies (1976). J-stor
Franklin Knight, “Slavery and Lagging Capitalism in the Spanish and Portuguese American Empires” in Shepherd and Beckles, Slavery in the Caribbean.
Ira Berlin and Philip D. Morgan, eds., Cultivation and Culture: Labor and the Shaping of Slave Life in the Americas
Verene Shepherd, ed. Slavery without Sugar: Diversity in Caribbean Economy and Society Since the 17th Century
To Think About ~ In what ways did sugar plantations entail an agro-industrial form of production? To what degree, does this system represent the emerging economic relations of capitalism? How did the labor regime of sugar production impact enslaved workers' daily life?
Required:
Richard Dunn, Sugar and Slaves: The Rise of the Planter Class in the West Indies.
Philip Morgan, “Work and Culture: The Task System and the World of Lowcountry Blacks,” William and Mary Quarterly (1977). J-stor
Ira Berlin, Many Thousands Gone, Part II “The Plantation Generations.”
Recommended:
Stuart Schwartz, Sugar Plantations in the Formation of Brazilian Society (1985)
Eric Williams, Capitalism and Slavery (1944).
William Darity, “Mercantilism, Slavery, and the Industrial Revolution,” BB
Roger Batie, “Why Sugar? Economic Cycles and the Changing Staples on the English and French Antilles, 1624-54,” Journal of Caribbean Studies (1976). J-stor
Franklin Knight, “Slavery and Lagging Capitalism in the Spanish and Portuguese American Empires” in Shepherd and Beckles, Slavery in the Caribbean.
Ira Berlin and Philip D. Morgan, eds., Cultivation and Culture: Labor and the Shaping of Slave Life in the Americas
Verene Shepherd, ed. Slavery without Sugar: Diversity in Caribbean Economy and Society Since the 17th Century
To Think About ~ In what ways did sugar plantations entail an agro-industrial form of production? To what degree, does this system represent the emerging economic relations of capitalism? How did the labor regime of sugar production impact enslaved workers' daily life?
Labels:
capitalism,
Ira Berlin,
Philip Morgan,
Richard Dunn,
slavery,
Stuart Schwartz,
William Darity
Historical Constructions of Race
Historical Constructions of Race
Required:
Colin Kidd, “Race in the Eye of the Beholder” from The Forging of Races: Race and Scripture in the Protestant Atlantic World (2006), pp. 1-18. BB
Read essays in “Constructing Race,” special issue of William and Mary Quarterly 54 (1997) J-stor.
Nancy Shoemaker, “How Indians Got to be Red,” American Historical Review (June 1987). J-stor
Recommended:
Thomas C. Holt, “Marking: Race, Race-making, and the Writing of
History,” American Historical Review 100 (Feb. 1995): 1-20.
David Roediger, The Wages of Whiteness: Race and the Making of the American Working Class (1991), Intro and Ch. 1.
Alden Vaughn, “The Origins Debate: Slavery, Racism in 17th Century Virginia,” in Roots of Racism (1995), 136-174.
Matthew Frye Jacobson, Whiteness of a Different Color: Immigrants and the Alchemy of Race (1998).
Winthrop Jordan, White over Black: American Attitudes Toward the Negro (1968).
Matthew Restall, ed. Beyond Black and Red: African-Native Relations in Colonial Latin America (2005).
To Think About ~ What theories do these historians propose about the origins of concepts of race? How malleable do they argue these concepts are? Where do they see the historical roots of ideologies of racial supremacy?
Required:
Colin Kidd, “Race in the Eye of the Beholder” from The Forging of Races: Race and Scripture in the Protestant Atlantic World (2006), pp. 1-18. BB
Read essays in “Constructing Race,” special issue of William and Mary Quarterly 54 (1997) J-stor.
Nancy Shoemaker, “How Indians Got to be Red,” American Historical Review (June 1987). J-stor
Recommended:
Thomas C. Holt, “Marking: Race, Race-making, and the Writing of
History,” American Historical Review 100 (Feb. 1995): 1-20.
David Roediger, The Wages of Whiteness: Race and the Making of the American Working Class (1991), Intro and Ch. 1.
Alden Vaughn, “The Origins Debate: Slavery, Racism in 17th Century Virginia,” in Roots of Racism (1995), 136-174.
Matthew Frye Jacobson, Whiteness of a Different Color: Immigrants and the Alchemy of Race (1998).
Winthrop Jordan, White over Black: American Attitudes Toward the Negro (1968).
Matthew Restall, ed. Beyond Black and Red: African-Native Relations in Colonial Latin America (2005).
To Think About ~ What theories do these historians propose about the origins of concepts of race? How malleable do they argue these concepts are? Where do they see the historical roots of ideologies of racial supremacy?
