OK, this is not due for some time, but I wanted to talk a bit about it now to give you some time to think and plan and just live with the idea a bit: DUE MARCH 8
FORMAT: TYPED, DOUBLE-SPACED, 3-4 PAGES, TURNED IN TO TURNITIN(more on this later)
The basic idea for the essay is that it is about slavery in the antebellum (pre-Civil War)period. To be more specific, you will be writing about some specific theme, taken from Celia or Frederick Douglass, or the WPA Narratives, or our guest lecture on friday the 5th. You should think about this as an opinion and argument piece more than an essay that traces a bunch of facts.
HERE ARE FOUR OPTIONS SO FAR. MORE WILL FOLLOW. ALSO, THINK ABOUT MAKING YOUR OWN TOPIC BASED ON SOMETHING THAT INTERESTS YOU:
1. What was the significance of gender on the slave plantation?
2. Considering Celia, A Slave, and at least two of the Slave Narratives from the American Memory Project what role did violence play in maintaining order on the plantation?
http://lcweb2.loc.gov/ammem/snhtml/snhome.html
3. Compare and contrast Sally Hemmings and Celia.
Here are some good sources on Hemmings:
http://www.monticello.org/plantation/lives/sallyhemings.html#
http://www.monticello.org/plantation/hemingscontro/hemings-jefferson_contro.html
http://www.pbs.org/wgbh/pages/frontline/shows/jefferson/
4. Compare and contrast the experience of Celia or Frederick Douglass with Primo Levi during the Holocaust.
Friday, January 29, 2010
Wednesday, January 27, 2010
(as per our discussion of fur and blood and boycotts)PETA proposes robotic groundhog for Pa. festival
PUNXSUTAWNEY, Pa. – An animal rights group wants organizers of Pennsylvania's Groundhog Day festival to replace Punxsutawney Phil with a robotic stand-in.
People for the Ethical Treatment of Animals says it's unfair to keep the animal in captivity and subject him to the huge crowds and bright lights that accompany tens of thousands of revelers each Feb. 2 in Punxsutawney, a tiny borough about 65 miles northeast of Pittsburgh. PETA is suggesting the use of an animatronic model.
But William Deeley, president of the Inner Circle of the Punxsutawney Groundhog Club, says the animal is "being treated better than the average child in Pennsylvania." The groundhog is kept in a climate-controlled environment and is inspected annually by the state Department of Agriculture.
Deeley says PETA isn't interested in Phil from Feb. 2 on, and is looking for publicity.
Monday, January 25, 2010
MIDTERM STUDY GUIDE
--BRING A BLUE BOOK TO THE EXAM—
I. KEY TERMS: (50%) Identify and give the significance of 5 terms from a list of 6.
A good answer to this section would be a full paragraph, would have sufficient detail identifying the term(who is it, when was it, what was it, etc), and would clearly explore the significance of the term. In your answer you should state, “This is significant because…” To find the significance of an term, link it to the larger theme of that time.
THE SIX ON THE TEST WILL COME FROM THIS IDENTIFICATION POOL:
Hernan de Cortes
John Winthrop
"Modelle of Christian Charity"
Town Meeting
Tituba
William Berkeley
House of Burgesses
Middle Passage
Indentured Servitude
Jonathan Edwards
“Sinners in the Hands of an Angry God”
George Whitefield
The Junto
South Carolina Regulators
North Carolina Regulators
Susquehannah Company
Paxton Boys
Boston Fire of 1760
Treaty of Paris of 1763
Treaty of Paris of 1783
Stamp Act
Sugar Act
Boston Massacre
Battle of Yorktown
Sons of Liberty
Daughters of Liberty
Burning the Gaspee
Articles of Confederation
II. ESSAY: There will be two choices; you will write on one of them. (50%)
The two choices may come from the same theme, so you could easily have two questions on one of the topics, meaning, study all themes.
The essays will be drawn from the following themes:
1. Causes and course of the American Revolution: To study for this question, consider the key ideas, people, and events that caused the revolution.
2. Founding of Virginia and Massachusetts up to and including the Great Awakening.
To study for this question, make a simple outline that has sections covering the following:
Founding of Virginia and Massachusetts
Political Life of Virginia and Massachusetts
Economic Life of Virginia and Massachusetts
Religious Life of Virginia and Massachusetts
3. Mid-Century Challenges and their Impact on the Nation:
(don’t forget our good citizen BF in there)
Remember with this question, the whole point of these “challenges” is that they challenge British rule. Link them, eventually, to the revolution.
Here are some actual essay questions from previous exams:
1. What were the most important challenges to British authority leading the British colonists to break from England?
2. You are British to the core. Many of your family members live in London. As a longtime resident of Philadelphia and a writer for Benjamin Franklin's newspaper, The Gazette, you often discuss political subjects. The "Declaration of Independence" was just delivered to the King (1776), yet many of your readers are unsure of their allegiance: to the Crown or the colonies? Franklin wants you to write an editorial giving what you feel is the correct opinion on this matter. Should you go against England and support the Revolution? Should you be loyal to your British roots? What will your newspaper column say?
HOW TO STUDY:
1. Separate your thinking on the studying into two realms, the essay and the terms, but be willing to link up the two later. Too many students learn tons of info for the terms and then fail to include that same detail in the essay.
2. For the terms, write out each with bullets. Even though you cannot use bullets on the exam, it’s easier to see the information in that form during your studying. There’s much more success when people write out each term and its details rather than simply highlighting your notes.
3. Make outlines for the essays. Make sure that your outlines have way too much detail, way more than any normal human could ever remember.
4. Try to memorize the outlines. Try to write them word for word without looking at the original. Fill in the gaps where you did not recall something. Do it again. Walk around your study area speaking the outline, looking down only when you need to for a quick reminder of the detail. Speak it again. Write it again…and most of all, have fun.
5. Follow Napoleon’s advice: “In planning a campaign I purposely exaggerate all the dangers and all the calamities that the circumstances make possible.”
I. KEY TERMS: (50%) Identify and give the significance of 5 terms from a list of 6.
A good answer to this section would be a full paragraph, would have sufficient detail identifying the term(who is it, when was it, what was it, etc), and would clearly explore the significance of the term. In your answer you should state, “This is significant because…” To find the significance of an term, link it to the larger theme of that time.
THE SIX ON THE TEST WILL COME FROM THIS IDENTIFICATION POOL:
Hernan de Cortes
John Winthrop
"Modelle of Christian Charity"
Town Meeting
Tituba
William Berkeley
House of Burgesses
Middle Passage
Indentured Servitude
Jonathan Edwards
“Sinners in the Hands of an Angry God”
George Whitefield
The Junto
South Carolina Regulators
North Carolina Regulators
Susquehannah Company
Paxton Boys
Boston Fire of 1760
Treaty of Paris of 1763
Treaty of Paris of 1783
Stamp Act
Sugar Act
Boston Massacre
Battle of Yorktown
Sons of Liberty
Daughters of Liberty
Burning the Gaspee
Articles of Confederation
II. ESSAY: There will be two choices; you will write on one of them. (50%)
The two choices may come from the same theme, so you could easily have two questions on one of the topics, meaning, study all themes.
The essays will be drawn from the following themes:
1. Causes and course of the American Revolution: To study for this question, consider the key ideas, people, and events that caused the revolution.
2. Founding of Virginia and Massachusetts up to and including the Great Awakening.
To study for this question, make a simple outline that has sections covering the following:
Founding of Virginia and Massachusetts
Political Life of Virginia and Massachusetts
Economic Life of Virginia and Massachusetts
Religious Life of Virginia and Massachusetts
3. Mid-Century Challenges and their Impact on the Nation:
(don’t forget our good citizen BF in there)
Remember with this question, the whole point of these “challenges” is that they challenge British rule. Link them, eventually, to the revolution.
Here are some actual essay questions from previous exams:
1. What were the most important challenges to British authority leading the British colonists to break from England?
2. You are British to the core. Many of your family members live in London. As a longtime resident of Philadelphia and a writer for Benjamin Franklin's newspaper, The Gazette, you often discuss political subjects. The "Declaration of Independence" was just delivered to the King (1776), yet many of your readers are unsure of their allegiance: to the Crown or the colonies? Franklin wants you to write an editorial giving what you feel is the correct opinion on this matter. Should you go against England and support the Revolution? Should you be loyal to your British roots? What will your newspaper column say?
HOW TO STUDY:
1. Separate your thinking on the studying into two realms, the essay and the terms, but be willing to link up the two later. Too many students learn tons of info for the terms and then fail to include that same detail in the essay.
2. For the terms, write out each with bullets. Even though you cannot use bullets on the exam, it’s easier to see the information in that form during your studying. There’s much more success when people write out each term and its details rather than simply highlighting your notes.
3. Make outlines for the essays. Make sure that your outlines have way too much detail, way more than any normal human could ever remember.
