HIST3198America: From Revolution to Republic, Part II

University of SouthamptonHistory

Dr Rachel HerrmannOffice: Building 65, Room 2057

Email: R.B.Herrmann@soton.ac.ukOffice Hours: Mondays, 10-11, and Tuesdays 1-2

Table of Contents

Introduction p. 3

Teaching Aims, Learning Outcomes, & Learning Activities p. 4

How Classes will Run p. 6

Discussion Leaders’ Responsibilities p. 6

Your Preparation p. 7

Assessment, Plagiarism, & Attendance p. 8

Recommended Texts p. 9

The Programme in Brief p. 10

The Programme in Detail p. 11

Assessments in Detail p. 29

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Introduction

As Jeffersonian America evolved into Jacksonian America, tensions continued unabated. Fuelled by the desire for new territory, American inhabitants flooded the continent in search of land, gold, and cotton. The Age of Jackson witnessed brutal conflicts in Indian affairs as well as an outpouring of writing on the state of slavery in the United States. The second half of this module will continue to explore themes relative to the later decades of the early republic while also providing support to you as you embark on dissertation writing.

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Teaching AimsProvide linked case studies of people living in the Early American Republic within a wider examination of early American, Revolutionary, and antebellum (pre-Civil War) history.

Provide an overview of the Early American Republic and the events that preceded the Civil War.

Explore diplomacy, warfare, and peaceful interactions and race relations between American inhabitants, Native Americans, slaves, and Britons from roughly 1815-1861.

Explain how your work challenges the historiography of the Early Republic

Support you as you analyse the primary sources and synthesise the historiography necessary to write your dissertation

Learning OutcomesRead eighteenth- and nineteenth-century letters, handwriting, and military documents.

Interpret primary sources in class discussions, during meetings with me, and in your essays.

Communicate effectively in class discussions.

Identify different types of history, such as military, social and cultural history.

Synthesize secondary source literature in informal class discussions, during meetings with me, and in your essays.

Assess and critique the validity of arguments that previous historians have made about said sources.

Find and integrate evidence from online databases to support the arguments you make using printed primary and secondary source materials.

Reflect on the use of databases for writing about the history of the early republic.

Demonstrate an engagement with the literature and wider reading of it that reaches beyond that normally displayed in the second year.

Construct an easy-to-follow essay containing an introduction, thesis statement, counterargument, and conclusion.

Employ a convincing scholarly tone in your essays that strikes a balance between primary source analysis and synthesis of the secondary literature.

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Accurately and clearly choose evidence from your readings to support the arguments you make for your ‘gobbets’ exam.

Produce a comprehensive overview of the secondary literature on a chosen research topic.

Display effective time management, not least in adhering to a timetable for the research and writing of a not insubstantial piece of historical investigation.

Learning ActivitiesPreparatory reading before each seminar.

Independent exploration of the weekly database.

Participation in group and seminar discussion.

Preparation for and leading of seminar discussion.

Independent reading of the sources provided and of related secondary works.

Independent research on additional source materials.

Essay-writing.

Revision.

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How Classes Will RunThis class has no lectures, though there may be moments during which I provide some necessary background on the readings. Each week we will have two, two-hour seminars. I will lead the first seminar, which will focus on an interrelated set of secondary source readings. The second seminar of the week will run a bit differently than some of the other seminars you have encountered during your time at Southampton. During the first half hour of the second seminar, you will not hear me speak. Instead, student seminar leaders will choose to run the class in whatever way they wish—unconventional seminar formats are encouraged! During the second half hour, student seminar leaders will be responsible for taking classmates on a tour through that week’s assigned online database in order to explore various repositories of sources related to early American history. In the second half of the seminar I will jump in to make sure that everyone takes away what they’re meant to take away from the readings.

During the second seminar I will be a partial observer rather than a participant because I expect you, as third years, to take charge of your own learning. During the weeks when you are a discussion leader, you have two responsibilities before the start of class: emailing classmates with a list of discussion questions, and exploring the weekly database in depth.

Each week, in addition to our primary and secondary source readings, we will be exploring a digital database of primary sources. Before class meets, even if you are not the discussion leader, you will be expected to spend at least five minutes opening the week’s website, looking around, and experimenting with keyword searches. Based on the week’s primary and secondary source readings, you should try to formulate a research question to ask the database, and to figure out how you’d start to answer it if you had to write a paper responding to the question. The point of this exercise is to give you practice setting your own questions (which you need to do for the essays, as well as the dissertation next semester), and to figure out which sources may be useful for your dissertations. NOTE: You should have access to every database necessary for this class, but in some cases you may need to be logged in with your VPN for access.

Discussion Leaders’ ResponsibilitiesSeminar QuestionsDuring the week when you are a discussion leader it is your responsibility, by 2 p.m. on Sunday, to use Blackboard to send an email to me and all of your classmates, with a list of potential discussion questions for the second seminar. You are then welcome to drop into my office hours (see the front of this handbook for details; if you are coming during office hours then you do not need to make an appointment) to discuss your strategy for leading class discussion—this is not a requirement, but you are very welcome to do so. Remember: you will be responsible for leading and maintaining class discussion for the first half hour of the second seminar of the week.

Database TourIn addition to leading class discussion during the second seminar of the week, discussion leaders will be responsible for A) Giving their classmates a digital ‘tour’ through the week’s database, and explaining how it works.

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B) Presenting the research question they have come up with. C) Showing what search terms, pages, and sections of the website they looked at to begin to answer their question. Questions to address might include

i. What search parameters did you use? Did you use a basic search or an advanced search?ii. How did you narrow down (or widen) your search?iii. What did you find that surprised you?

D) Presenting preliminary answers to their research question.

Your PreparationThis module focuses on a large period of time, but as your first and second year classes have emphasized, the study of history is less about providing a comprehensive overview of everything that has ever happened, and more a selective study of interrelated arguments and interpretations. You should not approach this module hoping to learn everything there is to know about the early republic, but you should expect to emerge from the class feeling like a historian-in-the-making who is capable of tackling the dissertation.