Foundations of Slavery: African, Atlantic, and American
Foundations of Slavery: African, Atlantic, and American
Required:
John Thornton, Africa and Africans in the Making of the Atlantic World (1998), Intro & Part I.
Ira Berlin, Many Thousands Gone: The First Two Centuries of Slavery in North America (1998), Part I, “The Charter Generations,” pp. 17-63.
To Think About ~ How does Thornton characterize relations between Africans and Europeans during the early development of the slave trade? How and why do these authors conceive of the Atlantic as a unit of analysis and how useful is that idea? How does Berlin define “Atlantic creoles”? Does this category help us re-think notions of slavery in the early modern period?
Required:
John Thornton, Africa and Africans in the Making of the Atlantic World (1998), Intro & Part I.
Ira Berlin, Many Thousands Gone: The First Two Centuries of Slavery in North America (1998), Part I, “The Charter Generations,” pp. 17-63.
To Think About ~ How does Thornton characterize relations between Africans and Europeans during the early development of the slave trade? How and why do these authors conceive of the Atlantic as a unit of analysis and how useful is that idea? How does Berlin define “Atlantic creoles”? Does this category help us re-think notions of slavery in the early modern period?
Labels:
ATLANTIC WORLD,
Ira Berlin,
John Thornton,
Many thousands gone,
slavery,
Transatlantic Slave Trade
Interpretations of the Transatlantic Slave Trade
Interpretations of the Transatlantic Slave Trade
Required:
Marcus Rediker, The Slave Ship: A Human History.
Dr. Marcus Rediker: The Slave Ship/Ghost Ship (A Human History)
John Thornton, Africans and Afro-Americans in the Atlantic World, pp. 152-162.
David Eltis, “The Volume and Structure of the Transatlantic Slave Trade: A Reassessment,” William and Mary Quarterly, 58 (2001), pp. 17-46 (30 pages). J-stor
Recommended:
Michael A. Gomez, Exchanging Our Country Marks: The Transformation of African Identities in the Colonial and Antebellum South (1998), Ch. 7.
Joseph Miller, Way of Death: Merchant Capitalism and the Angolan Slave Trade, 1730-1830.
Stephanie Smallwood, Saltwater Slavery: A Middle Passage from Africa to American Diaspora.
Robert Harms, The Diligent: A Voyage through the Worlds of the Slave Trade
To Think About ~ How do today’s authors differ in their methodologies? What sorts of questions does each attempt to address? In what ways do their divergent interpretations inform our understanding of the wide-ranging effects of the transatlantic slave trade – demographically, psychologically, etc?
Required:
Marcus Rediker, The Slave Ship: A Human History.
Dr. Marcus Rediker: The Slave Ship/Ghost Ship (A Human History)
John Thornton, Africans and Afro-Americans in the Atlantic World, pp. 152-162.
David Eltis, “The Volume and Structure of the Transatlantic Slave Trade: A Reassessment,” William and Mary Quarterly, 58 (2001), pp. 17-46 (30 pages). J-stor
Recommended:
Michael A. Gomez, Exchanging Our Country Marks: The Transformation of African Identities in the Colonial and Antebellum South (1998), Ch. 7.
Joseph Miller, Way of Death: Merchant Capitalism and the Angolan Slave Trade, 1730-1830.
Stephanie Smallwood, Saltwater Slavery: A Middle Passage from Africa to American Diaspora.
Robert Harms, The Diligent: A Voyage through the Worlds of the Slave Trade
To Think About ~ How do today’s authors differ in their methodologies? What sorts of questions does each attempt to address? In what ways do their divergent interpretations inform our understanding of the wide-ranging effects of the transatlantic slave trade – demographically, psychologically, etc?
Labels:
a human history,
David Eltis,
John Thornton,
Joseph Miller,
Marcus Rediker,
Michael Gomez,
the slave ship,
Transatlantic Slave Trade
Atlantic Slave Trade in the 17th and 18th Century
From Caribbean plantations to New England seaports, enslaved Africans played vital roles in building the Atlantic world from the 17th to the early 19th centuries. Taking a comparative approach, we will investigate how people survived, adapted to, and resisted slavery in different regions, time periods, and cultural contexts. We will consider the broader social and economic implications of the slave trade and the reliance on coerced labor in the Americas. Delving into the vast historiography on this subject, we will also discuss how scholars have investigated and interpreted the role of slavery using different methodologies and arguments.
Objectives: To gain a deeper understanding of the different experiences of slavery and its central place in the history of the Atlantic region; to consider the impact of slavery and its long-term consequences on social constructions of race, gender, class, and labor relations in various times and places; and, by reading a range of scholarly works, to better comprehend how historians use evidence to construct different interpretations of the past.