4. Try to memorize the outlines. Try to write them word for word without looking at the original. Fill in the gaps where you did not recall something. Do it again. Walk around your study area speaking the outline, looking down only when you need to for a quick reminder of the detail. Speak it again. Write it again…and most of all, have fun.
5. Follow Napoleon’s advice: “In planning a campaign I purposely exaggerate all the dangers and all the calamities that the circumstances make possible.”
THE REVOLUTION
John Locke:
2nd Treatise on Government:
"Government has no other end but the preservation of property."
"Man should be free from all taxes but what he consents to in person or by his representative."
"The end of law is not to abolish or restrain, but to preserve and enlarge freedom. For in all the states of created beings capable of law, where there is no law, there is no freedom."
THE ROAD TO WAR
I. Changing Policies: (ending “salutary neglect”)
A. Navigation Acts:
B. Sugar Act (1764)
C. Stamp Act (1765)
D. Townshend Duties (1767)
II. Escalation:
A. The Boston Massacre (March 5, 1770)
B. Burning of the Gaspee (1772)
C. The Boston Tea Party, 1773
D. Intolerable Acts (1774, also called The Coercive Acts)
1. Boston Port Bill
2. Massachusetts Bay Regulating Act
3. Impartial Administration of Justice Act
--RELATED BUT NOT CALLED INTOLERABLE EVEN THOUGH THEY WERE INTOLERABLE. HUH?--
The Quartering Act
The Quebec Act
III. Events plus Ideas=Revolution
A. Thomas Paine, “Common Sense” 1776
"But where says some is the King of America? I'll tell you Friend, he reigns above, and doth not make havoc of mankind like the Royal Brute of Britain...let it be brought forth placed on the divine law, the word of God; let a crown be placed thereon, by which the world may know, that so far as we approve of monarchy, that in America THE LAW IS KING."
"Small islands not capable of protecting themselves, are the proper objects for kingdoms to take under their care; but there is something very absurd, in supposing a continent to be perpetually governed by an island. In no instance hath nature made the satellite larger than its primary planet, and as England and America, with respect to each Other, reverses the common order of nature, it is evident they belong to different systems: England to Europe- America to itself."
B. Declaration of Independence=war
2nd Treatise on Government:
"Government has no other end but the preservation of property."
"Man should be free from all taxes but what he consents to in person or by his representative."
"The end of law is not to abolish or restrain, but to preserve and enlarge freedom. For in all the states of created beings capable of law, where there is no law, there is no freedom."
THE ROAD TO WAR
I. Changing Policies: (ending “salutary neglect”)
A. Navigation Acts:
B. Sugar Act (1764)
C. Stamp Act (1765)
D. Townshend Duties (1767)
II. Escalation:
A. The Boston Massacre (March 5, 1770)
B. Burning of the Gaspee (1772)
C. The Boston Tea Party, 1773
D. Intolerable Acts (1774, also called The Coercive Acts)
1. Boston Port Bill
2. Massachusetts Bay Regulating Act
3. Impartial Administration of Justice Act
--RELATED BUT NOT CALLED INTOLERABLE EVEN THOUGH THEY WERE INTOLERABLE. HUH?--
The Quartering Act
The Quebec Act
III. Events plus Ideas=Revolution
A. Thomas Paine, “Common Sense” 1776
"But where says some is the King of America? I'll tell you Friend, he reigns above, and doth not make havoc of mankind like the Royal Brute of Britain...let it be brought forth placed on the divine law, the word of God; let a crown be placed thereon, by which the world may know, that so far as we approve of monarchy, that in America THE LAW IS KING."
"Small islands not capable of protecting themselves, are the proper objects for kingdoms to take under their care; but there is something very absurd, in supposing a continent to be perpetually governed by an island. In no instance hath nature made the satellite larger than its primary planet, and as England and America, with respect to each Other, reverses the common order of nature, it is evident they belong to different systems: England to Europe- America to itself."
B. Declaration of Independence=war
Wednesday, January 20, 2010
BENJAMIN FRANKLIN READING NOW DUE ON MONDAY
We are not quite ready to discuss the reading on Friday. We'll continue discussing other mid century challenges on Friday and then talk all about your BFFBF on Monday. Now you have the weekend to finish this fabulous book.
Monday, January 18, 2010
Mid-Century Challenges to British Authority
I. Great Awakening and American Enlightenment
II. French and Indian War
III. Economic Shift
IV. Land Conflicts
A. Susquehannah Company(Pennamite Wars)
B. Paxton Boys
C. South Carolina Regulators
D. North Carolina Regulators
E. The Boston Fire of 1860
V. FOCUS ON BEN FRANKLIN:
II. French and Indian War
III. Economic Shift
IV. Land Conflicts
A. Susquehannah Company(Pennamite Wars)
B. Paxton Boys
C. South Carolina Regulators
D. North Carolina Regulators
E. The Boston Fire of 1860
V. FOCUS ON BEN FRANKLIN:
Thursday, January 14, 2010
Colonial Virginia
I. Founding Pains
A. Settlement
B. Headright
C. House of Burgesses
D. Royal Colony
II. Economy: “The Crop that Cureth”
A. The Chesapeake
B. Labor trouble
1. Indentured Servants
2. Early Colonial Slavery
III. Cavalier Culture
A. Violence
B. Bacon’s Rebellion
IV. Significance
A. Settlement
B. Headright
C. House of Burgesses
D. Royal Colony
II. Economy: “The Crop that Cureth”
A. The Chesapeake
B. Labor trouble
1. Indentured Servants
2. Early Colonial Slavery
III. Cavalier Culture
A. Violence
B. Bacon’s Rebellion
IV. Significance
Wednesday, January 13, 2010
The Duties of Children to their Parents
The heavy Curse of God, Will fall upon those Children, That make Light of their Parents.Oftentimes the Fathers have the Wisdom to keep up their Authority, and keep themselves above the Contempt of their Children.But the Mothers do more frequently by their Fondness, and Weakness, bring upon themselves, the Contempt of their Children, and Lay themselves Low, by many Impertinencies.Now, behold, the Admonition of Heaven; the Children which cast Contempt upon their Mothers do also bring themselves under the Curse of God.The Curse of God! The Terriblest Thing that ever was heard of; The First born of Terribles! Can't I mention this Tremendous Thing, The Curse of God; and, Oh, My Children, Will not you Tremble at it?1) Maintain in your own Spirits, a Dread of those Dreadful Curses, with which the God of Heaven uses to take Vengeance on the Children, who put not Respect, but Contempt, upon their Parents. Beyond, how dreadfully the Judgments of God follow the Children that Set Light by their parents; and Oh, my Warned Children, upon the sight of those Warnings, cry out, Lord, my Flesh trembles for fear, and I am afraid of those Judgments!Indeed there is no Sin more usually Revenged, with the Sensible and Notable Curses of God, than that Sin, The Contempt of Parents.Exasperated Parents themselves, do sometimes Imprecate Curses upon their Children; and the Invisible World with a strange, but a quick work, usually says, Amen, to those Curses.First. Undutiful Children, for the Sin of the Contempt they cast upon their Parents, are often Cursed by God, with being Left unto yet more Sin against Him. I could not have spoken a more Terrible word! This is most certain, The more Sinful any man is, the more Cursed is that man. It is an amazing Vengeance of God, that gives a Sinner up to Sin for Sin, and Curses a Sinner for one Sin, by Leaving him to another.But Undutiful Children, are commonly Cursed, and Banned by such a Vengeance of God. We read of some Sinners, whom the Justice of God gives up to Sin, and this is one Brand upon those doleful Sinners, in Rom. 1:30: Disobedient unto Parents.The Fifth Commandment stands in the Front of all Six, upon the Second Table of the Law. Children, If you break the Fifth Commandment, there is not much Likelihood, that you will keep the rest; No, there is Hazard, that the Curse of God, will give you up to break every one of them all.Undutiful Children soon become horrid Creatures, for Unchastity, for Dishonesty, for Lying, and all manner of Abominations: And the Contempt which they cast upon the Advice of their Parents, is one thing that pulls down this Curse of God upon them.They who sin against their Parents, are sometimes by God given up to Sin against all the world beside. Mind the Most Scandalous Instances of Wickedness and Villainy; You'll ordinarily find, they were first Undutiful Children, before they fell into the rest of their atrocious Wickedness.Secondly, Undutiful Children for the Contempt they cast