Think of this class as a more advanced version of your second year classes. It is vital that you organise your time efficiently in order to keep up with the higher level of reading expected in year three. In the first seminar of each week you will note that at least one reading will be an older reading, whilst others will be more recent (within the last 5-10 years). This choice is intentional, and is meant to give you a sense of how historiography has changed over time so that you are better equipped to write your first essay. This choice does mean that required reading is required. If you find yourself struggling to do it all please come see me in office hours so that we can discuss reading strategies. Do also keep in mind, however, that the module description for this class states that you will have 256 hours of private study time per semester. This means that you should aim to average a minimum of 21 hours a week for reading, writing and preparation in order to get the most out of your time on the module, and to ensure that you don’t struggle to achieve the module aims and objectives. Because there are no lectures, it is crucial that everyone reads around the topic and comes prepared to contribute to class discussion.

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AssessmentOral presentation, worth 0%, to take place in class during the week you lead seminar discussion.1,000 word reflective essay worth 20%, due Thursday, 25 February at 4 p.m.4,000 word source-based essay worth 40%, due Thursday, 17 March at 4 p.m.Oral presentation on your dissertation, worth 0%, to take place in class during our dissertation workshop on 19 April.Final exam worth 40%, taken during the exam period from 16 May to 5 June.

Detailed discussion of these different assessments is available at the end of this handbook.

PlagiarismPlagiarism is a form of cheating that involves copying or paraphrasing someone else’s work without attribution, and you face serious consequences if you are caught doing it. In order to successfully avoid plagiarism, you will need to know how to properly reference your work and cite sources. For further guidance, see the History Undergraduate Student Handbook.

AttendanceAttendance at all sessions is compulsory and a register will be taken.

1. If you have to miss a lecture or seminar for a good reason, such as a job interview, let me know in advance if at all possible, and find out the necessary preparation for the following week. If you miss a class through illness, please let me know why as soon as you are able.

2. Keep in mind that the knowledge you need for the exam at the end of the second half of this module is acquired cumulatively through the entire year. Students who miss sessions will likely struggle to do well on the exam.

3. If you have missed two classes without offering an adequate explanation for your absence, I will contact you; if you miss three classes, the coordinator will contact your personal tutor. Multiple absences from seminars is likely to result in the failure of the module. Absence from seminars will be recorded on your file and may be invoked at the final examination meeting as an element in the adjudication of your final degree result. Poor attendance is also likely to be mentioned in any reference you may subsequently ask me to write for you.

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Recommended Texts

I have ordered the following books from October Books:

Mark Cheathem, Andrew Jackson, Southerner, (Baton Rouge, LA: LSU Press, 2013) 9780807162316 (recommended)

Susan Lee Johnson, Roaring Camp: The Social World of the California Gold Rush, (New York: W. W. Norton & Company, 2000) 978-0-393-32099-2 (recommended)

Paul E. Johnson and Sean Wilentz, The Kingdom of Matthias: A Story of Sex and Salvation in 19th-Century America (New York: Oxford University Press, 2012) 0199892490 (recommended)

As I said last semester, when you’re feeling out of your depth I’d remind you that your first port of call should be The American Yawp, a crowd-sourced textbook providing an overview on all time periods in American history. It is available online at <http://www.americanyawp.com/>. Each chapter contains a useful bibliography for additional research. In your essays, I would expect you to draw on these additional works rather than on The American Yawp for the majority of your citations.

Many of the readings from the syllabus are drawn from Early American Studies, the Journal of the Early Republic, Journal of Southern History and the William and Mary Quarterly. I have left off many readings in the American Historical Review, Journal of American History, and Slavery & Abolition to encourage you to conduct your own exploratory research.

The following additional books may prove useful background for the module:

Daniel Walker Howe, What Hath God Wrought: The Transformation of America, 1815-1848 (New York: Oxford University Press, 2007).

William M. Freehling, The Road to Disunion, Vol. 1: Secessionists at Bay, 1776-1854, (New York: Oxford University Press, 1991)

Charles Sellers, The Market Revolution: Jacksonian America, 1815-1846 (New York: Oxford University Press, 1991).

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Module Programme in Brief

Week 1, Beginning 25 January: Frances TrollopeWeek 2, Beginning 1 February: John RossWeek 3, Beginning 8 February: Henry ClayWeek 4, Beginning 15 February: William ApessWeek 5, Beginning 22 February: Matthias the ProphetEssay 1 Due ThursdayWeek 6, Beginning 29 February: Helen JewettWeek 7, Beginning 7 March: David CrockettWeek 8, Beginning 14 March: Fellow Travellers on the Oregon TrailEssay 2 Due ThursdayNB: No seminar on Wednesday, BUT come to Hamilton event Week 9, Beginning 18 April: Andrew JacksonDissertation Workshop seminar 1Week 10, Beginning 25 April: Fanny KembleWeek 11, Beginning 2 May: Frederick Douglass Week 12, Beginning 9 May: Revision

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The Programme in Detail

Week 1, Beginning 25 January: Frances Trollope

Session 1: Background reading on part 2 of the Special SubjectRequired ReadingThe American Yawp, ch. 7-13. Available online: <www.Americanyawp.com> NB:

You’re not expected to read all chapters; students will read only one chapter, which they will tackle in pairs.

Session 2: America from the Outside InRequired ReadingFrancis Trollope, Domestic Manners of the Americans, ed. John Lauritz Larson (St.

James, New York: Brandywine Press), viii-xxi, 18-25, 31-6, 63-6, 108-22, 205-10. (Blackboard)

Seminar Leaders: Class

Recommended Reading:Catherine Allgor, ‘Margaret Bayard Smith’s 1809 Journey to Monticello and

Montpelier: The Politics of Performance in the Early Republic’, Early American Studies, 10, no. 1 (Winter 2012): 30-68.

John David Cox, Traveling South: Travel Narratives and the Construction of American Identity (Athens: University of Georgia Press, 2005).