Objectives: To gain a deeper understanding of the different experiences of slavery and its central place in the history of the Atlantic region; to consider the impact of slavery and its long-term consequences on social constructions of race, gender, class, and labor relations in various times and places; and, by reading a range of scholarly works, to better comprehend how historians use evidence to construct different interpretations of the past.
Labels:
ATLANTIC WORLD,
gender,
Plantation,
race,
slavery,
Slavery Not Forbidden By Scripture,
Transatlantic Slave Trade
Thursday, September 15, 2011
David Eltis on the Volume and Structure of the Transatlantic Slave Trade
David Eltis, “The Volume and Structure of the Transatlantic Slave Trade: A Reassessment,” William and Mary Quarterly, 58 (2001), pp. 17-46.
David Eltis discuss the same topic as Thornton and Rediker, but his methodology is rather different from them. Based on maps and data, Eltis attempts to reassess the size and distribution of the African slaves. Regarding to the volume and structure of the transatlantic slave trade, Philip Curtin and Joseph Inikori built on a combination of estimates of people who lived through the slave trade era, aggregated shipping data, and population projections of recipient regions in the Americas; Paul Lovejoy consolidated the conclusions of scholars who had recovered more new data from the archives after Curtin published his findings. Unlike them, he prefers to do his research on voyage-by-voyage shipping data rather than the estimates of then-contemporaries and historians derived from those data. Therefore, Eltis believes that their works are still in need of further revision.
In his essay, he takes four steps in reconsidering the broad outlines of the slave trade. He not only discusses the role of national participation, national groupings who acrossed African regions, but examines regions of disembarkation in the Americas and the African origins of slaves disembarking in a few American regions. Although Eltis considers “an Atlantic framework that allows for interaction among four continents is required”, his analytic unit is mainly on nation and national groupings. According to him, “before 1650, the Portuguese transported more than 95 percent of what appear by later standards to be a small flow of slaves. Between 1660 and 1807, when the slave trade was at its height, the British and their dependencies carried every second slave that arrived in the Americas, a dominance that would no doubt have continued but for the politically inspired decision to abolish the trade.”
Besides, the French, the Dutch, the Danes, the Americans, and the Spanish also joined the Atlantic slave trade. He also argues that “a larger role for African agency in interpretations of the shaping of the trade is essential.” While in fact, he rarely discusses the agency of African slaves in his essay.
Regarding to the transatlantic slave trade, these historians adopt different methodologies, which can greatly help us to understand it in a new way. Although their interpretations are different, in helping us to understand the transatlantic slave trade, in fact, they are compatible with each other.
David Eltis discuss the same topic as Thornton and Rediker, but his methodology is rather different from them. Based on maps and data, Eltis attempts to reassess the size and distribution of the African slaves. Regarding to the volume and structure of the transatlantic slave trade, Philip Curtin and Joseph Inikori built on a combination of estimates of people who lived through the slave trade era, aggregated shipping data, and population projections of recipient regions in the Americas; Paul Lovejoy consolidated the conclusions of scholars who had recovered more new data from the archives after Curtin published his findings. Unlike them, he prefers to do his research on voyage-by-voyage shipping data rather than the estimates of then-contemporaries and historians derived from those data. Therefore, Eltis believes that their works are still in need of further revision.
In his essay, he takes four steps in reconsidering the broad outlines of the slave trade. He not only discusses the role of national participation, national groupings who acrossed African regions, but examines regions of disembarkation in the Americas and the African origins of slaves disembarking in a few American regions. Although Eltis considers “an Atlantic framework that allows for interaction among four continents is required”, his analytic unit is mainly on nation and national groupings. According to him, “before 1650, the Portuguese transported more than 95 percent of what appear by later standards to be a small flow of slaves. Between 1660 and 1807, when the slave trade was at its height, the British and their dependencies carried every second slave that arrived in the Americas, a dominance that would no doubt have continued but for the politically inspired decision to abolish the trade.”
Besides, the French, the Dutch, the Danes, the Americans, and the Spanish also joined the Atlantic slave trade. He also argues that “a larger role for African agency in interpretations of the shaping of the trade is essential.” While in fact, he rarely discusses the agency of African slaves in his essay.
Regarding to the transatlantic slave trade, these historians adopt different methodologies, which can greatly help us to understand it in a new way. Although their interpretations are different, in helping us to understand the transatlantic slave trade, in fact, they are compatible with each other.