upon their Parents are often Cursed by God, with a Mischief brought upon all their Affairs. A Strange Disaster uses to follow Undutiful Children, much Evil pursues that kind of Sinner; there is a secret Vengeance of God, perplexing their Affairs; through that Vengeance of God, None of their Affairs do prosper with them.When David was vexed with one of his Undutiful Children, he could foretell, in Psal. 55:19. God shall Afflict them. There is a Secret Blast of God, upon Undutiful Children.They are Afflicted in their Estates: It is the Curse of God upon them, for their being Loathe, to do what they could for their Parents, with their Estates.They are Afflicted in their Bodies: It is the Curse of God upon them, for their Dishonouring the Parents of their Bodies.They are followed with one plague after another, by the Irresistible Wrath, and Curse of God: they can't comprehend, how they come to be so plagued in all their Interests: 'Tis it may be their Contempt of their Parents, that has been the Worm at the Root, which causes all to wither with 'em. And if these Undutiful Children, ever Live to have Children of their own, God pays 'em home in their own Coin; God pays 'em in the Undutifulness of their own Children, in the Undutifulness of their own Children, God makes 'em to possess the Iniquities of their Youth.Thirdly, Death; Yea, an Early Death, and a Woeful Death, is not seldom the Curse of God upon Undutiful Children for their being so. It is the Tenour of the Precept, Honour thy Father and thy Mother, that thy Days may be long upon the Land. Mind it, Children; Your Days are not like to be long upon the Land, if you Set Light by your Father or Mother.Children that cast Contempt on the Parents, who have been the Instruments of their Life, do thereby, what, but make Forfeitures of their Life?It is a memorable passage, in Prov. 30:17: The Eye that mocks at his Father, and despises to obey his Mother, the Ravens of the Valley shall pick it out, and the young Eagles shall Eat it. It seems, an Untimely and a Tragical Death, often Exposes the Carcasses of those Children, to the Carnivorous Fowls of Heaven.There was a Law in Israel, Deut. 21:21: That the Rebellious Child should be put to Death. After Stoning, he was Hang'd up; for in Israel they Hang'd up none, till they had first otherwise kill'd him; and no doubt, his Corpse being taken down, as it was to be done before Sunset, it was thrown into a Noted Pit, such an one as that, into which they threw the Corpse of Judas over the Precipice; and there the Fowls of Heaven prey'd upon it. Agur perhaps alludes to This; And we often see it so, that the Rebellious Child, is left of God, unto those Crimes, for which he is put to Death, e're it be long.More than so; Undutiful Children are Unnatural Children; And the Curse of God sometimes gives over Unnatural Children to commit the most Unnatural Murders. They have Murdered themselves, and been Self-Destroyers: As they have Sinn'd against Nature, so they Die the most against Nature, that can be.A Young man in this Country Drown'd himself; but he Left behind him a Writing to his Father, wherein he complain'd, O Father, I have kept my Soul, as long as I could; My Ruin was the pride and stubbornness of my Tender Years!But is this all? No; Lastly; All the Curse of God upon Undutiful Children hitherto, is but the Death, riding the Pale Horse in the Revelation; whereof 'tis said, Hell followed. I am after all to tell you, That the Vengeance of Eternal Fire, will be the portion of Undutiful Children after all; Children that cast Contempt upon their Parents, God will cast into the Vengeance of Eternal Fire at the Last, and into Everlasting Contempt.Surely, the Damned, are the Cursed of God! Hear, O Children; If you are the Children of Rebellion, the Curse of God will make you the Children of Perdition, throughout Eternal Ages.
Monday, January 11, 2010
Reading Guide for The Autobiography of Benjamin Franklin
READING DUE FRIDAY THE 22ND
You will not turn these questions in, but will should guide your reading and aid your understanding of this book. The more specific page numbers you use, the better our discussion will be.
1. Describe the tone of this autobiography. Point to examples of Franklin’s tone sounding arrogant. Point to examples of Franklin’s humility.
2. How would you describe young Ben's attitude toward education, work, and financial success? Give an example or two to illustrate your answer.
3. In Part 3 of the Autobiography Franklin reflects on the problems encountered when governments are in the hands of people who pursue their own private interests at the expense of the public good. What solution does he advocate? How realistic do you think it is?
4. Give some examples of how Franklin spends his time making society better. Why do you think he does this? What is the purpose of the Junto club?
5. Give some examples of how Franklin spends time trying to improve himself.
6. What was Franklin’s daily life like?
7. Describe Franklin’s religious beliefs. What does the passage about George Whitefield say about Franklin’s view of religion?
8. And finally, do you think he was right in recognizing the tendency of politicians to seek after their own interest at the expense of the public good? Can you cite examples of such behavior in our current state, local, and national government?
9. Can values be taught in schools? Should they be? Is it possible to agree on a single list of “virtues”? Former Secretary of Education and sometime Republican presidential candidate, William Bennett, in his best selling Book of Virtues, suggests that every American school boy and girl should be made to read and study the values contained in this eighteenth-century book. What are those values? Are they still applicable today?
1. Describe the tone of this autobiography. Point to examples of Franklin’s tone sounding arrogant. Point to examples of Franklin’s humility.
2. How would you describe young Ben's attitude toward education, work, and financial success? Give an example or two to illustrate your answer.
3. In Part 3 of the Autobiography Franklin reflects on the problems encountered when governments are in the hands of people who pursue their own private interests at the expense of the public good. What solution does he advocate? How realistic do you think it is?
4. Give some examples of how Franklin spends his time making society better. Why do you think he does this? What is the purpose of the Junto club?
5. Give some examples of how Franklin spends time trying to improve himself.
6. What was Franklin’s daily life like?
7. Describe Franklin’s religious beliefs. What does the passage about George Whitefield say about Franklin’s view of religion?
8. And finally, do you think he was right in recognizing the tendency of politicians to seek after their own interest at the expense of the public good? Can you cite examples of such behavior in our current state, local, and national government?
9. Can values be taught in schools? Should they be? Is it possible to agree on a single list of “virtues”? Former Secretary of Education and sometime Republican presidential candidate, William Bennett, in his best selling Book of Virtues, suggests that every American school boy and girl should be made to read and study the values contained in this eighteenth-century book. What are those values? Are they still applicable today?
DOCUMENTS: COLONIAL EPITAPHS
In Memory ofMr JOHN GOODSPEEDWho departed thisLife Aug ye 28 1786in ye 66th yearof his Age. Mark traveller this humble stone'Tis death's kind warning to prepareThou too must hasten to the tombAnd mingle with corruption there
In memory ofFreeman Kingman Son ofSimeon Kingman& Rebecca his wifewho was drowned Jan 14 1793in the 12th yearof his age. Also in memory oftheir infant daughterwho died Oct 13 1791
In Memory ofMrs Abigail SturgisRelict ofSam'l Sturgis Esq'rof Barnstable whowho died February 9 1795in the 63 Yearof her Age
Philander ShawSon ofthe Rev Philander Shaw& Mrs Lucy his wifedied Jan'y 27th 1800aged 7 weeksfootstonePhilander Shaw
In Memory ofPrince Son to Mr John& Mrs Mary Bodfishhe died Oct'r 4 1793in ye 3 year of his age. Come now behold and shed a tearTo see a first born slainWho liv'd and died in innocenceAnd turned to dust again
Here lies Ye Body ofABIGAIL WINSLOW LEWISDaug'r of Mr WINSLOW& Mrs MARY LEWISdied June 30th 1767Aged 12 Years
Here lies the Body ofMrs ABIGAIL ADAMSthe amiable Consort ofDr SAMUEL ADAMSwho died in ChildbedJuly 8th 1774in the 24th Yearof her Age
Here lie the Remains ofRev Mr JOHN AVERYWho Departed this Life ye23d of April 1754 in the69th Year of His Age and44th of His Ministry and the First Pastor Ordained inthis Place.
