WHAT WOULD IT TAKE FOR YOU TO TAKE UP ARMS AND REVOLT VIOLENTLY AGAINST YOUR COUNTRY?
How do modern political, social, or market movements spread?
THE ROAD TO WAR
I. Changing Policies:
(ending “salutary neglect”)
A. Navigation Acts:
B. Sugar Act (1764)
George Grenville
Patrick Henry
C. Stamp Act (1765)
Stamp Act Repealed in February of 1766
In spite of each parasite, each cringing slave
Each cautious dastard, each oppressive knave
Each gibing ass, that reptile of an hour
The supercilious pimp of abject slaves in power
We are met to celebrate in festive mirth
The day that gave our freedom second birth
That tells us, British Grenville never more
Shall dare usurp unjust, illegal power
Or threaten America’s free sons with chains,
While the least spark of ancient fire remains
D. Townshend Duties (1767)
…written by John Dickinson of Delaware…1768.
Come join hand in hand, brave Americans all,
And rouse your bold hearts at fair Liberty's call;
No tyrannous acts, shall suppress your just claim,
Or stain with dishonor America's name.
In freedom we're born, and in freedom we'll live;
Our purses are ready,
Steady, Friends, steady.
Not as slaves but freemen our money we'll give.
II. Escalation:
A. The Boston Massacre
B. Burning of the Gaspee
C. The Boston Tea Party, 1773
Revolutionary Tea, ANONYMOUS SONG
There was an old lady lived over the sea
And she was an island queen.
Her daughter lived off in a new country
With an ocean of water between.
The old lady’s pockets were full of gold
But never contented was she,
So she called on her daughter to pay her a tax
Of three pence a pound on her tea,
Of three pence a pound on her tea.
D. Intolerable Acts
(1774, also called The Coercive Acts)
1. Boston Port Bill
2. Massachusetts Bay Regulating Act
3. Impartial Administration of Justice Act
4. Quartering Act
--RELATED BUT NOT CALLED INTOLERABLE EVEN THOUGH IT WAS INTOLERABLE--
The Quebec Act
III. Events plus Ideas=
Revolution
A. EVENTS:
Lexington and Concord
B. IDEAS:
1. Thomas Paine,
“Common Sense” 1776
Why does Paine think it is in America's best interest to be free from Britain?
What are his five best arguments?
How do you think a loyalist would react to Paine's arguments?
Write a short rebuttal to “Common Sense.”
“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.”
2. Thomas Jefferson:
Declaration of Independence
Thursday, September 29, 2011
COMMON SENSE READING GUIDE
The pamphlet "Common Sense" must be read by October 4th. It is a fairly short read, but you should approach it in a particular way to get the most out of it. As you read, keep a list of arguments that Paine gives in support of independence. How does he argue his case? If you were a loyalist, would you agree with his assertions?
As with Franklin, these questions are intended to guide your reading. We will have a discussion of the book on Tuesday.
As with Franklin, these questions are intended to guide your reading. We will have a discussion of the book on Tuesday.
Thursday, September 22, 2011
Mid-Century Challenges
By 1710:
Virginia: 78,281
Massachusetts: 62,390
New York: 21,625
Pennsylvania: 24,450
I. Great Awakening:
Jonathan Edwards
There is nothing that keeps wicked men, at any one moment, out of hell, but the mere pleasure of God.
That world of misery, that lake of burning brimstone is extended abroad under you. There is the dreadful pit of the glowing flames of the wrath of God; there is hell's wide gaping mouth open; and you have nothing to stand upon, nor any thing to take hold of: there is nothing between you and hell but the air; ‘tis only the power and mere pleasure of God that holds you up.
Your wickedness makes you as it were heavy as lead, and to tend downwards with great weight and pressure towards hell; and if God should let you go, you would immediately sink and swiftly descend and plunge into the bottomless gulf, and your healthy constitution, and your own care and prudence, and best contrivance, and all your righteousness, would have no more influence to uphold you and keep you out of hell, than a spider's web would have to stop a falling rock.
The bow of God's wrath is bent, and the arrow made ready on the string, and Justice bends the arrow at your heart, and strains the bow, and it is nothing but the mere pleasure of God, and that of an angry God, without any promise or obligation at all, that keeps the arrow one moment from being made drunk with your blood.