Labels:
David Eltis,
Transatlantic Slave Trade
John Thornton and Marcus Rediker on Transatlantic Slave Trade
John Thornton, Africans and Afro-Americans in the Atlantic World (Cambridge: Cambridge University Press, 1998)
Marcus Rediker, The Slave Ship: A Human History (Penguin, 2007)
Accompanying with the overseas expansion of European empires in the world, African slaves were captured and transported into the Americas. During their trips to the Americas, they suffered a lot. In the past years, historians have greatly helped us to understand their lives and history through examining their living conditions. But historians still debate with each other on how to interpret it? In this paper, rather than discuss how past historians have considered this topic, instead, focusing on Marcus Rediker, The Slave Ship: A Human History, John Thornton’s Africans and Afro-Americans in the Atlantic World, and David Eltis’s essay——The Volume and Structure of the Transatlantic Slave Trade: A Reassessment, I am going to discuss their methodologies, as well as their contributions in helping us to understand the transatlantic slave trade since the 16th century.
Both John Thornton and Marcus Rediker discuss the experiences of African slaves when they were crossing the Middle Passage, but they approach to it rather differently. Thornton believes that “it was a common experience that nearly all newly arrived slaves shared through the Middle Passage,” although their trips were both “uncomfortable and dangerous.” During their Atlantic trips, Thornton points out, African slaves suffered undernourishment, dehydration, seasickness and vomits, which created “an environment that rapidly became nauseatingly odorous.” Under these bad conditions, many African slaves were died on their way to Americas. In order to decrease their mortality and increase profits, Europeans merchants and slave-holders attempted to improve their living conditions, because they believed that their death were caused by poor food. In 1642, the Dutch commander of Luanda, Pieter Mortamer noted that the slaves only “a little palm oil and a bit of cooked corn.” Based on Portuguese practice, he proposed larger rations of maize meal, alternated with beans and elephant or hippopotamus meat and dried fish. Meanwhile, the Portuguese provided sleeping mats; The French fed slaves twice a day, at 10: 100 and 5: pm with some snacks of manioc meal, corn, and tobacco in between; The Dutch fed their slaves three times. In Thornton’s opinion, “this complex process of shifting people from Africa to the Americas was full of horrors and might well last several months, during which most slaves would witness the maximum in human degradation, while suffering it themselves.” Then he concludes that the impact of the entire process “as a major first step in deculturation or in the creation of a highly dependent personality are evident.” Although Thornton narratives the living conditions of African slaves, he doesn’t explain their experiences from the perspective of African slaves.
Unlike Thornton, Marcus Rediker pays more attention to the slave ship. He argues that it was “a strange and potent combination of war machine, mobile prison, and factory.” Then he advocates four dramas should be emphasized, if historians want to understand the history of African slaves in the 17th and 18th Atlantic world. According to him, the first drama centered on the relations between the slave-ship captain and his crew, the second on the relationships between sailors and slaves, the third grew from conflict and cooperation among the enslaved themselves, and the fourth emerged from civil society in Britain and America as abolitionists drew one horrifying portrait after another of the Middle Passage for a metropolitan reading public. Like Thornton, Rediker discusses the horror and violence of African slaves, but he attempts to understand the history of African slaves by combing captains, sailors and slaves together. In Thornton’s book, African slaves were passively oppressed and exploited. While in Rediker’s book, there is no core narrative. Instead, connecting captains, sailors and slaves together, he provides us three overlapped narratives, which tells us different experiences and narratives when they were on the slave ships.
Thornton believes that the history of African slaves should be understood from the perspective of nation and empire and its overseas expansion. However, Rediker advocates an Atlantic perspective, because he assumes that it could beyond the boundaries of nation and empire. In Rediker’s book, sailors, captains and slaves were the actors, and nobody was superior or inferior to others. Meanwhile, nobody was passive or positive. For Rediker, “the slave ship was a linchpin of a rapidly growing Atlantic system of capital and labor. It linked workers free, unfree, and everywhere in between, in capitalist and noncapitalist societies on several continents.” Following the historical turn of history from below and focusing on slave trip and the complicated relationships between captains, sailors and slaves, Rediker makes their histories more vivid.
Marcus Rediker, The Slave Ship: A Human History (Penguin, 2007)
Accompanying with the overseas expansion of European empires in the world, African slaves were captured and transported into the Americas. During their trips to the Americas, they suffered a lot. In the past years, historians have greatly helped us to understand their lives and history through examining their living conditions. But historians still debate with each other on how to interpret it? In this paper, rather than discuss how past historians have considered this topic, instead, focusing on Marcus Rediker, The Slave Ship: A Human History, John Thornton’s Africans and Afro-Americans in the Atlantic World, and David Eltis’s essay——The Volume and Structure of the Transatlantic Slave Trade: A Reassessment, I am going to discuss their methodologies, as well as their contributions in helping us to understand the transatlantic slave trade since the 16th century.