Susan Imbarrato, Traveling Women: Narrative Visions of Early America (Athens: Ohio University Press, 2006).

Daniel Kilbride, ‘Travel, Ritual, and National Identity: Planters on the European Tour, 1820-1860’, Journal of Southern History, 69, no. 3 (August 2003): 549-84.

Anna Kirschner, ‘“Tending to Edify, Astonish, and Instruct”: Published Narratives of Spiritual Dreams and Visions in the Early Republic’, Early American Studies, 1, no. 1 (Spring 2003): 198-229.

Will Mackintosh, ‘“Ticketed Through”: The Commodification of Travel in the Nineteenth Century’, Journal of the Early Republic, 32, no. 1 (Spring 2012): 61-89.

Jeffrey Alan Melton, Mark Twain, Travel Books, and Tourism: The Tide of a Great Popular Movement (Tuscaloosa: University of Alabama Press, 2002).

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Week 2, Beginning 1 February: John Ross

Session 1: The Cherokee RemovalRequired ReadingTheda Perdue and Michael D. Green, eds., The Cherokee Removal: A Brief History

with Documents (Boston: Bedford/St. Martin’s, 1995), introduction. (Blackboard)

Theda Perdue, Cherokee Women: Gender and Cultural Change (Lincoln: University of Nebraska Press, 1998), 115-58. (WebCat)

Session 2: John RossRequired ReadingTheda Perdue and Michael D. Green, eds., The Cherokee Removal: A Brief History

with Documents (Boston: Bedford/St. Martin’s, 1995), pp. TBC. (Blackboard)

Seminar Leaders: Required Database: Georgia Historic Newspapers, Available online:

<http://neptune3.galib.uga.edu/ssp/cgi-bin/tei-news-idx.pl?sessionid=7f000001&type=years&id=CHRKPHNX> NB: We’re looking at a subsection of this site, which hosts the Cherokee Phoenix

Recommended Reading:William L. Anderson, Cherokee Removal: Before and After (Athens: University of

Georgia Press, 1991).Stuart Banner, How the Indians Lost their Land: Law and Power on the Frontier

(Cambridge, MA: Belknap Press of Harvard University Press, 2005). Walter H. Conser, Jr., ‘John Ross and the Cherokee Resistance Campaign, 1833-

1838’, Journal of Southern History, 44, no. 2 (May 1978): 191-212. John Ehle, Trail of Tears: The Rise and Fall of the Cherokee Nation (New York:

Anchor Books, 1989). John R. Finger, ‘The Abortive Second Cherokee Removal, 1841-1844’, Journal of

Southern History, 47, no. 2 (May 1981): 207-26.Tim Alan Garrison, The Legal Ideology of Removal: The Southern Judiciary and the

Sovereignty of Native American Nations (Athens: University of Georgia Press, 2002).

Sean P. Harvey, ‘“Must Not Their Language Be Savage and Barbarous Like Them?” Philology, Indian Removal, and Race Science’, Journal of the Early Repbulic, 30, no. 4 (Winter 2010): 505-32.

Carolyn Johnston, Cherokee Women in Crisis: Trail of Tears, Civil War, and Allotment, 1838-1907 (Tuscaloosa: University of Alabama Press, 2003).

Tiya Miles, Ties that Bind: The Story of an Afro-Cherokee Family in Slavery and Freedom (Berkeley: University of California Press, 2005).

Tiya Miles, ‘“Circular Reasoning”: Recentering Cherokee Women in the Antiremoval Campaigns’, American Quarterly, 61, no. 2 (June 2009): 221-43.

Jeffrey Ostler, ‘“To Extirpate the Indians’: An Indigenous Consciousness of Genocide in the Ohio Valley and Lower Great Lakes, 1750-1810’, William and Mary Quaterly, 72, no. 4 (October 2015): 587-622.

Theda Perdue, Slavery and the Evolution of Cherokee Society, 1540-1866 (Knoxville: University of Tennessee Press, 1979).

Gregory D. Smithers, ‘Cherokee “Two Spirits”: Gender, Ritual, and Spirituality in the

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Native South’, Early American Studies, 12, no. 3 (Fall 2014): 626-51. Fay A. Yarbrough, Race and the Cherokee Nation: Sovereignty in the Nineteenth

Century (Philadelphia: University of Pennsylvania Press, 2013).

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Week 3, Beginning 8 February: Henry Clay

Session 1: Political Parties RevisitedRequired ReadingRichard Hofstadter, The Idea of a Party System: The Rise of Legitimate Opposition

in the United States (Berkeley: University of California Press, 1969), 212-72. (Blackboard)

Daniel Peart, ‘Looking Beyond Parties and Elections: The Making of United States Tariff Policy during the Early 1820s’, Journal of the Early Republic, 33, no. 1 (Spring 2013), 87-108.

Brandon Mills, ‘“The United States of Africa”: Liberian Independence and the Contested Meaning of a Black Republic’, Journal of the Early Republic, 34, no. 1 (Spring 2014), 79-107.

Session 2: Henry ClayRequired Reading‘Transcript of Missouri Compromise (1820)’, OurDocuments.gov. Available online

<http://www.ourdocuments.gov/print_friendly.php?page=transcript&doc=22&title=Transcript+of+Missouri+Compromise+%281820%29>

Henry Clay, The Life and Speeches of Henry Clay (Philadelphia: J. L. Gihon, 1854), 139-61, 267-84. (Blackboard)

Seminar Leaders: Required Database: A New Nation Votes. Available online: <http://elections.lib.tufts.edu/>

Recommended Reading:Amos Jones Beyan, African American Settlements in West Africa: John Brown

Russwurm and the American Civilizing Efforts (New York: Palgrave, 2005). Bronwen Everill, Abolition and Empire in Sierra Leone and Liberia (Basingstoke:

Palgrave Macmillan, 2012). Paul Finkleman, Congress and the Emergence of Sectionalism: from the Missouri

Compromise to the Age of Jackson (Athens: Ohio University Press, 2008). Robert Pierce Forbes, The Missouri Compromise and its Aftermath: Slavery and the

Meaning of America (Chapel Hill: University of North Carolina Press, 2007). John Craig Hammon, ‘Slavery, Settlement, and Empire: The Expansion and Growth

of Slavery in the Interior of the North American Continent, 1770-1820’, Journal of the Early Republic, 32, no. 2 (Summer 2012): 175-206.