The God that holds you over the pit of hell, much as one holds a spider, or some loathsome insect, over the fire, abhors you, and is dreadfully provoked; his wrath towards you burns like fire; he looks upon you as worthy of nothing else, but to be cast into the fire; he is of purer eyes than to bear to have you in his sight; you are ten thousand times so abominable in his eyes as the most hateful venomous serpent is in ours. You have offended him infinitely more than ever a stubborn rebel did his prince; and yet ‘tis nothing but his hand that holds you from falling into the fire every moment.
"Father Abraham, whom have you in heaven? Any Episcopalians? No! Any Presbyterians? No! Any Independents or Methodists? No, No No! Whom have you there? We don't know those names here. All who are here are Christians...Oh, is this the case? The God help us to forget your party names and to become Christians in deed and truth." GW
How is the Great Awakening a challenge to British authority?
II. French and Indian War
“play off” system
Battle of Quebec:
Sept. 13, 1759
50 warships
200 transport ships
8500 men
General James Wolfe:
“The paths of glory lead but to the grave.”
How is the French and Indian War a challenge to British authority?
III. Economic Shift
What is industrialism and how does it change the historical trajectory of the world?
IV. Land Conflicts
A. Susquehannah Company
(Pennamite Wars)
B. Paxton Boys
C. South Carolina Regulators
D. North Carolina Regulators
E. The Boston Fire of 1760
F. The Great Migration of 1773
From 1763 to 1776 there was an influx of immigrants into British North America:
55,000 Protestant Irish
40,000 Scots
30,000 English
12,000 Germans (mostly to Philadelphia)
84,500 enslaved Africans
The colonies have around 200,000 in 1700 and around 2 million in 1776. Does that matter?
How might this immigration alter the historical trajectory of the colonies?
By the way, total population of the
13 colonies was about 2.5 million…
and the largest city in the colonies in 1776 is Philadelphia with 25,000.
…one example, a family of four from Heuchelheim, Germany.
V. Significance
Virginia: 78,281
Massachusetts: 62,390
New York: 21,625
Pennsylvania: 24,450
I. Great Awakening:
Jonathan Edwards
There is nothing that keeps wicked men, at any one moment, out of hell, but the mere pleasure of God.
That world of misery, that lake of burning brimstone is extended abroad under you. There is the dreadful pit of the glowing flames of the wrath of God; there is hell's wide gaping mouth open; and you have nothing to stand upon, nor any thing to take hold of: there is nothing between you and hell but the air; ‘tis only the power and mere pleasure of God that holds you up.
Your wickedness makes you as it were heavy as lead, and to tend downwards with great weight and pressure towards hell; and if God should let you go, you would immediately sink and swiftly descend and plunge into the bottomless gulf, and your healthy constitution, and your own care and prudence, and best contrivance, and all your righteousness, would have no more influence to uphold you and keep you out of hell, than a spider's web would have to stop a falling rock.
The bow of God's wrath is bent, and the arrow made ready on the string, and Justice bends the arrow at your heart, and strains the bow, and it is nothing but the mere pleasure of God, and that of an angry God, without any promise or obligation at all, that keeps the arrow one moment from being made drunk with your blood.
The God that holds you over the pit of hell, much as one holds a spider, or some loathsome insect, over the fire, abhors you, and is dreadfully provoked; his wrath towards you burns like fire; he looks upon you as worthy of nothing else, but to be cast into the fire; he is of purer eyes than to bear to have you in his sight; you are ten thousand times so abominable in his eyes as the most hateful venomous serpent is in ours. You have offended him infinitely more than ever a stubborn rebel did his prince; and yet ‘tis nothing but his hand that holds you from falling into the fire every moment.
"Father Abraham, whom have you in heaven? Any Episcopalians? No! Any Presbyterians? No! Any Independents or Methodists? No, No No! Whom have you there? We don't know those names here. All who are here are Christians...Oh, is this the case? The God help us to forget your party names and to become Christians in deed and truth." GW
How is the Great Awakening a challenge to British authority?
II. French and Indian War
“play off” system
Battle of Quebec:
Sept. 13, 1759
50 warships
200 transport ships
8500 men
General James Wolfe:
“The paths of glory lead but to the grave.”
How is the French and Indian War a challenge to British authority?