Both John Thornton and Marcus Rediker discuss the experiences of African slaves when they were crossing the Middle Passage, but they approach to it rather differently. Thornton believes that “it was a common experience that nearly all newly arrived slaves shared through the Middle Passage,” although their trips were both “uncomfortable and dangerous.” During their Atlantic trips, Thornton points out, African slaves suffered undernourishment, dehydration, seasickness and vomits, which created “an environment that rapidly became nauseatingly odorous.” Under these bad conditions, many African slaves were died on their way to Americas. In order to decrease their mortality and increase profits, Europeans merchants and slave-holders attempted to improve their living conditions, because they believed that their death were caused by poor food. In 1642, the Dutch commander of Luanda, Pieter Mortamer noted that the slaves only “a little palm oil and a bit of cooked corn.” Based on Portuguese practice, he proposed larger rations of maize meal, alternated with beans and elephant or hippopotamus meat and dried fish. Meanwhile, the Portuguese provided sleeping mats; The French fed slaves twice a day, at 10: 100 and 5: pm with some snacks of manioc meal, corn, and tobacco in between; The Dutch fed their slaves three times. In Thornton’s opinion, “this complex process of shifting people from Africa to the Americas was full of horrors and might well last several months, during which most slaves would witness the maximum in human degradation, while suffering it themselves.” Then he concludes that the impact of the entire process “as a major first step in deculturation or in the creation of a highly dependent personality are evident.” Although Thornton narratives the living conditions of African slaves, he doesn’t explain their experiences from the perspective of African slaves.
Unlike Thornton, Marcus Rediker pays more attention to the slave ship. He argues that it was “a strange and potent combination of war machine, mobile prison, and factory.” Then he advocates four dramas should be emphasized, if historians want to understand the history of African slaves in the 17th and 18th Atlantic world. According to him, the first drama centered on the relations between the slave-ship captain and his crew, the second on the relationships between sailors and slaves, the third grew from conflict and cooperation among the enslaved themselves, and the fourth emerged from civil society in Britain and America as abolitionists drew one horrifying portrait after another of the Middle Passage for a metropolitan reading public. Like Thornton, Rediker discusses the horror and violence of African slaves, but he attempts to understand the history of African slaves by combing captains, sailors and slaves together. In Thornton’s book, African slaves were passively oppressed and exploited. While in Rediker’s book, there is no core narrative. Instead, connecting captains, sailors and slaves together, he provides us three overlapped narratives, which tells us different experiences and narratives when they were on the slave ships.
Thornton believes that the history of African slaves should be understood from the perspective of nation and empire and its overseas expansion. However, Rediker advocates an Atlantic perspective, because he assumes that it could beyond the boundaries of nation and empire. In Rediker’s book, sailors, captains and slaves were the actors, and nobody was superior or inferior to others. Meanwhile, nobody was passive or positive. For Rediker, “the slave ship was a linchpin of a rapidly growing Atlantic system of capital and labor. It linked workers free, unfree, and everywhere in between, in capitalist and noncapitalist societies on several continents.” Following the historical turn of history from below and focusing on slave trip and the complicated relationships between captains, sailors and slaves, Rediker makes their histories more vivid.
Sunday, September 4, 2011
British Atlantic World in the 18th Century: A Reading List
British Atlantic World in the 18th Century: A Reading List
David Armitage, Ideological Origins of the British Empire (Cambridge, 2000) 1-99 (Chapters 1-3).
Christopher Brown, Moral Capital: Foundations of British Abolitionism (Chapel Hill, 2006) 330-389.
Colin Campbell, “Understanding traditional and modern patterns of consumption in eighteenth-century England: a character-action approach,” John Brewer and Roy Porter, eds., Consumption and the World of Goods (Routledge, 1994) 40-57.
Nicholas Canny, "The Origins of Empire: An Introduction," in Nicholas Canny, The Oxford History of The British Empire: Volume 1, The Origins of Empire (Oxford University Press, 1998) 1-33.
Joan Coutu, Persuasion and Propaganda: Monuments and the Eighteenth-Century British Empire (McGill-Queens University Press, 2006) 147-180, 230-269.
Richard Drayton, “Knowledge and Empire,” In P. J. Marshall, ed., The Oxford History of the British Empire, Volume II: The Eighteenth Century (Oxford University Press, 1998) 231-252.
Jack P. Greene, “Empire and Liberty,” in Greene, ed., Exclusionary Empire: English Liberty Overseas, 1600-1900 (Cambridge, 2009) 1-25.