In this dark cavern, in this lonesome GraveHere lies the honest, pious, virtuous FriendHim, Kind Heav'n to us priest and doctor gaveAs such he lived, as such we mourn his end
Here are deposited the Remains ofMr BENJAMIN BANGSwho departed this LifeOctober 31st Anno Domini 1769Aged 48 Years and 4 Months. Some hearty friend shall drop his tearOn my dry Bones and say"These once were strong as mine appearAnd mine must be as they"
Thus shall our moulding Members teachWhat now our Senses learnFor Dust and Ashes loudest preachMan's infinite Concern
In Memory ofCapt SOLOMON BANGSwho died Jan'y 19th1797Aged 68 Years
EDMOND FREEMANBORN IN ENGLAND 1590DIED IN SANDWICH 1682. A FOUNDEROF THETOWN OF SANDWICHIN 1637. ASSISTANT TOGOVERNOR BRADFORD1640 - 1647
HERE LYES BURIEDTHE BODY OF MrsRUTH CHIPMANAGED 71 YEARSDIED OCTOBER Ye 4th1713. Blessed are ye DeadThat die in the Lord
Here lieth Jesseye Son of MerinaNegro Servantto Melatiah BourneEsq died Septye 17 1737 Aged2 Years and 6 Mo
HERE LYETH Ye BODYOF SHEARJASHUB BOURNESQ'R WHO DEPARTED THISLIFE MARCH Ye 7th 1718/19IN THE 76 YEAR OF HIS AGE HE WAS A VIRTUOUS RIGHTEOUS & MERCIFUL MANAND A GREAT FRIEND TO Ye INDIANS.PRECIOUS IN Ye SIGHT OF Ye
LORDIS Ye DEATH OF THIS SAINT
In memory ofFreeman Kingman Son ofSimeon Kingman& Rebecca his wifewho was drowned Jan 14 1793in the 12th yearof his age. Also in memory oftheir infant daughterwho died Oct 13 1791
In Memory ofMrs Abigail SturgisRelict ofSam'l Sturgis Esq'rof Barnstable whowho died February 9 1795in the 63 Yearof her Age
Philander ShawSon ofthe Rev Philander Shaw& Mrs Lucy his wifedied Jan'y 27th 1800aged 7 weeksfootstonePhilander Shaw
In Memory ofPrince Son to Mr John& Mrs Mary Bodfishhe died Oct'r 4 1793in ye 3 year of his age. Come now behold and shed a tearTo see a first born slainWho liv'd and died in innocenceAnd turned to dust again
Here lies Ye Body ofABIGAIL WINSLOW LEWISDaug'r of Mr WINSLOW& Mrs MARY LEWISdied June 30th 1767Aged 12 Years
Here lies the Body ofMrs ABIGAIL ADAMSthe amiable Consort ofDr SAMUEL ADAMSwho died in ChildbedJuly 8th 1774in the 24th Yearof her Age
Here lie the Remains ofRev Mr JOHN AVERYWho Departed this Life ye23d of April 1754 in the69th Year of His Age and44th of His Ministry and the First Pastor Ordained inthis Place.
In this dark cavern, in this lonesome GraveHere lies the honest, pious, virtuous FriendHim, Kind Heav'n to us priest and doctor gaveAs such he lived, as such we mourn his end
Here are deposited the Remains ofMr BENJAMIN BANGSwho departed this LifeOctober 31st Anno Domini 1769Aged 48 Years and 4 Months. Some hearty friend shall drop his tearOn my dry Bones and say"These once were strong as mine appearAnd mine must be as they"
Thus shall our moulding Members teachWhat now our Senses learnFor Dust and Ashes loudest preachMan's infinite Concern
In Memory ofCapt SOLOMON BANGSwho died Jan'y 19th1797Aged 68 Years
EDMOND FREEMANBORN IN ENGLAND 1590DIED IN SANDWICH 1682. A FOUNDEROF THETOWN OF SANDWICHIN 1637. ASSISTANT TOGOVERNOR BRADFORD1640 - 1647
HERE LYES BURIEDTHE BODY OF MrsRUTH CHIPMANAGED 71 YEARSDIED OCTOBER Ye 4th1713. Blessed are ye DeadThat die in the Lord
Here lieth Jesseye Son of MerinaNegro Servantto Melatiah BourneEsq died Septye 17 1737 Aged2 Years and 6 Mo
HERE LYETH Ye BODYOF SHEARJASHUB BOURNESQ'R WHO DEPARTED THISLIFE MARCH Ye 7th 1718/19IN THE 76 YEAR OF HIS AGE HE WAS A VIRTUOUS RIGHTEOUS & MERCIFUL MANAND A GREAT FRIEND TO Ye INDIANS.PRECIOUS IN Ye SIGHT OF Ye
LORDIS Ye DEATH OF THIS SAINT
Sunday, January 10, 2010
Discovery and Settlement
I. The Colonizers:
A. French: (mainly Jesuit priests)Giovanni da Verazzano: 1524
French priest: "It is you women who are the cause of all our misfortunes... it is you who keep the demons among us. You are lazy about going to prayers; when you pass before the cross you never salute it; you wish to be independent. Now, know that you will obey your husbands."Quebec: 1608
B. The Dutch:1609-1644:
Hudson River Valley
Peter Stuyvesant
New Amsterdam: 1624
Dutch West India Company
C. The English:
Why colonize?
Religious Reasons
Social Reasons
Economic Reasons
1. Pilgrims: Plymouth, 1620
Mayflower Compact: Why is this considered the first document that establishes American democracy?IN THE NAME OF GOD, AMEN. We whose names are underwritten, the loyal subjects of our dread sovereign Lord, King James, by the grace of God, of Great Britain, France and Ireland, King, Defender of the Faith, etc.Having undertaken, for the glory of God, and advancement of the Christian faith and honor of our King and Country, a voyage to plant the first colony in the northern parts of Virginia, do by these presents, solemnly and mutually in the presence of God, and of one another, covenant and combine ourselves together into a civil body politic, for our better ordering and preservation and furtherance of the ends aforesaid; and by virtue hereof to enact, constitute and frame such just and equal laws, ordinances, acts, constitutions and offices, from time to time, as shall be thought most meet and convenient for the general good of the Colony: unto which we promise all due submission and obedience.IN WITNESS WHEREOF we have hereunder subscribed our names at Cape Cod, the 11 of November, the year of the reign of our sovereign Lord James; of England, France and Ireland the eighteenth, and of Scotland the fifty-fourth. Ano Dom. 1620.
Based on this evidence, what was life like in colonial New England?
2. The Puritans
Religious Life:
Puritan Theology
Heresy:Roger Williams--complete separation of church and state--1635=banishedAnne Hutchinson--“you have rather been a husband than a wife.”--1638: banished--1642=killed
3. Danger in N.E.--WitchcraftMagic in Puritan society
A. French: (mainly Jesuit priests)Giovanni da Verazzano: 1524
French priest: "It is you women who are the cause of all our misfortunes... it is you who keep the demons among us. You are lazy about going to prayers; when you pass before the cross you never salute it; you wish to be independent. Now, know that you will obey your husbands."Quebec: 1608
B. The Dutch:1609-1644:
Hudson River Valley
Peter Stuyvesant
New Amsterdam: 1624
Dutch West India Company
C. The English:
Why colonize?
Religious Reasons
Social Reasons
Economic Reasons
1. Pilgrims: Plymouth, 1620
Mayflower Compact: Why is this considered the first document that establishes American democracy?IN THE NAME OF GOD, AMEN. We whose names are underwritten, the loyal subjects of our dread sovereign Lord, King James, by the grace of God, of Great Britain, France and Ireland, King, Defender of the Faith, etc.Having undertaken, for the glory of God, and advancement of the Christian faith and honor of our King and Country, a voyage to plant the first colony in the northern parts of Virginia, do by these presents, solemnly and mutually in the presence of God, and of one another, covenant and combine ourselves together into a civil body politic, for our better ordering and preservation and furtherance of the ends aforesaid; and by virtue hereof to enact, constitute and frame such just and equal laws, ordinances, acts, constitutions and offices, from time to time, as shall be thought most meet and convenient for the general good of the Colony: unto which we promise all due submission and obedience.IN WITNESS WHEREOF we have hereunder subscribed our names at Cape Cod, the 11 of November, the year of the reign of our sovereign Lord James; of England, France and Ireland the eighteenth, and of Scotland the fifty-fourth. Ano Dom. 1620.
Based on this evidence, what was life like in colonial New England?
2. The Puritans
Religious Life:
Puritan Theology
Heresy:Roger Williams--complete separation of church and state--1635=banishedAnne Hutchinson--“you have rather been a husband than a wife.”--1638: banished--1642=killed
3. Danger in N.E.--WitchcraftMagic in Puritan society
Friday, January 8, 2010
Bartholome de Las Casas, 1474-1566
WAS HE AHEAD OF HIS TIME?
“How much damage, how many calamities, disruptions and devastations of kingdoms have there been? How many souls have perished in the West Indies over the years and how unjustly? How many unforgivable sins have been committed? ... What we committed in the West Indies stands out among the most unpardonable offenses ever committed against God and mankind....”
“How much damage, how many calamities, disruptions and devastations of kingdoms have there been? How many souls have perished in the West Indies over the years and how unjustly? How many unforgivable sins have been committed? ... What we committed in the West Indies stands out among the most unpardonable offenses ever committed against God and mankind....”
EXPLORATION IS FUN
You are an explorer(congratulations). Which of the following would be your mode of transport? Why? Which would be a more dangerous type of exploration, space or the uncharted earth?
Wednesday, January 6, 2010
White River Lakota Origin Story
Rabbit Boy:
In the old days, there lived a rabbit - a very lively, playful, good-hearted rabbit. One day this rabbit was walking, enjoying himself, when he came across a clot of blood. How it got there, nobody knows. It looked like a blister, a little bladder full of red liquid. Well, the playful rabbit began toying with that clot of blood, kicking it around as if it were a tiny ball. Now, we Indians believe in Takuskanskan, the mysterious power of motion. Its spirit is in anything that moves. It animates things and makes them come alive.
Well, the rabbit got into this strange moving power without even knowing it, and the motion of being kicked around, or rather the spirit of the motion - and I hope you can grasp what I mean by that - began to work on the little blob of blood so that it took shape, forming a little gut.