III. Economic Shift
What is industrialism and how does it change the historical trajectory of the world?
IV. Land Conflicts
A. Susquehannah Company
(Pennamite Wars)
B. Paxton Boys
C. South Carolina Regulators
D. North Carolina Regulators
E. The Boston Fire of 1760
F. The Great Migration of 1773
From 1763 to 1776 there was an influx of immigrants into British North America:
55,000 Protestant Irish
40,000 Scots
30,000 English
12,000 Germans (mostly to Philadelphia)
84,500 enslaved Africans
The colonies have around 200,000 in 1700 and around 2 million in 1776. Does that matter?
How might this immigration alter the historical trajectory of the colonies?
By the way, total population of the
13 colonies was about 2.5 million…
and the largest city in the colonies in 1776 is Philadelphia with 25,000.
…one example, a family of four from Heuchelheim, Germany.
V. Significance
Tuesday, September 20, 2011
BENJAMIN FRANKLIN READING GUIDE
READ THIS BOOK BY TUESDAY, 9/27
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.
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? Can values be taught in schools? Should they be? Is it possible to agree on a single list of “virtues”?
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.
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? Can values be taught in schools? Should they be? Is it possible to agree on a single list of “virtues”?
Discovery and Settlement Issues
“Discovery” and Settlement
American Indian Population in North America:
1,894,350 in 1500
1 million in 1760
500,000 by 1900
MS Biloxi 1650 1000 Mooney (1928) w/ Pascagoula,
MS Biloxi 1698 420 total, per Swanton (1944)
MS Biloxi 1720 175 total, per Swanton (1944)
MS Biloxi 1805 105 total, per Swanton (1944)
MS Biloxi 1829 65 total, per Swanton (1944)
OK Biloxi 1908 6 to 8, total, per Swanton (1944)
OK Biloxi 1910 0 this tribe is Extinct!
FL Calusa 1650 3000 Mooney (1928) estimate
FL Calusa 1680 960 passed through 5 villages
FL Calusa 1839 250 warriors, that attacked Harney
FL Calusa 1850 0 this tribe is Extinct!
I. The Colonizers:
Remember, colonies=tensions.
(Anglo-Indian, Anglo-French, etc.)
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
By 1700:
Manhattan=5000 inhabitants
--mostly Dutch, but quite religiously and ethnically diverse:
15% African (overwhelmingly slaves), also some Jews, Dutch Reformed, Walloon, British Anglicans, Presbyterians, French Protestant, Roman Catholics, Quakers, singing Quakers, ranting Quakers, Sabbatarians and anti-Sabbatarians, Anabaptists
C. The English:
Why colonize?
Religious Reasons
Social Reasons
Economic Reasons
North—New England—Massachusetts
South—Chesapeake—Virginia
1. Virginia
Founding Pains
A. Settlement
B. Headright
C. House of Burgesses
D. Royal Colony
Economy: “The Crop that Cureth”
A. The Chesapeake
B. Labor trouble
Indentured Servitude
Slavery
Social and Political Life:
Cavalier Culture
A. Violence
B. Bacon’s Rebellion
2. 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.
3. The Puritans
a. Religious Life:
Puritan Theology
Puritans look for “infallible signes whereby people may know whether they are in truth of grace.”
Perry Miller:
“If justification entails sanctification, then conversely, sanctification becomes an evidence of justification.”
A proper life + expression of a faith experience= “scientifical proof” (in 17th century terms)
“Wee grant much comfort from good works for though they do not justify us yet hereby wee know that we are justified.” (17th century Calvinist text)
Heresy:
Roger Williams
--complete separation of church and state
--1635=banished
Anne Hutchinson
--“you have rather
been a husband than a wife.”
--1638: banished
--1642=killed
3. Danger in N.E.--Witchcraft
Magic in Puritan society
The Witch Hunt Itself
--175 arrested, 28 convicted, 22 executed
4. Other Dangers:
King Philip’s War, 1675-1676
Historian Bernard Bailyn:
“Borderland violence and bizarre distensions of normal European culture patterns had become fused with a growing civility into a distinctive way of life.”