Jack P. Greene, “Negotiated Authorities: The Problem of Governance in the Extended Polities of the Early Modern Atlantic World,” in Jack P. Greene, Negotiated Authorities: Essays in Colonial Political and Constitutional History (Charlottesville, 1994) 1-24.
Richard Haklyut, Voyages and Discoveries: The Principal Navigations, Voyages, and Discoveries of the English Nation, edited, abridged, and introduced by Jack Beeching (Penguin, 1972) 230-242, 252-269.
Catherine Hall, Civilising Subjects: Metropole and Colony in the English Imagination, 1830-1867 (University of Chicago Press, 2002) 23-65.
Isaac Kramnick, ed., The Portable Edmund Burke, (Penguin Books, 1999) 259-273, 363-378.
David Lambert and Alan Lester, eds., Colonial Lives Across the British Empire: Imperial Careering in the Long Nineteenth Century (Cambridge, 2006) 1-31.
P. J. Marshall, “The British in Asia: Trade to Dominion, 1700-1765,” in P. J. Marshall, The Oxford History of the British Empire, Volume II: The Eighteenth Century (Oxford, 1998) 487-507.
Jennifer Lyle Morgan, “’Some Could Suckle Over Their Shoulder:’ Male Travelers, Female Bodies and the Gendering of Racial Ideology, 1500-1770,” The William and Mary Quarterly, 3rd Series, 54. 1 (January, 1997) 167-192.
Philip D. Morgan, “British Encounters with Africans and African-Americans,” in Bernard Bailyn and Philip D. Morgan, eds., Strangers within the Realm: Cultural Margins of the First British Empire (University of North Carolina Press 1991) 151-219.
Jacob M. Price, “The Imperial Economy, 1700-1776,” in P. J. Marshall, The Oxford History of the British Empire, Volume II: The Eighteenth Century (Oxford, 1998) 78-104.
Marcus Rediker Between the Devil and the Deep Blue Sea: Merchant Seaman, Pirates, and the Anglo-American World (1700-1750) 1-76.
Ian K. Steele, The English Atlantic, 1675-1740: An Exploration of Communication and Community (Oxford, 1986) 229-250.
Larry Stewart, “Global Pillage: Science, Commerce, and Empire,” in Roy Porter, ed., The Cambridge History of Science, vol. 4: Eighteenth Century Science (Cambridge, 2003).
Rowan Strong, Anglicanism and the British Empire, 1700-1850 (Oxford University Press, 2007) 1-39.
David Armitage, Ideological Origins of the British Empire (Cambridge, 2000) 1-99 (Chapters 1-3).
Christopher Brown, Moral Capital: Foundations of British Abolitionism (Chapel Hill, 2006) 330-389.
Colin Campbell, “Understanding traditional and modern patterns of consumption in eighteenth-century England: a character-action approach,” John Brewer and Roy Porter, eds., Consumption and the World of Goods (Routledge, 1994) 40-57.
Nicholas Canny, "The Origins of Empire: An Introduction," in Nicholas Canny, The Oxford History of The British Empire: Volume 1, The Origins of Empire (Oxford University Press, 1998) 1-33.
Joan Coutu, Persuasion and Propaganda: Monuments and the Eighteenth-Century British Empire (McGill-Queens University Press, 2006) 147-180, 230-269.
Richard Drayton, “Knowledge and Empire,” In P. J. Marshall, ed., The Oxford History of the British Empire, Volume II: The Eighteenth Century (Oxford University Press, 1998) 231-252.
Jack P. Greene, “Empire and Liberty,” in Greene, ed., Exclusionary Empire: English Liberty Overseas, 1600-1900 (Cambridge, 2009) 1-25.
Jack P. Greene, “Negotiated Authorities: The Problem of Governance in the Extended Polities of the Early Modern Atlantic World,” in Jack P. Greene, Negotiated Authorities: Essays in Colonial Political and Constitutional History (Charlottesville, 1994) 1-24.
Richard Haklyut, Voyages and Discoveries: The Principal Navigations, Voyages, and Discoveries of the English Nation, edited, abridged, and introduced by Jack Beeching (Penguin, 1972) 230-242, 252-269.
Catherine Hall, Civilising Subjects: Metropole and Colony in the English Imagination, 1830-1867 (University of Chicago Press, 2002) 23-65.
Isaac Kramnick, ed., The Portable Edmund Burke, (Penguin Books, 1999) 259-273, 363-378.
David Lambert and Alan Lester, eds., Colonial Lives Across the British Empire: Imperial Careering in the Long Nineteenth Century (Cambridge, 2006) 1-31.