The rabbit kicked it some more, and the blob began to grow tiny hands and arms. The rabbit kept nudging it, and suddenly it had eyes and a beating heart. In this way the rabbit, with the help of the mysterious moving power, formed a human being, a little boy. The rabbit called him "We-Ota-Wichasha", Much-Blood Boy, but he is better known as Rabbit Boy. The rabbit took him to his wife, and both of them loved this strange little boy as if he were their only son. They dressed him up in a beautiful buckskin shirt, which they painted with the sacred red color and decorated with designs made of porcupine quills.
The boy grew up happily among the rabbits. When he was almost a man, the old rabbit took him aside and said: "Son, I must tell you that you are not what you think you are - a rabbit like me. You are a human. We love you and we hate to let you go, but you must leave and find your own people." Rabbit Boy started walking until he came to a village of human beings, where he saw boys who looked like himself. He went into the village. The people could not help staring at this strange boy in his beautiful buckskin clothes.
"Where are you from?" they asked him. "I am from another village," said Rabbit Boy, though this was not true. There was no other village in the whole world, for as I told you, the earth was still in its beginning. In the village was a beautiful girl who fell in love with Rabbit Boy, not only for his fine clothes, but also for his good looks and kind heart. Her people, too, wanted him to marry into the village, wanted a man with his great mystery power to live among them. And Rabbit Boy had a vision. In it he was wrestling with the sun, racing the sun, playing hand games with the sun - and always winning. But Iktome, the wicked Spider Man, the mean trickster, prankster, and witch doctor, wanted that beautiful girl for himself. He began to say bad things about Rabbit Boy.
"Look at him," Iktome said, "showing off his buckskin outfit to us who are too poor to have such fine things." And to the men he also said:
"How come you're letting him marry a girl from your village?" He also told them:
"In case you want me to, I have a magic hoop to throw over that Rabbit Boy. It will make him helpless." Several boys said, "Iktome is right." They were jealous of Rabbit Boy on account of his strange power, his wisdom and generosity. They began to fight him, and Spider Man threw his magic hoop over him. Though it had no effect on Rabbit Boy, he pretended to be helpless to amuse himself. The village boys and young men tied Rabbit Boy to a tree with rawhide thongs. The evil Spider Man was encouraging them: "Let's take our butchering knives and cut him up!" "Friends, *kola-pila,*.." said Rabbit Boy, "if you are going to kill me, let me sing my death song first." And he sang: Friends, friends,I have fought the sun. He tried to burn me up,But he could not do it. Even battling the sun, I held my own. After the death song, the villagers killed Rabbit Boy and cut him up into chunks of meat, which they put in a soup pot. But Rabbit Boy was not hurt easily. A storm arose, and a great cloud hid the face of the sun, turning everything into black night.
When the cloud was gone, the chunks of meat had disappeared without a trace. But those who had watched closely had seen the chunks forming up again into a body, had seen him going up to heaven on a beam of sunlight. A wise old medicine man said, "This Rabbit Boy really has powerful medicine: he has gone up to see the sun. Soon he will come back stronger than before, because up there he will be given the sun's power. Let's marry him to that girl of ours." But the jealous spider, Iktome, said, "Why bother about him? Look at me: I am much more powerful than Rabbit Boy! Here, tie me up too; cut me up! Be quick!" Iktome thought he remembered Rabbit Boy's song. He thought there was power in it - magic strength. But Iktome did not remember the words right. He sang, Friends, friends,I have fought the moon, She tried to fight, But I won. Even battling the moon,I came out on top.
They cut Iktome up, as he had told them, but he never came to life again.
The spider had finally outsmarted himself. Evil tricksters always do.
In the old days, there lived a rabbit - a very lively, playful, good-hearted rabbit. One day this rabbit was walking, enjoying himself, when he came across a clot of blood. How it got there, nobody knows. It looked like a blister, a little bladder full of red liquid. Well, the playful rabbit began toying with that clot of blood, kicking it around as if it were a tiny ball. Now, we Indians believe in Takuskanskan, the mysterious power of motion. Its spirit is in anything that moves. It animates things and makes them come alive.
Well, the rabbit got into this strange moving power without even knowing it, and the motion of being kicked around, or rather the spirit of the motion - and I hope you can grasp what I mean by that - began to work on the little blob of blood so that it took shape, forming a little gut.
The rabbit kicked it some more, and the blob began to grow tiny hands and arms. The rabbit kept nudging it, and suddenly it had eyes and a beating heart. In this way the rabbit, with the help of the mysterious moving power, formed a human being, a little boy. The rabbit called him "We-Ota-Wichasha", Much-Blood Boy, but he is better known as Rabbit Boy. The rabbit took him to his wife, and both of them loved this strange little boy as if he were their only son. They dressed him up in a beautiful buckskin shirt, which they painted with the sacred red color and decorated with designs made of porcupine quills.
The boy grew up happily among the rabbits. When he was almost a man, the old rabbit took him aside and said: "Son, I must tell you that you are not what you think you are - a rabbit like me. You are a human. We love you and we hate to let you go, but you must leave and find your own people." Rabbit Boy started walking until he came to a village of human beings, where he saw boys who looked like himself. He went into the village. The people could not help staring at this strange boy in his beautiful buckskin clothes.
"Where are you from?" they asked him. "I am from another village," said Rabbit Boy, though this was not true. There was no other village in the whole world, for as I told you, the earth was still in its beginning. In the village was a beautiful girl who fell in love with Rabbit Boy, not only for his fine clothes, but also for his good looks and kind heart. Her people, too, wanted him to marry into the village, wanted a man with his great mystery power to live among them. And Rabbit Boy had a vision. In it he was wrestling with the sun, racing the sun, playing hand games with the sun - and always winning. But Iktome, the wicked Spider Man, the mean trickster, prankster, and witch doctor, wanted that beautiful girl for himself. He began to say bad things about Rabbit Boy.
"Look at him," Iktome said, "showing off his buckskin outfit to us who are too poor to have such fine things." And to the men he also said:
"How come you're letting him marry a girl from your village?" He also told them:
"In case you want me to, I have a magic hoop to throw over that Rabbit Boy. It will make him helpless." Several boys said, "Iktome is right." They were jealous of Rabbit Boy on account of his strange power, his wisdom and generosity. They began to fight him, and Spider Man threw his magic hoop over him. Though it had no effect on Rabbit Boy, he pretended to be helpless to amuse himself. The village boys and young men tied Rabbit Boy to a tree with rawhide thongs. The evil Spider Man was encouraging them: "Let's take our butchering knives and cut him up!" "Friends, *kola-pila,*.." said Rabbit Boy, "if you are going to kill me, let me sing my death song first." And he sang: Friends, friends,I have fought the sun. He tried to burn me up,But he could not do it. Even battling the sun, I held my own. After the death song, the villagers killed Rabbit Boy and cut him up into chunks of meat, which they put in a soup pot. But Rabbit Boy was not hurt easily. A storm arose, and a great cloud hid the face of the sun, turning everything into black night.
When the cloud was gone, the chunks of meat had disappeared without a trace. But those who had watched closely had seen the chunks forming up again into a body, had seen him going up to heaven on a beam of sunlight. A wise old medicine man said, "This Rabbit Boy really has powerful medicine: he has gone up to see the sun. Soon he will come back stronger than before, because up there he will be given the sun's power. Let's marry him to that girl of ours." But the jealous spider, Iktome, said, "Why bother about him? Look at me: I am much more powerful than Rabbit Boy! Here, tie me up too; cut me up! Be quick!" Iktome thought he remembered Rabbit Boy's song. He thought there was power in it - magic strength. But Iktome did not remember the words right. He sang, Friends, friends,I have fought the moon, She tried to fight, But I won. Even battling the moon,I came out on top.
They cut Iktome up, as he had told them, but he never came to life again.
The spider had finally outsmarted himself. Evil tricksters always do.
Yaudanchi Creation
Everything was water except a very small piece of ground. On this were the eagle and the coyote. Then the turtle swam to them. They sent it to dive for the earth at the bottom of the water. The turtle barely succeeded in reaching the bottom and touching it with its foot.
When it came up again, all the earth seemed washed out. Coyote looked closely at its nails. At last he found a grain of earth. Then he and the eagle took this and laid it down. From it they made the earth as large as it is. From the earth they also made six men and six women.
They sent these out in pairs in different directions and the people separated. After a time the eagle sent the coyote to see what the
people were doing. Coyote came back and said: "They are doing something bad. They are eating the earth. One side is already gone." The eagle said: " That is bad. Let us make something for them to eat. Let us send the dove to find something." The dove went out. It found a single grain of meal. The eagle and coyote put this down on the ground. Then the earth became covered with seeds and fruit. Now they told the people to eat these. When the seeds were dry and ripe the people gathered them. Then the people increased and spread all over. But the water is still under the world.
Yaudanchi Creation Account
(The Yaudanchi live in the south-central San Joaquin Valley of California).