KEY AMERICAN CONTRADICTION:
SLAVERY/FREEDOM
BRUTALITY/KINDNESS
PRIMITIVISM/CIVILIZATION
SAVAGRY/COMPASSION
Bernard Bailyn: “What did it mean to Jefferson, slave owner and philosophe, that he grew up in this far western borderland world of Britain, looking out of Queen Anne rooms of spare elegance onto a wild, uncultivated land? We can only grope to understand.”
By 1710:
Virginia: 78,281
Massachusetts: 62,390
New York: 21,625
Pennsylvania: 24,450
American Indian Population in North America:
1,894,350 in 1500
1 million in 1760
500,000 by 1900
MS Biloxi 1650 1000 Mooney (1928) w/ Pascagoula,
MS Biloxi 1698 420 total, per Swanton (1944)
MS Biloxi 1720 175 total, per Swanton (1944)
MS Biloxi 1805 105 total, per Swanton (1944)
MS Biloxi 1829 65 total, per Swanton (1944)
OK Biloxi 1908 6 to 8, total, per Swanton (1944)
OK Biloxi 1910 0 this tribe is Extinct!
FL Calusa 1650 3000 Mooney (1928) estimate
FL Calusa 1680 960 passed through 5 villages
FL Calusa 1839 250 warriors, that attacked Harney
FL Calusa 1850 0 this tribe is Extinct!
I. The Colonizers:
Remember, colonies=tensions.
(Anglo-Indian, Anglo-French, etc.)
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
By 1700:
Manhattan=5000 inhabitants
--mostly Dutch, but quite religiously and ethnically diverse:
15% African (overwhelmingly slaves), also some Jews, Dutch Reformed, Walloon, British Anglicans, Presbyterians, French Protestant, Roman Catholics, Quakers, singing Quakers, ranting Quakers, Sabbatarians and anti-Sabbatarians, Anabaptists
C. The English:
Why colonize?
Religious Reasons
Social Reasons
Economic Reasons
North—New England—Massachusetts
South—Chesapeake—Virginia
1. Virginia
Founding Pains
A. Settlement
B. Headright
C. House of Burgesses
D. Royal Colony
Economy: “The Crop that Cureth”
A. The Chesapeake
B. Labor trouble
Indentured Servitude
Slavery
Social and Political Life:
Cavalier Culture
A. Violence
B. Bacon’s Rebellion
2. 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.
3. The Puritans
a. Religious Life:
Puritan Theology
Puritans look for “infallible signes whereby people may know whether they are in truth of grace.”
Perry Miller:
“If justification entails sanctification, then conversely, sanctification becomes an evidence of justification.”
A proper life + expression of a faith experience= “scientifical proof” (in 17th century terms)
“Wee grant much comfort from good works for though they do not justify us yet hereby wee know that we are justified.” (17th century Calvinist text)
Heresy:
Roger Williams
--complete separation of church and state
--1635=banished
Anne Hutchinson
--“you have rather
been a husband than a wife.”
--1638: banished
--1642=killed
3. Danger in N.E.--Witchcraft
Magic in Puritan society
The Witch Hunt Itself
--175 arrested, 28 convicted, 22 executed
4. Other Dangers:
King Philip’s War, 1675-1676
Historian Bernard Bailyn:
“Borderland violence and bizarre distensions of normal European culture patterns had become fused with a growing civility into a distinctive way of life.”
KEY AMERICAN CONTRADICTION:
SLAVERY/FREEDOM
BRUTALITY/KINDNESS
PRIMITIVISM/CIVILIZATION
SAVAGRY/COMPASSION
Bernard Bailyn: “What did it mean to Jefferson, slave owner and philosophe, that he grew up in this far western borderland world of Britain, looking out of Queen Anne rooms of spare elegance onto a wild, uncultivated land? We can only grope to understand.”
By 1710:
Virginia: 78,281
Massachusetts: 62,390
New York: 21,625
Pennsylvania: 24,450
Tuesday, September 13, 2011
Reading Due Thursday: Origin of Pennsylvania
Pennsylvania 1630-1700
By Rudolph J. Walther, revised by ushistory.org
Before European settlement, Pennsylvania was inhabited by many Indian tribes, including the Erie, Honniasont, Huron, Iroquois (especially Seneca and Oneida), Leni Lenape, Munsee, Shawnee, Susquehannock, and unknown others.