Philip J. Lampi, ‘The Federalist Party Resurgence, 1808-1916: Evidence from the New Nation Votes Database’, Journal of the Early Republic, 33, no. 2 (summer 2013), 255-81.

Matthew Mason, ‘The Maine and Missouri Compromise: Competing Priorities and Northern Slavery Politics in the Early Republic’, Journal of the Early Republic, 33, no. 4 (Winter 2013), 675-700.

Frank Lawrence Owsley, Filibusters and Expansionists: Jeffersonian Manifest Destiny, 1800-1821 (Tuscaloosa: University of Alabama Press, 1997).

Donald Ratcliffe, ‘Popular Preferences in the Presidential Election of 1824’, Journal of the Early Republic, 34, no. 1 (Spring 2014): 45-77.

Donal Ratcliffe, ‘The Right to Vote and the Rise of Democracy, 1787-1828’, Journal

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of the Early Republic, 33, no. 2 (summer 2013), 219-54.Eugene S. Van Sickle, ‘Reluctant Imperialists: The U.S. Navy and Liberia, 1819-

1845’, Journal of the Early Republic, 31, no. 1 (Spring 2011): 107-34.

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Week 4, Beginning 15 February: William Apess

Session 1: Nullification(s)Required ReadingKarim M. Tiro, ‘Denominated “SAVAGE”: Methodism, Writing, and Identity in the

Works of William Apess, A Pequot’, American Quarterly, 48, no. 4 (December 1996), 653-79.

Donald J. Ratcliffe, ‘The nullification crisis, southern discontents, and the American political process’, American Nineteenth Century History, 1, no. 2 (2000), 1-30.

Carolyn Eastman, ‘The Indian Censures the White Man: “Indian Eloquence” and American Reading Audiences in the Early Republic’, William and Mary Quarterly, 65, no. 3 (July 2008), 535-64.

Session 2: William ApessRequired ReadingWilliam Apess, A Son of the Forest, pages TBC. (Blackboard)

Seminar Leaders: Required Database: Yale Indian Papers Project. Available online: <yipp.yale.edu>

Recommended Reading:Christopher Apap, ‘The Genius of Latitude: Daniel Webster and the Geographical

Imagination in Early America’, Journal of the Early Republic, 30, no. 2 (Summer 2010: 201-33.

Paul H. Bergeron, ‘Tennessee’s Response to the Nullification Crisis’, Journal of Southern History, 39, no. 1 (February 1973): 23-44.

John L. Brooke, ‘Cultures of Nationalism, Movements of Reform, and the Composite-Federal Polity: From Revolutionary Settlement to Antebellum Crisis’, Journal of the Early Republic, 29, no. 1 (Spring 2009): 1-33.

Christine M. Delucia, ‘Locating Kickemuit: Springs, Stone Memorials, and Contested Placemaking in the Northeastern Borderlands’, Early American Studies, 13, no. 2 (Spring 2015): 467-502.

Matthew Dennis, ‘Reflections on a Bicentennial: The War of 1812 in American Public Memory’, Early American Studies, 12, no. 2 (Spring 2014): 269-300.

David F. Ericson, ‘The Nullification Crisis, American Republicanism, and the Force Bill Debate’, Journal of Southern History, 61, no. 2 (May 1995): 249-70.

Mark J. Miller, ‘“Mouth for God”: Temperate Labor, Race, and Methodist Reform in William Apess’s A Son of the Forest’, Journal of the Early Republic, 30, no. 2 (Summer 2010): 225-51.

Sandra M. Gustafson, ‘Introduction to Special Issue: Political Writing and Literature, 1800-1835’, Early American Studies, 30, no. 2 (Spring 2010): 171-77.

Sandra M. Gustafson, ‘Histories of Democracy and Empire’, American Quarterly, 59, no. 1 (March 2007): 107-33.

Richard B. Latner, ‘The Nullification Crisis and Republican Subversion’, Journal of Southern History, 43, no. 1 (February 1977): 19-38.

Drew Lopenzina, ‘Recontextualizing Contact: American Origin Stories’, American Quarterly, 66, no. 1 (March 2014): 223-34.

Drew Lopenzina, ‘“New Lights” in the Forest’, American Quarterly, 64, no. 1 (March 2012): 139-51.

Jane H. Peace and William H. Pease, ‘The Economics and Politics of Charleston’s

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Nullification Crisis’, Journal of Southern History, 47, no. 3 (August 1981): 335-62.

Ed White, ‘Early American Nations as Imagined Communities’, American Quarterly, 56, no. 1 (March 2004): 49-81.

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Week 5, Beginning 22 February: Matthias the ProphetEssay 1 Due Thursday

Session 1: Discussion of content of The Kingdom of MatthiasRequired ReadingPaul E. Johnson and Sean Wilentz, The Kingdom of Matthias: A Story of Sex and

Salvation in 19th-Century America (New York: Oxford University Press, 2012), 3-91. (Blackboard)

Session 2: Discussion of scholarship in The Kingdom of MatthiasRequired ReadingPaul E. Johnson and Sean Wilentz, The Kingdom of Matthias: A Story of Sex and

Salvation in 19th-Century America (New York: Oxford University Press, 2012), 92-192. (Blackboard)

Seminar Leaders session 1: Seminar Leaders session 2: Required Database: NO DATABASE THIS WEEK

Recommended Reading:Matthew Bowman and Samuel Brown, ‘Reverend Buck’s Theological Dictionary and

the Struggle to Define American Evangelicalism, 1802-1851, Journal of the Early Republic, 29, no. 3 (Fall 2009): 441-73.

Richard L. Bushman, Mormonism: A Very Short Introduction (New York: Oxford University Press, 2008).