P. J. Marshall, “The British in Asia: Trade to Dominion, 1700-1765,” in P. J. Marshall, The Oxford History of the British Empire, Volume II: The Eighteenth Century (Oxford, 1998) 487-507.
Jennifer Lyle Morgan, “’Some Could Suckle Over Their Shoulder:’ Male Travelers, Female Bodies and the Gendering of Racial Ideology, 1500-1770,” The William and Mary Quarterly, 3rd Series, 54. 1 (January, 1997) 167-192.
Philip D. Morgan, “British Encounters with Africans and African-Americans,” in Bernard Bailyn and Philip D. Morgan, eds., Strangers within the Realm: Cultural Margins of the First British Empire (University of North Carolina Press 1991) 151-219.
Jacob M. Price, “The Imperial Economy, 1700-1776,” in P. J. Marshall, The Oxford History of the British Empire, Volume II: The Eighteenth Century (Oxford, 1998) 78-104.
Marcus Rediker Between the Devil and the Deep Blue Sea: Merchant Seaman, Pirates, and the Anglo-American World (1700-1750) 1-76.
Ian K. Steele, The English Atlantic, 1675-1740: An Exploration of Communication and Community (Oxford, 1986) 229-250.
Larry Stewart, “Global Pillage: Science, Commerce, and Empire,” in Roy Porter, ed., The Cambridge History of Science, vol. 4: Eighteenth Century Science (Cambridge, 2003).
Rowan Strong, Anglicanism and the British Empire, 1700-1850 (Oxford University Press, 2007) 1-39.
Labels:
ATLANTIC WORLD,
British Empire,
christopher Brown,
david armitage,
Jack P. Greene,
moral capital
British Empire in the 18th Century: A Reading List (Article)
British Empire in the 18th Century: A Reading List (Article)
C.A. Bayly, “The First Age of Global Imperialism,” Journal of Imperial and Commonwealth History, 26, 2 (1998) 28-47.
Troy O. Bickham, “Eating the Empire: Intersections of Food, Cookery and Imperialism in Eighteenth Century Britain,” Past and Present, 198, 1 (2008) 71-109.
Stephen N. Broadberry, “Lancashire, India, and shifting competitive advantage in cotton textiles, 1700-1850: the neglected role of factor prices,” Economic History Review, 62, 2 (2009) 279-305.
Christopher L. Brown, “Empire Without Slaves: British Concepts of Emancipation in the Age of the American Revolution,” The William and Mary Quarterly, 56, 2 (1999) 273-306.
Nicholas Canny, “The Ideology of English Colonization: From Ireland to America,” The William and Mary Quarterly,” 30, 4 (1973) 575-598.
Stephen Conway, “From Fellow Nationals to Foreigners: British Perceptions of the Americans, circa. 1739-1783,” The William and Mary Quarterly, 59, 1 (2002) 65-100.
Jan de Vries, “The Industrious Revolution and the Industrial Revolution,” The Journal of Economic History, 54, 2 (1994) 249-270.
Alison Games, “Beyond the Atlantic: English Globetrotters and Transatlantic Connections,” The William and Mary Quarterly, 3rd Series, 63, 4 (2006) 675-693.
Travis Glasson, “Baptism doth not Bestow Freedom: Missionary Anglicanism, Slavery, and the Yorke-Talbot Opinion, 1701-1730,” The William and Mary Quarterly, 67, 2 (2010) 279-318.
Maya Jasanoff, “Collectors of Empire: Objects, Conquests, and Imperial Self-Fashioning,” Past and Present, 184 (2004) 109-136.
Karen Ordahl Kupperman, “Fear of Hot Climates in the Anglo-American Colonial Experience,” The William and Mary Quarterly, 41, 2 (1984) 213-240.
P.J. Marshall, “Empire and Authority in the Late Eighteenth Century,” Journal of Imperial and Commonwealth History, 15, 2 (1987) 105-122.
Carl H. Nightingale, “Before Race Mattered: Geographies of the Color Line in Early Colonial Madras and New York,” American Historical Review, 113, 1 (2008) 48-71.
Marie Peters, “Early Hanoverian Consciousness: Empire or Europe,” The English Historical Review, 122, 497 (2007) 632-668.
William Pettigrew, “Free to Enslave: Politics and the Escalation of Britain’s Transatlantic Slave Trade,” The William and Mary Quarterly, 64, 1 (2007) 3-38.
Londa Schiebinger, “Agnotology and Exotic Abortifacients: The Cultural Production of Ignorance in the Eighteenth Century Atlantic World,” Proceedings of the American Philosophical Society, 149, 3 (2005) 316-343.
Carole Shammas, “Anglo-American Household Government in Comparative Perspective,” The William and Mary Quarterly, 52, 1 (1995) 104-144.