In the period of European exploration, there was a flurry of activity in North America. The English (1497, John Cabot), the French (1524, Verrazano), the Spanish (1492, Columbus in the West Indies, and other Spanish explorers reaching North America perhaps by 1520), and the Dutch (1609, Henry Hudson, an Englishman in the service of the Dutch East India Company, on his ship the Half Moon) all claimed lands.
In 1608, English Captain John Smith visited the Susquehannock Indians in Pennsylvania. In 1609, Henry Hudson sailed into Delaware Bay, thus giving the Dutch their claim to the area. In 1610 Virginian Captain Samuel Argall visited Delaware Bay (he named it for Lord de la Warr, governor of Virginia). Dutch navigator Cornelis Jacobszoon May was provided a patent to explore the Delaware region more thoroughly and Dutch trading posts were established up and down the Delaware Bay starting in 1620.
The New Sweden Company was chartered and, in 1638, established The Colony of New Sweden at Fort Christina, in what is today Wilmington, Delaware. In 1643, Governor Johan Printz arrived and built Fort Elfsborg and Fort New Gothenburg at Tinicum Island, nearby today’s Philadelphia airport. A small park with a statue to Printz commemorates the location. This marks the first permanent settlement by Europeans in Pennsylvania.
In 1655, Dutch troops, under the command of Governor Peter Stuyvesant of New Amsterdam (New York), took control of the Swedish colony and held it until the British Duke of York seized control of it and all of New Amsterdam in 1664. The Duke granted New Jersey to two loyal friends, Sir George Carteret and Lord Berkeley of Stratton.
King Charles II of England owed $80,000 to Admiral Sir William Penn. In 1681, as payment for the debt, the king granted what is today Pennsylvania to the admiral’s son, also named William Penn. Penn named the territory New Wales. A Welsh member of England’s Privy Council objected, so Penn called it Sylvania (woods). The king changed the name to Pennsylvania, in honor of the admiral.
The founding of Pennsylvania, about 40,000 square miles, was confirmed to William Penn under the Great Seal on January 5, 1681. Penn induced people to emigrate, the terms being 40 shillings per hundred acres, and "shares" of 5,000 acres for 100 pounds. These generous terms induced many to set out for the New World.
William Penn set sail from England in August, 1682, with Captain Greenway, in the ship Welcome. The ship was filled with additional passengers, mostly Quakers, with good estates. They arrived at New Castle on October 27, 1682, the next day arriving at Philadelphia. Penn and his friends came up from Chester in an open boat and landed on the low and sandy beach at Dock Creek, it is believed. Penn at that time was 38 years of age.
Within a few days Penn made a treaty with the Leni Lenape to purchase his grant of land from them, even though there was no law requiring him to do so. The treaty's duration was for "as long as water flows and the sun shines and grass grows." Penn and Taminend, Leni Lenape chief, exchanged wampum belts under the Shackamaxon elm in Philadelphia.
A plain and simple monument stands in Shackamaxon, at Penn Treaty Park, in Kensington, a modest memorial of a momentous act, the spot where was signed an unbroken treaty.
The town of Philadelphia was located in 1682, "having a high and dry land next to the water, with a shore ornamented with a fine view of pine trees growing upon it."
Pennsylvania's first constitution, the Frame of Government was drafted in April, 1682, providing for an upper house and lower house of the legislature. The assembly approved the second Frame of Government in 1683.
It is recorded that some newcomers would find caves for shelter for their families and effects, then get warrants of survey and wander about for their choice of localities.
In the years 1683-84, emigration increased, welcoming pioneers mostly from England, Ireland, Wales, Holland and Germany. Enslaved Africans and Enslaved descendants of Africans were brought into Pennsylvania, mostly by the English, Welsh, and Scotch-Irish.
Penn returned to England in 1684, but shortly thereafter conflicts arose between the upper and lower houses. A deputy governor, Captain John Blackwell, was assigned, but shortly he resigned.
In 1696, after a tumultous time back in England, having been arrested several times for disloyalty, Penn returned to Pennsylvania and established the landmark Charter of Privileges, which was approved in 1701.
Penn returned to England in 1701 and died there in 1718.
By Rudolph J. Walther, revised by ushistory.org
Before European settlement, Pennsylvania was inhabited by many Indian tribes, including the Erie, Honniasont, Huron, Iroquois (especially Seneca and Oneida), Leni Lenape, Munsee, Shawnee, Susquehannock, and unknown others.