Katherine Carté Engel, ‘Religion and the Economy: New Methods for an Old Problem’, Early American Studies, 8, no. 3 (Fall 2010): 582-514.

Matthew J. Grow, ‘The Suffering Saints: Thomas L. Kane, Democratic Reform, and the Mormon Question in Antebellum America’, Journal of the Early Republic, 29, no. 4 (Winter 2009): 681-710.

Steven Craig Harper, ‘“Dictated by Christ”: Joseph Smith and the Politics of Revelation’, Journal of the Early Republic, 26, no. 2 (Summer 2006): 275-304.

Zachary McLeod Hutchins, ‘Rattlesnakes in the Garden: The Fascinating Serpents of the Early, Edenic Republic’, Early American Studies, 9, no. 3 (Fall 2011), 677-715.

Curtis D. Johnson, ‘The Protracted Meeting Myth: Awakenings, Revivals, and New York State Baptists, 1789-1850’, Journal of the Early Republic, 34, no. 3 (Fall 2014), 349-83.

Scott Larson, ‘“Indescribable Being”: Theological Performances of Genderlessness in the Society of the Publick Universal Friend, 1776-1819’, Early American Studies, 12, no. 3 (Fall 2014): 576-600.

Randolph Ferguson Scully, ‘“I Come Here Before You Did and I Shall Not Go Away”: Race, Gender, and Evangelical Community on the Eve of the Nat Turner Rebellion’, Journal of the Early Republic, 27, no. 4 (Winter 2007): 661-84.

Erik R. Seeman, ‘Native Spirits, Shaker Visiions: Speaking with the Dead in the Early Republic’, Journal of the Early Republic, 35, no. 3 (Fall 2015): 347-73.

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Week 6, Beginning 29 February: Helen Jewett

Session 1: Helen JewettRequired ReadingPatricia Cline Cohen, The Murder of Helen Jewett (New York: Vintage, 1999), 3-19,

38-86, 101-151, 230-47. (Blackboard)

Session 2: Brothel Culture and the Flash PressRequired ReadingPatricia Cline Cohen, Timothy J. Gilfoyle, and Helen Lefkowitz Horowitz, The Flash

Press: Sporting Male Weeklies in 1840s New York (Chicago: University of Chicago Press, 2008), 136-57. (Blackboard)

Seminar Leaders: Required Database: Making of America. Available online: <http://quod.lib.umich.edu/m/moagrp/>

Recommended Reading:Anderson, Benedict. Imagined Communities: Reflections on the Origin and Spread

of Nationalism. London and New York: Verso, 1991 (1983).Brown, Candy Gunther. The Word in the World: Evangelical Writing, Publishing, and

Reading in America, 1789-1880. Chapel Hill: The University of North Carolina Press, 2004.

Cassedy, Tim. ‘“A Dictionary Which We Do Not Want’: Defining America against Noah Webster, 1783-1810’, William and Mary Quarterly, 71, no. 2 (April 2014): 229-54.

Cohen, Patricia Cline, Gilfoyle, Timothy and Horowitz, Helen Lefkowitz. The Flash Press: Sporting Male Weeklies in 1840s New York. Chicago: University of Chicago Press, 2008.

Eastman, Carolyn. A Nation of Speechifiers: Making an American Public after the Revolution. Chicago and London: The University of Chicago Press, 2009.

Gardner, Jared. The Rise and Fall of Early American Magazine Culture. Urbana: University of Illinois Press, 2012.

Halttunen, Karen. Murder Most Foul: The Killer and the American Gothic Imagination. Cambridge, MA: Harvard University Press, 1998.

Halttunen, Karen. Confidence Men and Painted Women: A Study of Middle-class Culture in America, 1830-1870. New Haven and London: Yale University Press, 1982.

Kaplan, Catherine O’Donnell. Men of Letters in the Early Republic: Cultivating Forms of Citizenship. Chapel Hill: University of North Carolina Press, 2008.

Lockley, Tim. ‘Survival Strategies of Poor White Women in Savannah, 1800-1860’, Journal of the Early Republic, 32, no. 3 (Fall 2012): 415-35.

Loughran, Trish. The Republic in Print: Print Culture in the Age of U.S. Nation Building, 1770-1870. New York: Columbia University Press, 2009.

Luskey, Brian. On the Make: Clerks and the Quest for Capital in Nineteenth-Century America. New York University Press, 2011.

Main, Gloria L. ‘Women on the Edge: Life at Street Level in the Early Republic’, Journal of the Early Republic, 32, no. 3 (Fall 2012): 331-47.

Nissenbaum, Stephen. Sex, Diet, and Debility in Jacksonian America: Sylvester Graham and Health Reform. Westport, Connecticut: Greenwood Press, 1980.

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Shields, David S. Civil Tongues & Polite Letters in British America. Chapel Hill and London: University of North Carolina Press, 1997.

Warner, Michael. The Letters of the Republic: Publication and the Public Sphere in Eighteenth-Century America. Cambridge, Massachusetts and London, England: Harvard University Press, 1990.

Waterman, Bryan. Republic of Intellect: The Friendly Club of New York City and the Making of American Literature. Baltimore: Johns Hopkins University Press, 2007.

Wilentz, Sean. Chants Democratic: New York City & the Rise of the American Working Class, 1788-1850. New York and Oxford: Oxford University Press, 1984.

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Week 7, Beginning 7 March: David Crockett

Session 1: Expansion and the Mexican-American WarRequired ReadingWalter L. Hixson, American Settler Colonialism (Basingstoke: Palgrave Macmillan,

2013), 1-22, 87-112. (WebCat)‘The Perils of “Pure Democracy”: Minority Rights, Liquor Politics, and Popular

Sovereignty in Antebellum America’, Journal of the Early Republic, 29, no. 4 (Winter 2009): 641-79.

John R. Van Atta, ‘“A Lawless Rabble”: Henry Clay and the Cultural Politics of Squatters’ Rights, 1832-1841’, Journal of the Early Republic, 28, no. 3 (Fall 2008): 337-78.