When it came up again, all the earth seemed washed out. Coyote looked closely at its nails. At last he found a grain of earth. Then he and the eagle took this and laid it down. From it they made the earth as large as it is. From the earth they also made six men and six women.
They sent these out in pairs in different directions and the people separated. After a time the eagle sent the coyote to see what the
people were doing. Coyote came back and said: "They are doing something bad. They are eating the earth. One side is already gone." The eagle said: " That is bad. Let us make something for them to eat. Let us send the dove to find something." The dove went out. It found a single grain of meal. The eagle and coyote put this down on the ground. Then the earth became covered with seeds and fruit. Now they told the people to eat these. When the seeds were dry and ripe the people gathered them. Then the people increased and spread all over. But the water is still under the world.
Yaudanchi Creation Account
(The Yaudanchi live in the south-central San Joaquin Valley of California).
Syllabus Sign In Sheet
For Friday, either handwrite this note or print it out and bring it with you.
I have read and understand all of the policies of the syllabus for History 231.
Signed ___________________________ 1/8/10
I have read and understand all of the policies of the syllabus for History 231.
Signed ___________________________ 1/8/10
Tuesday, January 5, 2010
COURSE SYLLABUS
History 231—MWF 7:55-9:25
Winter 2010
Section 001 CRN 10150
MUSIC 114
Office: Faculty Towers 201A
Instructor: Dr. Schmoll
Office Hours: MWF 9:30-10:30
…OR MAKE AN APPOINTMENT!!!
Email: bschmoll@csub.edu
Office Phone: 654-6549
Course Description:
The colonial foundations; political, economic, social and cultural developments in the emerging United States; the early agrarian republic; the Civil War.
Required Reading:
1. Paul Johnson, A History of the American People
2. Benjamin Franklin, The Autobiography of Benjamin Franklin
3. Malcolm Mclaurin, Celia, A Slave
4. Narrative of the Life of Frederick Douglass
5. Weekly blog readings: Each week you will have both primary and secondary sources to read on the blog.
The Blog: If you have questions or comments about this class, or if you want to see the course reader or the syllabus online, just go to http://schmollhistory231winter2010.blogspot.com/
You need to sign in to this blog this week.
You will also have short readings on the blog. I will announce these in class.
Grading Scale:
Participation: 10%
Indian Removal Debate: 10%
The Essay: 20%
Midterm Exam: 30%
Final Exam: 30%
Attendance:
Just to be clear, to succeed on tests and papers you really should be in class. That’s just common sense, right? To pass this class, you may not miss more than two classes. If you miss that third class meeting, you are missing too much of the quarter. You cannot do that and pass.
Furthermore, with the furlough in place, we already have to miss a certain number of classes.
So, here’s what we do. Do your best to not miss any class unnecessarily. Let’s say your boyfriend, girlfriend, husband, or wife calls and wants to take you to Tahiti this weekend, but you won’t be back until late Tuesday night. Here’s what you say: “Honey, I love you, but Dr. Schmoll seems to value my education more than you do, so we are breaking up.” Ok, that may be harsh, so don’t do that, but just make sure that you do not miss any class until the 8th week. What I’ve found is that it seems inevitable that those who miss two classes early for pathetic reasons like doctor’s appointments that should have been more carefully scheduled get to the 8th week and then have to miss for a legitimate reason (like a surprise meeting at work, a sick child to take care of, or a flat tire). If you get to that 8th week and then have to miss your third class, it’ll be bad. By that point, I’ll be kind, compassionate, a real shoulder to cry on, if you want, when telling you that you’ve now failed the course. Now, if you make it to the 8th or 9th week and you have not missed those two classes, then you have some wiggle room, so that if, heaven forbid, your cat Poopsie gets pneumonia and you have to sit up all night bottle-feeding her liquid antibiotics, you and I don’t have to have that ugly conversation where I tell you that Poopsie gets blamed for you failing the course. Let’s put this another way; do you like movies? No way, me too! When you go to the movies do you usually get up and walk around the theatre for 10-15% of the movie? Let’s say you do decide to do that, out of a love of popcorn and movie posters, perhaps. If you did that, would you expect to understand the whole story? Okay, maybe if you are watching Harold and Kumar, but for anything else, you’ll be lost. So, please, get to class.
Being Prompt:
Get to class on time. Why does that matter? First, it sends the wrong message to your principal grader (that’s me). As much as we in the humanities would like you to believe that these courses are objective (at what time of day did the Battle of Gettysburg begin?), that is not entirely the case. If you send your principal grader the message that you don’t mind missing the first few minutes and disturbing others in the class, don’t expect to be given the benefit of the doubt when the tests and papers roll around. Does that sound mean? It’s not meant to, but just remember, your actions send signals. Being late also means that someone who already has everything out and is ready and is involved in the discussion has to stop, move everything over, get out of the chair to let you by, pick up the pencil you drop, let you borrow paper, run to the bathroom because you spilled the coffee, and so on. It’s rude. There’s an old saying: better two hours early than two minutes late. Old sayings are good.
So, what are the consequences of persistent tardiness? What do you think they should be? Remember that 10% participation? You are eligible for that grade if you are on time. Get here on time. It is especially important in a class that begins at 7:55!!! And no, I’m not the jackass who watches for you to be late that one time and stands at the door and points in your face. If you are late a few (that means three) times, you will lose the entire 10% participation grade. One time tardiness is not a problem precisely because it is not persistent. It’s an accident. But if you are late several times, you will not be able to receive a participation grade above 50%.
The Unforgivable Curse:
Speaking of one time issues, there is something that is so severe, so awful, that if it happens one time, just one time, no warning, no “oh hey I noticed this and if you could stop it that’d be super,” you will automatically lose all 10 percent of the Participation grade. Any guesses? C’mon, you must have some idea. No, it’s not your telephone ringing. If that happens, it’ll just be slightly funny and we’ll move on. It’s a mistake and not intentional, and the increased heart rate and extra sweat on your brow from you diving headfirst into an overstuffed book bag to find a buried phone that is now playing that new Lady Gaga ringtone is punishment enough for you. So, what is it, this unforgivable crime? Texting. If you take out your phone one time to send or receive messages you will automatically lose 10% of your course grade. That means, if you receive a final grade of 85%, it will drop to 75%. If you receive a final grade of 75%, it will become a 65%. Just to make this more concrete, just last quarter, three people lost their whole participation and hence did no pass the class because of texting. Why is that? The phone ringing is an accident. Texting is on purpose and is rude. It, in fact, is beyond rude. It wreaks of the worst of our current society. It bespeaks the absolutely vile desire we all have to never separate from our technological tether for even a moment. It sends your fellow classmates and your teacher the signal that you have better things to do. Checking your phone during class is like listening to a friend’s story and right in the middle turning away and talking to someone else. Plus, the way our brains work, you need to fully immerse yourself, to tune your brain into an optimal, flowing machine (see Mihaly Csikszentmihalyi’s incredible book Flow) that can grasp and can let itself go. Students now tend to see school as a stopover on their way to a career. Brothers and sisters, that’s deadly! I wish that I could pay for you all to quit your jobs and just focus on the mind. I can’t yet do that, but if I could I would, because it’d be worth every penny. Devoting time to the mind and to thinking deeply about your world will change who you are and how you approach your future, your family, your job, and your everything. Is that overstated? I believe it to be true. So, until my stock choices really take off so that I can pay all of your bills, promise me one thing. When you are in class or preparing for class, you have to be fully here. Oh crap, now it’s going to sound like a hippy professor from the 1960s: “I mean, like, be here man, just be here.” Maybe the hippies were on to something. Devote yourself fully to your classes by unplugging from the outside world for awhile.
Class Climate:
No, I don’t mean whether it’s going to rain in here or not. Sometimes I’ll lecture at you, but even then, your participation is vital. How can you participate when someone is lecturing? Any ideas? Turn to a neighbor and tell them the story of your first day at school in kindergarten. Now, if you are the one listening to the story, right in the middle look away, look at your watch, sneer at them, roll your eyes, yawn, wave to someone across the room, nudge a person next to you and tell them a joke, all while the other person is telling about his or her first day of kindergarten. If this happens in social setting we call it rude, and we call the people who listen in that way jackasses. They are not our friends precisely because we deeply value listening and do not put up with those who do not listen well. Right? So, there will be lecturing, and if you abhor what we are doing, then fake it. I used to do that sometimes too: “oh no, professor, I love hearing you talk about President Reagan’s policies of supply side economics.” If we listen to psychologists, by faking interest you’ll be learning much more than if you show your disinterest. The next time you are sad force yourself to smile and you’ll see what I mean. So, sometimes there will be lecture. At other times there will be discussion of short readings that we do in class. During these times, it’s crucial that you do the silly little exercises: turn to a neighbor; find someone you don’t know and discuss this or that; explain to your friend what we just went over in lecture; pick something from the reading to disagree with; find two people on the other side of the room; throw cash at your professor…ok, maybe not that last one. This class is a bit unique in that it violates the normally accepted activity systems of college history classrooms. What we do in discussion will help solidify the concepts of each section of this course in your brain. If you are active in class, you will have to study less, and you’ll find yourself remembering much more.