In the period of European exploration, there was a flurry of activity in North America. The English (1497, John Cabot), the French (1524, Verrazano), the Spanish (1492, Columbus in the West Indies, and other Spanish explorers reaching North America perhaps by 1520), and the Dutch (1609, Henry Hudson, an Englishman in the service of the Dutch East India Company, on his ship the Half Moon) all claimed lands.
In 1608, English Captain John Smith visited the Susquehannock Indians in Pennsylvania. In 1609, Henry Hudson sailed into Delaware Bay, thus giving the Dutch their claim to the area. In 1610 Virginian Captain Samuel Argall visited Delaware Bay (he named it for Lord de la Warr, governor of Virginia). Dutch navigator Cornelis Jacobszoon May was provided a patent to explore the Delaware region more thoroughly and Dutch trading posts were established up and down the Delaware Bay starting in 1620.
The New Sweden Company was chartered and, in 1638, established The Colony of New Sweden at Fort Christina, in what is today Wilmington, Delaware. In 1643, Governor Johan Printz arrived and built Fort Elfsborg and Fort New Gothenburg at Tinicum Island, nearby today’s Philadelphia airport. A small park with a statue to Printz commemorates the location. This marks the first permanent settlement by Europeans in Pennsylvania.
In 1655, Dutch troops, under the command of Governor Peter Stuyvesant of New Amsterdam (New York), took control of the Swedish colony and held it until the British Duke of York seized control of it and all of New Amsterdam in 1664. The Duke granted New Jersey to two loyal friends, Sir George Carteret and Lord Berkeley of Stratton.
King Charles II of England owed $80,000 to Admiral Sir William Penn. In 1681, as payment for the debt, the king granted what is today Pennsylvania to the admiral’s son, also named William Penn. Penn named the territory New Wales. A Welsh member of England’s Privy Council objected, so Penn called it Sylvania (woods). The king changed the name to Pennsylvania, in honor of the admiral.
The founding of Pennsylvania, about 40,000 square miles, was confirmed to William Penn under the Great Seal on January 5, 1681. Penn induced people to emigrate, the terms being 40 shillings per hundred acres, and "shares" of 5,000 acres for 100 pounds. These generous terms induced many to set out for the New World.
William Penn set sail from England in August, 1682, with Captain Greenway, in the ship Welcome. The ship was filled with additional passengers, mostly Quakers, with good estates. They arrived at New Castle on October 27, 1682, the next day arriving at Philadelphia. Penn and his friends came up from Chester in an open boat and landed on the low and sandy beach at Dock Creek, it is believed. Penn at that time was 38 years of age.
Within a few days Penn made a treaty with the Leni Lenape to purchase his grant of land from them, even though there was no law requiring him to do so. The treaty's duration was for "as long as water flows and the sun shines and grass grows." Penn and Taminend, Leni Lenape chief, exchanged wampum belts under the Shackamaxon elm in Philadelphia.
A plain and simple monument stands in Shackamaxon, at Penn Treaty Park, in Kensington, a modest memorial of a momentous act, the spot where was signed an unbroken treaty.
The town of Philadelphia was located in 1682, "having a high and dry land next to the water, with a shore ornamented with a fine view of pine trees growing upon it."
Pennsylvania's first constitution, the Frame of Government was drafted in April, 1682, providing for an upper house and lower house of the legislature. The assembly approved the second Frame of Government in 1683.
It is recorded that some newcomers would find caves for shelter for their families and effects, then get warrants of survey and wander about for their choice of localities.
In the years 1683-84, emigration increased, welcoming pioneers mostly from England, Ireland, Wales, Holland and Germany. Enslaved Africans and Enslaved descendants of Africans were brought into Pennsylvania, mostly by the English, Welsh, and Scotch-Irish.
Penn returned to England in 1684, but shortly thereafter conflicts arose between the upper and lower houses. A deputy governor, Captain John Blackwell, was assigned, but shortly he resigned.
In 1696, after a tumultous time back in England, having been arrested several times for disloyalty, Penn returned to Pennsylvania and established the landmark Charter of Privileges, which was approved in 1701.
Penn returned to England in 1701 and died there in 1718.