Session 2: David CrockettRequired ReadingDavid Crockett, A Narrative of the Life of David Crocket, by Himself (Lincoln:

University of Nebraska Press, 1987 [1834]). Available online: <http://www.gutenberg.org/files/37925/37925-h/37925-h.htm> and <https://archive.org/details/narrativeoflifeo00croc>

Seminar Leaders: Required Database: A Continent Divided: The U.S.-Mexico War. Available online: <http://library.uta.edu/usmexicowar/index.php>

Recommended Reading:Paul Foos, A Short, Offhand, Killing Affair: Soldiers and Social Conflict During the

Mexican-American War (Chapel Hill: University of North Carolina Press, 2002).

Amy S. Greenberg, Manifest Manhood and Antebellum American Empire (New York: Cambridge University Press, 2005).

Tyler V. Johnson, ‘Punishing the Lies on the Rio Grande: Catholic and Immigrant Volunteers in Zachary Taylor’s Army and the Fight Against Nativism’, Journal of the Early Republic, 30, no. 1 (Spring 2010): 63-84.

Peter J. Kastor, ‘“What Are the Advantages of the Acquisition?”: Inventing Expansion in the Early American Republic’, American Quarterly, 60, no. 4 (December 2008): 1003-35.

Irving W. Levinson, Wars within War: Mexican Guerillas, Domestic Elites, and the United States of America, 1846-1848.

Felice Flanery Lewis, Trailing Clouds of Glory: Zachary Taylor’s Mexican War Campaign and His Emerging Civil War Leaders (Tuscaloosa: University of Alabama Press, 2010).

Öhman, Martin. ‘Perfecting Independence: Tench Coxe and the Political Economy of Western Development’, Journal of the Early Republic, 31, no. 3 (Fall 2011): 397-433.

E. Anthony Rotundo, American Manhood: Transformations in Masculinity from the Revolution to the Modern Era (New York: Basic Books, 1993).

Sellers, Charles. The Market Revolution: Jacksonian America, 1815-1846. New York: Oxford University Press, 1991.

Richard Stott, Jolly Fellows: Male Milieus in Nineteenth-Century America (Baltimore: Johns Hopkins University Press, 2009).

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Week 8, Beginning 14 March: Fellow Travellers on the Oregon Trail

Bring your laptop to class on Tuesday; we’re playing computer gamesEssay 2 Due ThursdayNB: No seminar on Wednesday, BUT come to Hamilton event

Session 1: The Oregon Trail and the Gold RushRequired ReadingAnders Stephanson, Manifest Destiny: American Expansion and the Empire of Right

(Hill and Wang, 1996), 28-65. (Blackboard)Susan Lee Johnson, Roaring Camp: The Social World of the California Gold Rush

(W. W. Norton & Company, 2001) 57-98, 185-236. (Blackboard)

Wednesday, 16 March, 6-8 p.m. ‘Alexander Hamilton’s Atlantic World’, Avenue Campus, LTB

Recommended Reading:Susan Armitage, So Much to be Done: Women Settlers on the Mining and Ranching

Frontier (Lincoln: University of Nebraska Press, 1990). Robert W. Cherny, California Women and Politics: From the Gold Rush to the Great Depression (Lincoln: University of Nebraska Press, 2011).

John Mack Faragher, Women and Men on the Overland Trail (New Haven: Yale University Press, 1979).

Peter Iverson, When Indians became cowboys : native peoples and cattle ranching in the American West (Norman: University of Oklahoma Press, 1994).

David Alan Johnson, Founding the Far West: California, Oregon, and Nevada, 1840-1890 (Berkeley: University of California Press, 1992).

Rudolph M. Lapp, Blacks in Gold Rush California (New Haven: Yale University Press, 1977).

Greg MacGregor, Overland: The California Emigrant Trail of 1841-1870 (Albuquerque: University of New Mexico Press, 1996).

Malcom J. Rohrbough, Days of Gold: The California Gold Rush and the American Nation (Berkeley: University of California Press, 1997).

Brian Rouleau, ‘Maritime Destiny as Manifest Destiny: American Commercial Expansionism and the Idea of the Indian’, Journal of the Early Republic, 30, no. 3 (Fall 2010): 377-411.

Richard White, “It’s Your Misfortune and None of My Own”: A New History of the American West (Norman, University of Oklahoma Press, 1991).

Judy Yung, Chinese American Voices: From the Gold Rush to the Present (Berkeley: University of California Press, 2006).

Donald Worster, Under western skies: nature and history in the American west (New York: Oxford University Press, 1992).

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Week 9, Beginning 18 April: Andrew JacksonDissertation Workshop seminar 1

Session 1: Dissertation workshopPlease come to class ready to speak for five minutes about your dissertation

Session 2: Andrew JacksonRequired ReadingMark R. Cheathem, Andrew Jackson, Southerner (Baton Rouge: Louisiana State

University Press, 2013), pp. 1-4, 20-29, 69-78, 152-181. (Online via WebCat)‘President Jackson’s Message to the Senate and House Regarding South Carolina’s

Nullification Ordinance’, 16 January 1833. The Avalon Project. Available online: <http://avalon.law.yale.edu/19th_century/ajack001.asp>

‘President Jackson’s Veto Message Regarding the Bank of the United States’, 10 July 1832. The Avalon Project. Available online: <http://avalon.law.yale.edu/19th_century/ajveto01.asp>

Seminar Leaders: Required Database: Archive.org. Available online: <archive.org>

Recommended Reading:Brands, H. W. Andrew Jackson: His Life and Times. New York, 2005.Mark Renfred Cheathem, Old Hickory’s Nephew: The Political and Private Struggles

of Andrew Jackson Donelson (Baton Rouge: Louisiana State University Press, 2007).

Adam Jortner, ‘Cholera, Christ, and Jackson: The Epidemic of 1832 and the Origins of Christian Politics in Antebellum America’, Journal of the Early Republic, 27, no. 2 (Summer 2007): 233-64.