Reading:
How many of you love reading? I did not read a book until I was 18, so if you have not yet started your journey on this ever widening path, it’s never too late. In any course, there’s no substitute for reading. Theorist Jim Moffett says that “all real writing happens from plentitude,” meaning that you can only really write well about someone once you know about it. Reading is one way to know—not the only, by any means! I want you to have experiences with great texts. I can show you voluminous research proving why you nee to read more, but then if I assign a stupid, long, expensive textbook you probably will end up not reading, or only reading to have the reading done, something we have all done, right? The economy now requires much higher literacy rates (see The World is Flat), and even though reading levels have not gone down in the last 40 years, it is crucial that you start to push your own reading so that your own literacy level goes up. For these ten weeks, diving wholeheartedly into the course reading is vital. Remember to read in a particular way. As reading expert and UCSB professor Sheridan Blau has argued, “reading is as much a process of text production as writing is.” Reading involves revision? Does that sound silly? As you read, think about the different ways that you understand what you read. Most importantly, when you read, think about the words of E.D. Hirsch, who says that we look at what a text says (reading), what it means (interpretation), and why it matters (criticism). Hey, but if you are in a history course, aren’t you supposed to be reading for exactly the number of miles of trenches that were dug in World War One, how many railroad workers died from 1890 to 1917, or what the causes of the Great Depression were? Anyway, the answer is yes and no. There are two types of reading that you’ll do in college. As the literary goddess theorist Louise Rosenblatt explains, there is aesthetic reading, where you are reading to have an experience with the text, and there is efferent reading, where you are reading to take away information from the text. You do both types all the time. Think about a phone book. You have probably never heard someone say of a phone book, “don’t tell me about it, I want to read it for myself.” Reading a phone book is purely efferent. In this course you will practice both types of reading. I have chosen texts that you can enjoy (aesthetic) and that you can learn from(efferent). I want to see and appreciate the detail in our reading, but in this course I’ll give you that detail in class lectures. In the reading, it’s much more important that you read texts that will live with you forever and to inspire you to think more thoroughly about your world. As you read, you should be working hard to create meaning for yourself. As Rosenblatt asserts, “taking someone else’s interpretation as your own is like having someone else eat your dinner for you.” Please, don’t let the numbskulls at wikipedia or sparknotes eat your dinner for you.
Participation: You do not need to be the person who speaks out the most, asks the most questions, or comes up with the most brilliant historical arguments to receive full credit in participation. If you are in class and on time, discuss the issues that we raise, avoid the temptation to nod off, to leave early, or to text people during class (the three easiest ways to lose credit), and in general act like you care, then you will receive a good participation grade! Just being here does not guarantee a 100% participation grade, since you must be regularly actively involved for that to be possible.
Academic Honesty
You are responsible for knowing all college policies about academic honesty. Any student who plagiarizes any part of his or her papers may receive an “F” in the course and a letter to the Dean.
Course Schedule:
1/6 Intro/Pre-Columbian Americas
1/8 “Discovery” and Exploration/Focus on Magellan
Hand out Reading Guide to Franklin
HOMEWORK DUE!!!
Signed statement from Syllabus
1/11 Early Colonies(N.E.)/Assign Slavery Essay
1/13 Early Colonies(Chesapeake)/Labor Troubles
1/15 Great Awakening/American Enlightenment
1/18 MLK Day=Campus Closed
1/20 Mid-Century Challenges
1/22 Benjamin Franklin/The Autobiography of Benjamin Franklin Due
1/25 Revolutionary War/Midterm review
1/27 Revolutionary War
1/29 Making a New Nation/The U.S. Constitution
2/1 Midterm Examination/Bring a Blue Book
2/3 Early National Period
2/5 Jefferson’s America
2/8 International Conflicts: War of 1812
2/10 Early Industrialism/19th Century Slavery
2/12 FURLOUGH DAY=NO CLASS
2/15 Celia Reading Due
2/17 The World of Andrew Jackson/Cherokee Removal Debate Prep
2/19 Cherokee Removal Debate
2/22 “Secret Life of a Developing Country”
2/24 “Cycles of Distrust”—Sectionalism
2/26 FURLOUGH DAY=NO CLASS
3/1 War with Mexico and other Western Issues
3/3 Frederick Douglass Reading Due
3/5 FURLOUGH DAY=NO CLASS
3/8 Slavery essay Due/Review for Final
3/10 Sectionalism
3/12 “Cycles of Distrust”—Sectionalism
3/15 Civil War: From Bull Run to the Gettysburg Address/Last Day of Class
FINAL EXAM: You need a blue book for the final exam
REMEMBER, although this syllabus is the “law” of the class, I reserve the right to change it at any time to suit the particular needs of our class. If I must do so, it will always be in your best interest, and I’ll always advise you as soon as possible.
Winter 2010
Section 001 CRN 10150
MUSIC 114
Office: Faculty Towers 201A
Instructor: Dr. Schmoll
Office Hours: MWF 9:30-10:30
…OR MAKE AN APPOINTMENT!!!
Email: bschmoll@csub.edu
Office Phone: 654-6549
Course Description:
The colonial foundations; political, economic, social and cultural developments in the emerging United States; the early agrarian republic; the Civil War.
Required Reading:
1. Paul Johnson, A History of the American People
2. Benjamin Franklin, The Autobiography of Benjamin Franklin
3. Malcolm Mclaurin, Celia, A Slave
4. Narrative of the Life of Frederick Douglass
5. Weekly blog readings: Each week you will have both primary and secondary sources to read on the blog.
The Blog: If you have questions or comments about this class, or if you want to see the course reader or the syllabus online, just go to http://schmollhistory231winter2010.blogspot.com/
You need to sign in to this blog this week.
You will also have short readings on the blog. I will announce these in class.
Grading Scale:
Participation: 10%
Indian Removal Debate: 10%
The Essay: 20%
Midterm Exam: 30%
Final Exam: 30%
Attendance:
Just to be clear, to succeed on tests and papers you really should be in class. That’s just common sense, right? To pass this class, you may not miss more than two classes. If you miss that third class meeting, you are missing too much of the quarter. You cannot do that and pass.
Furthermore, with the furlough in place, we already have to miss a certain number of classes.
So, here’s what we do. Do your best to not miss any class unnecessarily. Let’s say your boyfriend, girlfriend, husband, or wife calls and wants to take you to Tahiti this weekend, but you won’t be back until late Tuesday night. Here’s what you say: “Honey, I love you, but Dr. Schmoll seems to value my education more than you do, so we are breaking up.” Ok, that may be harsh, so don’t do that, but just make sure that you do not miss any class until the 8th week. What I’ve found is that it seems inevitable that those who miss two classes early for pathetic reasons like doctor’s appointments that should have been more carefully scheduled get to the 8th week and then have to miss for a legitimate reason (like a surprise meeting at work, a sick child to take care of, or a flat tire). If you get to that 8th week and then have to miss your third class, it’ll be bad. By that point, I’ll be kind, compassionate, a real shoulder to cry on, if you want, when telling you that you’ve now failed the course. Now, if you make it to the 8th or 9th week and you have not missed those two classes, then you have some wiggle room, so that if, heaven forbid, your cat Poopsie gets pneumonia and you have to sit up all night bottle-feeding her liquid antibiotics, you and I don’t have to have that ugly conversation where I tell you that Poopsie gets blamed for you failing the course. Let’s put this another way; do you like movies? No way, me too! When you go to the movies do you usually get up and walk around the theatre for 10-15% of the movie? Let’s say you do decide to do that, out of a love of popcorn and movie posters, perhaps. If you did that, would you expect to understand the whole story? Okay, maybe if you are watching Harold and Kumar, but for anything else, you’ll be lost. So, please, get to class.
Being Prompt:
Get to class on time. Why does that matter? First, it sends the wrong message to your principal grader (that’s me). As much as we in the humanities would like you to believe that these courses are objective (at what time of day did the Battle of Gettysburg begin?), that is not entirely the case. If you send your principal grader the message that you don’t mind missing the first few minutes and disturbing others in the class, don’t expect to be given the benefit of the doubt when the tests and papers roll around. Does that sound mean? It’s not meant to, but just remember, your actions send signals. Being late also means that someone who already has everything out and is ready and is involved in the discussion has to stop, move everything over, get out of the chair to let you by, pick up the pencil you drop, let you borrow paper, run to the bathroom because you spilled the coffee, and so on. It’s rude. There’s an old saying: better two hours early than two minutes late. Old sayings are good.