Ian K. Steele, “Communicating a Revolution to the Colonies, 1688-1689,” Journal of British Studies, 24, 3 (1985) 333-357.
Owen Stanwood, “The Protestant Moment: Antipopery, the Revolution of 1688-89, and the Making of an Anglo-American Empire,” Journal of British Studies, 46, 3 (2007) 481-508.
Philip J. Stern, “’A Politie of Civill and Military Power’: Political Thought and the Late Seventeenth-Century Foundations of the East India Company-State,” Journal of British Studies 47, 2 (April 2008) 253-283.
Stephen Saunders Webb, “Army and Empire: English Garrison Government in Britain and America, 1569-1763,” William and Mary Quarterly, 24, 1 (1977) 1-31.
C.A. Bayly, “The First Age of Global Imperialism,” Journal of Imperial and Commonwealth History, 26, 2 (1998) 28-47.
Troy O. Bickham, “Eating the Empire: Intersections of Food, Cookery and Imperialism in Eighteenth Century Britain,” Past and Present, 198, 1 (2008) 71-109.
Stephen N. Broadberry, “Lancashire, India, and shifting competitive advantage in cotton textiles, 1700-1850: the neglected role of factor prices,” Economic History Review, 62, 2 (2009) 279-305.
Christopher L. Brown, “Empire Without Slaves: British Concepts of Emancipation in the Age of the American Revolution,” The William and Mary Quarterly, 56, 2 (1999) 273-306.
Nicholas Canny, “The Ideology of English Colonization: From Ireland to America,” The William and Mary Quarterly,” 30, 4 (1973) 575-598.
Stephen Conway, “From Fellow Nationals to Foreigners: British Perceptions of the Americans, circa. 1739-1783,” The William and Mary Quarterly, 59, 1 (2002) 65-100.
Jan de Vries, “The Industrious Revolution and the Industrial Revolution,” The Journal of Economic History, 54, 2 (1994) 249-270.
Alison Games, “Beyond the Atlantic: English Globetrotters and Transatlantic Connections,” The William and Mary Quarterly, 3rd Series, 63, 4 (2006) 675-693.
Travis Glasson, “Baptism doth not Bestow Freedom: Missionary Anglicanism, Slavery, and the Yorke-Talbot Opinion, 1701-1730,” The William and Mary Quarterly, 67, 2 (2010) 279-318.
Maya Jasanoff, “Collectors of Empire: Objects, Conquests, and Imperial Self-Fashioning,” Past and Present, 184 (2004) 109-136.
Karen Ordahl Kupperman, “Fear of Hot Climates in the Anglo-American Colonial Experience,” The William and Mary Quarterly, 41, 2 (1984) 213-240.
P.J. Marshall, “Empire and Authority in the Late Eighteenth Century,” Journal of Imperial and Commonwealth History, 15, 2 (1987) 105-122.
Carl H. Nightingale, “Before Race Mattered: Geographies of the Color Line in Early Colonial Madras and New York,” American Historical Review, 113, 1 (2008) 48-71.
Marie Peters, “Early Hanoverian Consciousness: Empire or Europe,” The English Historical Review, 122, 497 (2007) 632-668.
William Pettigrew, “Free to Enslave: Politics and the Escalation of Britain’s Transatlantic Slave Trade,” The William and Mary Quarterly, 64, 1 (2007) 3-38.
Londa Schiebinger, “Agnotology and Exotic Abortifacients: The Cultural Production of Ignorance in the Eighteenth Century Atlantic World,” Proceedings of the American Philosophical Society, 149, 3 (2005) 316-343.
Carole Shammas, “Anglo-American Household Government in Comparative Perspective,” The William and Mary Quarterly, 52, 1 (1995) 104-144.
Ian K. Steele, “Communicating a Revolution to the Colonies, 1688-1689,” Journal of British Studies, 24, 3 (1985) 333-357.
Owen Stanwood, “The Protestant Moment: Antipopery, the Revolution of 1688-89, and the Making of an Anglo-American Empire,” Journal of British Studies, 46, 3 (2007) 481-508.
Philip J. Stern, “’A Politie of Civill and Military Power’: Political Thought and the Late Seventeenth-Century Foundations of the East India Company-State,” Journal of British Studies 47, 2 (April 2008) 253-283.
Stephen Saunders Webb, “Army and Empire: English Garrison Government in Britain and America, 1569-1763,” William and Mary Quarterly, 24, 1 (1977) 1-31.
Labels:
Alison Games,
British Empire,
Ian K. Steele,
Industrial Revolution,
Stephen Saunders Webb,
William Pettigrew
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