John F. Marszalek, The Petticoat Affair: Manners, Mutiny, and Sex in Andrew Jackson’s White House (Baton Rouge: Louisiana State University Press, 2000).

Meacham, John. American Lion: Andrew Jackson in the White House. New York, 2008.

Lynn H. Parsons, The Birth of Modern Politics: Andrew Jackson, John Quincy Adams, and the Election of 1828 (New York: Oxford University Press, 2009).

Robert Remini, Andrew Jackson and the Bank War: A Study in the Growth of Presidential Power (New York: Norton, 1967).

Sellers, Charles. The Market Revolution: Jacksonian America, 1815-1846. New York: Oxford University Press, 1991.

Ward, John William. Andrew Jackson: Symbol for an Age. Oxford University Press, 1962.

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Week 10, Beginning 25 April: Fanny Kemble

Session 1: Georgia and the Road to DisunionRequired ReadingWilliam W. Freehling, The Road to Disunion: Secessionists Triumphant, 1854-1861

(New York: Oxford University Press), 9-24. (WebCat)Susan Eva O’Donovan, ‘At the Intersection of Cotton and Commerce: Antebellum

Savannah and Its Slaves’, in Slavery and Freedom in Savannah, ed. Leslie M. Harris and Daina Ramey Berry (Athens: University of Georgia Press, 2014), 42-68. (WebCat)

Leslie M. Harris and Daina Ramey Berry, ‘Slave Life in Savannah: Geographies of Autonomy and Control’, in Slavery and Freedom in Savannah, ed. Leslie M. Harris and Daina Ramey Berry (Athens: University of Georgia Press, 2014), 93-123. (WebCat)

Session 2: Fanny KembleRequired ReadingFrances Anne Kemble, Journal of a Residence on a Georgian Plantation in 1838-

1839, ed. by John A. Scott (Athens: University of Georgia Press, 1961), Introduction, 3-11, 53-114, 141-52, 214-31, 330-344. (Blackboard)

Seminar Leaders: Required Database: Digital Library on American Slavery. Available online <http://library.uncg.edu/slavery/>

Recommended Reading:William E. Gienapp, Essays on American Antebellum Politics, 1840-1860 (College

Station, TX: Texas A&M University Press, 1982). W. Caleb McDaniel, ‘New Approaches to Internationalizing the History of the Civil

War Era: An Introduction’, co-authored with Bethany L. Johnson, Journal of the Civil War Era, 2, no. 2 (June 2012), 145-150. 

W. Caleb McDaniel, ‘The Lincoln-Douglass Debates’, Reviews in American History, 38, no. 1 (March 2010), 169-177. 

Paul Finkelman and Donald R. Kennon, eds., Congress and the Crisis of the 1850s (Athens: Ohio University Press, 2012).

Patrick W. O’Neil, ‘Bosses and Broomsticks: Ritual and Authority in Antebellum Slave Weddings’, Journal of Southern History, 75, no. 1 (February 2009): 29-48.

Katrina Dyonne Thompson, Ring Shout, Wheel About: The Racial Politics of Music and Dance in North American Slavery (University of Illinois Press, 2014).

Daniel Wirls, ‘“The Only Mode of Avoiding Everlasting Debate”: The Overlooked Senate Gag Rule for Antislavery Petitions’, Journal of the Early Republic, 27, no. 1 (Spring 2007): 115-38.

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Week 11, Beginning 2 May: Frederick Douglass

Session 1: Slavery, Free Soil, and Radical AbolitionistsRequired ReadingEric Foner, Free Soil, Free Labor, Free Men: The Ideology of the Republican Party

before the Civil War (New York: Oxford University Press, 1970), 1-10, 261-318. (WebCat)

John Stauffer, The Black Hearts of Men: Radical Abolitionists and the Transformation of Race (New York: Harvard University Press, 2001), 8-44. (WebCat)

W. Caleb McDaniel, The Problem of Democracy in the Age of Slavery: Garrisonian Abolitionists and Transatlantic Reform (Baton Rouge: Louisiana State University Press, 2013), introduction. Available online: <http://wcm1.web.rice.edu/book-introduction.html>

Session 2: Frederick DouglassRequired ReadingFrederick Douglass, Narrative of the Life of Frederick Douglass. (Online via WebCat)

Seminar Leaders: Required Database: Black Abolitionist Archive. Available online: <http://research.udmercy.edu/find/special_collections/digital/baa/>

Recommended Reading:John W. Blassingame, ‘Using the Testimony of Ex-Slaves: Approaches and

Problems’, Journal of Southern History, 41, no. 4 (November 1975): 473-92. Brooks, Corey. ‘Stoking the “Abolition Fire in the Capitol”: Liberty Party Lobbying and

Antislavery in Congress’, Journal of the Early Republic, 33, no. 3 (Fall 2013): 523-47.

Jonathan Halperin Earle, Jacksonian Antislavery and the Politics of Free Soil, 1824-18954 (Chapel Hill: University of North Carolina Press, 2004).

Douglas R. Egerton, ‘Slaves to the Marketplace: Economic Liberty and Black Rebelliousness in the Atlantic World’, Journal of the Early Republic, 26, no. 4 (Winter 2006): 617-39.

Eltis, David. ‘Was Abolition of the U.S. and British Slave Trade Significant in the Broader Atlantic Context?’, William and Mary Quarterly, 66, no. 4 (October 2009): 715-36.

Faulkner, Carol. ‘The Root of the Evil: Free Produce and Radical Antislavery, 1820-1860’, Journal of the Early Republic, 27, no. 3 (Fall 2007): 377-405.

Fergus, Claudius. Revolutionary Emancipation: Slavery and Abolitionism in the British West Indies (Baton Rouge: Louisiana State University Press, 2013).

Foner, Eric. Free Soil, Free Labor, Free Men: The Ideology of the Republic Party Before the Civil War. New York: Oxford University Press, 1995.