So, what are the consequences of persistent tardiness? What do you think they should be? Remember that 10% participation? You are eligible for that grade if you are on time. Get here on time. It is especially important in a class that begins at 7:55!!! And no, I’m not the jackass who watches for you to be late that one time and stands at the door and points in your face. If you are late a few (that means three) times, you will lose the entire 10% participation grade. One time tardiness is not a problem precisely because it is not persistent. It’s an accident. But if you are late several times, you will not be able to receive a participation grade above 50%.
The Unforgivable Curse:
Speaking of one time issues, there is something that is so severe, so awful, that if it happens one time, just one time, no warning, no “oh hey I noticed this and if you could stop it that’d be super,” you will automatically lose all 10 percent of the Participation grade. Any guesses? C’mon, you must have some idea. No, it’s not your telephone ringing. If that happens, it’ll just be slightly funny and we’ll move on. It’s a mistake and not intentional, and the increased heart rate and extra sweat on your brow from you diving headfirst into an overstuffed book bag to find a buried phone that is now playing that new Lady Gaga ringtone is punishment enough for you. So, what is it, this unforgivable crime? Texting. If you take out your phone one time to send or receive messages you will automatically lose 10% of your course grade. That means, if you receive a final grade of 85%, it will drop to 75%. If you receive a final grade of 75%, it will become a 65%. Just to make this more concrete, just last quarter, three people lost their whole participation and hence did no pass the class because of texting. Why is that? The phone ringing is an accident. Texting is on purpose and is rude. It, in fact, is beyond rude. It wreaks of the worst of our current society. It bespeaks the absolutely vile desire we all have to never separate from our technological tether for even a moment. It sends your fellow classmates and your teacher the signal that you have better things to do. Checking your phone during class is like listening to a friend’s story and right in the middle turning away and talking to someone else. Plus, the way our brains work, you need to fully immerse yourself, to tune your brain into an optimal, flowing machine (see Mihaly Csikszentmihalyi’s incredible book Flow) that can grasp and can let itself go. Students now tend to see school as a stopover on their way to a career. Brothers and sisters, that’s deadly! I wish that I could pay for you all to quit your jobs and just focus on the mind. I can’t yet do that, but if I could I would, because it’d be worth every penny. Devoting time to the mind and to thinking deeply about your world will change who you are and how you approach your future, your family, your job, and your everything. Is that overstated? I believe it to be true. So, until my stock choices really take off so that I can pay all of your bills, promise me one thing. When you are in class or preparing for class, you have to be fully here. Oh crap, now it’s going to sound like a hippy professor from the 1960s: “I mean, like, be here man, just be here.” Maybe the hippies were on to something. Devote yourself fully to your classes by unplugging from the outside world for awhile.
Class Climate:
No, I don’t mean whether it’s going to rain in here or not. Sometimes I’ll lecture at you, but even then, your participation is vital. How can you participate when someone is lecturing? Any ideas? Turn to a neighbor and tell them the story of your first day at school in kindergarten. Now, if you are the one listening to the story, right in the middle look away, look at your watch, sneer at them, roll your eyes, yawn, wave to someone across the room, nudge a person next to you and tell them a joke, all while the other person is telling about his or her first day of kindergarten. If this happens in social setting we call it rude, and we call the people who listen in that way jackasses. They are not our friends precisely because we deeply value listening and do not put up with those who do not listen well. Right? So, there will be lecturing, and if you abhor what we are doing, then fake it. I used to do that sometimes too: “oh no, professor, I love hearing you talk about President Reagan’s policies of supply side economics.” If we listen to psychologists, by faking interest you’ll be learning much more than if you show your disinterest. The next time you are sad force yourself to smile and you’ll see what I mean. So, sometimes there will be lecture. At other times there will be discussion of short readings that we do in class. During these times, it’s crucial that you do the silly little exercises: turn to a neighbor; find someone you don’t know and discuss this or that; explain to your friend what we just went over in lecture; pick something from the reading to disagree with; find two people on the other side of the room; throw cash at your professor…ok, maybe not that last one. This class is a bit unique in that it violates the normally accepted activity systems of college history classrooms. What we do in discussion will help solidify the concepts of each section of this course in your brain. If you are active in class, you will have to study less, and you’ll find yourself remembering much more.
Reading:
How many of you love reading? I did not read a book until I was 18, so if you have not yet started your journey on this ever widening path, it’s never too late. In any course, there’s no substitute for reading. Theorist Jim Moffett says that “all real writing happens from plentitude,” meaning that you can only really write well about someone once you know about it. Reading is one way to know—not the only, by any means! I want you to have experiences with great texts. I can show you voluminous research proving why you nee to read more, but then if I assign a stupid, long, expensive textbook you probably will end up not reading, or only reading to have the reading done, something we have all done, right? The economy now requires much higher literacy rates (see The World is Flat), and even though reading levels have not gone down in the last 40 years, it is crucial that you start to push your own reading so that your own literacy level goes up. For these ten weeks, diving wholeheartedly into the course reading is vital. Remember to read in a particular way. As reading expert and UCSB professor Sheridan Blau has argued, “reading is as much a process of text production as writing is.” Reading involves revision? Does that sound silly? As you read, think about the different ways that you understand what you read. Most importantly, when you read, think about the words of E.D. Hirsch, who says that we look at what a text says (reading), what it means (interpretation), and why it matters (criticism). Hey, but if you are in a history course, aren’t you supposed to be reading for exactly the number of miles of trenches that were dug in World War One, how many railroad workers died from 1890 to 1917, or what the causes of the Great Depression were? Anyway, the answer is yes and no. There are two types of reading that you’ll do in college. As the literary goddess theorist Louise Rosenblatt explains, there is aesthetic reading, where you are reading to have an experience with the text, and there is efferent reading, where you are reading to take away information from the text. You do both types all the time. Think about a phone book. You have probably never heard someone say of a phone book, “don’t tell me about it, I want to read it for myself.” Reading a phone book is purely efferent. In this course you will practice both types of reading. I have chosen texts that you can enjoy (aesthetic) and that you can learn from(efferent). I want to see and appreciate the detail in our reading, but in this course I’ll give you that detail in class lectures. In the reading, it’s much more important that you read texts that will live with you forever and to inspire you to think more thoroughly about your world. As you read, you should be working hard to create meaning for yourself. As Rosenblatt asserts, “taking someone else’s interpretation as your own is like having someone else eat your dinner for you.” Please, don’t let the numbskulls at wikipedia or sparknotes eat your dinner for you.
Participation: You do not need to be the person who speaks out the most, asks the most questions, or comes up with the most brilliant historical arguments to receive full credit in participation. If you are in class and on time, discuss the issues that we raise, avoid the temptation to nod off, to leave early, or to text people during class (the three easiest ways to lose credit), and in general act like you care, then you will receive a good participation grade! Just being here does not guarantee a 100% participation grade, since you must be regularly actively involved for that to be possible.
Academic Honesty
You are responsible for knowing all college policies about academic honesty. Any student who plagiarizes any part of his or her papers may receive an “F” in the course and a letter to the Dean.
Course Schedule:
1/6 Intro/Pre-Columbian Americas
1/8 “Discovery” and Exploration/Focus on Magellan
Hand out Reading Guide to Franklin
HOMEWORK DUE!!!
Signed statement from Syllabus
1/11 Early Colonies(N.E.)/Assign Slavery Essay
1/13 Early Colonies(Chesapeake)/Labor Troubles
1/15 Great Awakening/American Enlightenment
1/18 MLK Day=Campus Closed
1/20 Mid-Century Challenges
1/22 Benjamin Franklin/The Autobiography of Benjamin Franklin Due
1/25 Revolutionary War/Midterm review
1/27 Revolutionary War
1/29 Making a New Nation/The U.S. Constitution
2/1 Midterm Examination/Bring a Blue Book
2/3 Early National Period
2/5 Jefferson’s America
2/8 International Conflicts: War of 1812
2/10 Early Industrialism/19th Century Slavery
2/12 FURLOUGH DAY=NO CLASS
2/15 Celia Reading Due
2/17 The World of Andrew Jackson/Cherokee Removal Debate Prep
2/19 Cherokee Removal Debate
2/22 “Secret Life of a Developing Country”
2/24 “Cycles of Distrust”—Sectionalism
2/26 FURLOUGH DAY=NO CLASS
3/1 War with Mexico and other Western Issues
3/3 Frederick Douglass Reading Due
3/5 FURLOUGH DAY=NO CLASS
3/8 Slavery essay Due/Review for Final
3/10 Sectionalism
3/12 “Cycles of Distrust”—Sectionalism
3/15 Civil War: From Bull Run to the Gettysburg Address/Last Day of Class
FINAL EXAM: You need a blue book for the final exam
REMEMBER, although this syllabus is the “law” of the class, I reserve the right to change it at any time to suit the particular needs of our class. If I must do so, it will always be in your best interest, and I’ll always advise you as soon as possible.
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