Jeff Forret, ‘Conflict and the ‘Slave Community’: Violence among Slaves in Upcountry South Carolina’, Journal of Southern History, 74, no. 3 (August 2008): 551-88.

Gray, Elizabeth Kelly. ‘“Whisper to him the word ‘India’”: Trans-Atlantic Critics and American Slavery, 1830-1860’, Journal of the Early Republic, 28, no. 3 (Fall 2008): 379-406.

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Harpham, John Samuel. ‘“Tumult and Silence” in the Study of the American Slave Revolts’, Slavery & Abolition, (May 2014): 1-17.

Lambert, David. White Creole Culture: Politics and Identity during the Age of Abolition. Cambridge: Cambridge University Press, 2005.

Sergio Lussana, ‘To See Who Was Best on the Plantation: Enslaved Fighting Contests and Masculinity in the Antebellum Plantation South’, Journal of Southern History, 76, no. 4 (November 2010): 901-22.

Mason, Matthew. ‘Keeping up Appearances: The International Politics of Slave Trade Abolition in the Nineteenth-Century Atlantic World’, William and Mary Quarterly, 66, no. 4 (October 2009): 809-32.

W. Caleb McDaniel, ‘The Case of John L. Brown: Sex, Slavery, and the Trials of a Transatlantic Abolitionist Campaign’, American Nineteenth-Century History, 14, no. 2 (June 2013), 141–159.

W. Caleb McDaniel, ‘His Brothers’ Keeper: John Brown, Moral Stewardship, and Interracial Abolitionism’, Slavery and Abolition, 32, no. 1 (March 2011), 27–52.

W. Caleb McDaniel, ‘Repealing Unions: American Abolitionists, Irish Repeal, and the Origins of Garrisonian Disunionism’, Journal of the Early Republic, 28, no. 2 (2008), 243–269.

W. Caleb McDaniel, ‘The Fourth and the First: Abolitionist Holidays, Respectability, and Radical Interracial Reform’, American Quarterly, 57, no. 1 (2005): 129-151.

W. Caleb McDaniel, ‘Saltwater Anti-slavery: American Abolitionists on the Atlantic Ocean in the Age of Steam’, Atlantic Studies, 8, no. 2 (June 2011), 141–163.

W. Caleb McDaniel, ‘The Bonds and Boundaries of Antislavery’, Journal of the Civil War Era, 4, no. 1 (March 2014), 84-105. 

Matthew Mason, Slavery and Politics in the Early American Republic (Chapel Hill: University of North Carolina Press, 2006).

Miller, Joseph C. ‘Introduction: Atlantic Ambiguities of British and American Abolition’, William and Mary Quarterly, 66, no. 4 (October 2009): 677-704.

Oldfield, John. Transatlantic Abolitionism in the Age of Revolution: An International History of Anti-Slavery, 1787-1820 (Cambridge, UK: Cambridge University Press, 2013).

Marc-William Palen, ‘Free Trade Ideology and Transatlantic Abolitionism: A Historiography’, Journal of the History of Economic Thought, 37 (June 2015): 291-304.

Jeffrey L. Pasley, ‘Minnows, Spies, and Aristocrats: The Social Crisis of Congress in the Age of Martin Van Buren’, Journal of the Early Republic, 27, no. 4 (Winter 2007): 599-63.

Petley, Christer. ‘“Devoted islands” and “that madman Wilberforce”: British Proslavery Patriotism During the Age of Abolition’, Journal of Imperial and Commonwealth History, 39, no. 3 (3): 393-495.

Polgar, Paul J. ‘“To Raise Them to an Equal Participation”: Early National Abolitionism, gradual Emancipation, and the Promise of African American Citizenship’, Journal of the Early Republic, 31, no. 2 (Summer 2011): 229-58.

Rowe, Adam. ‘The Republican Rhetoric of a Frontier Controversy: Newspapers in the Illinois Slavery Debate, 1823-1824’, Journal of the Early Republic, 31, no. 4 (Winter 2011): 671-99.

Wood, Nicholas. ‘“A Sacrifice on the Altar of Slavery”: Doughface Politics and Black Disenfranchisement in Pennsylvania, 1837-1838’, Journal of the Early Republic, 31, no. 1 (Spring 2011): 75-106.

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Week 12, Beginning 9 May: Revision

Session 1: Revision session 1

Session 2: Revision session 2

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Assessment in DetailOral presentation, worth 0%, to take place in class during the week you lead seminar discussion.

This oral presentation will follow the same format as it did in semester one. For readings that are particularly long or challenging, I have tried to assign two discussion leaders. You will also note that there are some weeks of the semester where you’ll be expected to discussion historiography as well as or instead of a primary source.

1,000 word reflective essay worth 20%, due Thursday, 25 February at 4 p.m.

In this assignment, I’m most interested in seeing how your brain works. Your job is to discuss how you have used an online database—from either last semester or this one, or from an independently-located database discussed with me beforehand. Your essay should explain how you formulated a research question using the database, and how your research question changed as a result of the database (or whether it did not change at all). You should then reflect on this experience to say something about the methods historians must use to write the history of early America and/or the Early Republic.

4,000 word source-based essay worth 40%, due Thursday, 17 March at 4 p.m.

This assignment should be a primary source-based essay, supported with extensive amounts of secondary source readings. You are free to write about any topic you wish within the purview of the chronology of the early republic. I strongly recommend that you discuss your topic with me in office hours. Please remember that even though this assignment is due in around the same time as your first dissertation chapters, the mark is worth about as much; do NOT lose track of the time you need to devote to this essay!

Oral presentation on your dissertation, worth 0%, to take place in class during our dissertation workshop on 19 April.

These presentations are designed to give you a chance to gather your thoughts about the main argument and contribution of the dissertation a few weeks before it is due. You should come to class prepared to speak for five minutes about the questions you’re asking, the argument you’re posing, the sources you’re using to do so, and the historiography informing your research.

Final exam worth 40%, taken during the exam period from 16 May to 5 June.

PLEASE NOTE that the exam is comprehensive; it will cover the full year of the module.

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