COURSE SYLLABUS
History 231—TuTh 9:30AM - 11:35AM
Fall 2011
Section 002 CRN 80494
Classroom Building 102
Office: Faculty Towers 201A
Instructor: Dr. Brett Schmoll
Office Hours: Tues and Thu 1:30-3
…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. Malcolm Mclaurin, Celia, A Slave
3. Benjamin Franklin, The Autobiography of Benjamin Franklin
4. Thomas Paine, “Common Sense”
5. Weekly blog readings: Each week you will have both primary and secondary sources to read on the blog. These will be announced in class.
Grading Scale:
Participation: 10%
Indian Removal Debate: 10%
The Slavery Essay: 20%
Midterm Exam: 30%
Final Exam: 30%
The Blog: If you have questions or comments about this class, or if you
want to see the course readings or the syllabus online, just go to
http://history231fall2011.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.
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.
GOALS AND OBJECTIVES:
Educational theorists insist that the stating of goals and objectives before entering into an instruction-rich environment is crucial. Hence, I am including here the goals and objectives created by the History Department. If you’d like to read more about the way we learn history, Sam Wineburg, at Stanford, has some wonderful theory on how we adopt historical learning practices. (For example, look up the following articles, Wineburg, S. (1991). On the reading of historical texts: Notes on the breach between school and academy. American Educational Research Journal, 28(3), 495-519. Wineburg, S. & Schneider, J. (2009). Was Bloom’s taxonomy pointed in the wrong direction? Phi Delta Kappan, 91 (4), 56-61.) None of these ideas seem to have been incorporated in what is the official statement of the History Department. Instead, the department seems to define “goals” and “objectives” as events rather than skills. In this course, however, we will grapple with what it means to learn and with the way that the brain engages in historical thinking at certain moments. Hence, this will not only be a course about history, about a bunch of stuff that happened (which is what the goals below seem to suggest), but will also be a course about memory, about the processing of information, about writing effectively from various authorial positions, about why our brains work the way they do and how constructing an historical argument can engage the brain, and about thinking about history itself. We will get meta-cognitive! (and yes, we’ll define that term in class) Obviously, we’ll cover the official goals that follow, and we will respect the departmental guidelines, but we will sacrifice those goals in the interest of quality instruction. For example, if we are having a brilliant discussion on Andrew Jackson, and we begin cutting into the time that I had planned to spend on, let’s say, the Anti-Mason movement, we will sacrifice the Anti-Masons in the interest of real learning. Quantity of history is not, as opposed to what is printed below, the key to sound history learning!
History Department Course Goals and Objectives for History 231 U.S. History to 1865:
Goal 1:
Students will learn the chronology and topical organization of U.S. history from the origins of European colonization to the conclusion of the Civil War.
Objective #1:
Students will be able to identify the major chronological divisions of U.S. history and discuss in writing how and why scholars have divided the past into various periods.
Objective #2:
Students will be able to identify the major topical divisions of U.S. history and recognize on objective tests and discuss in writing the significance of such topics as epidemic disease in the founding period, the role of political ideology in the coming of the Revolution, the rise of slavery and abolitionism, the political consequences of westward expansion, and the origins of the Civil War.
Goal 2:
Student will learn about the origins of European colonization and the consequences of contact among the peoples of America, Europe, and Africa in the colonial period.
Objective #1:
Students will be able to explain the motivations behind European colonization of the New World, the origins of the transAtlantic slave trade, the rise of the plantation economies, and the roles of mercantilism and religious persecution in the founding of the American colonies.
Objective #2:
Students will be able to define and discuss such terms as Columbian Exchange, virgin-soil epidemics, and Eurocentrism.
Goal 3:
Students will acquire an understanding of the principal political documents of U.S. history, including but not limited to the Declaration of Independence, Articles of Confederation, Constitution, Federalist and Anti-Federalist Papers, and the Emancipation Proclamation.
Objective #1:
Students will be able to write about the core political ideology of the American Revolution as embodied in the Declaration of Independence, Articles of Confederation, and the Constitution.
Objective #2:
Students will be able to explain the historical context and significance of the Emancipation Proclamation.
Goal 4:
Students will acquire an appreciation and understanding of diversity through the study of the history of the contributions of ethnic and racial minorities and women.
Objective #1:
Students will be able to write about and discuss orally the contributions of African Americans to early American history in terms of labor, society and culture.
Objective #2:
Students will be able to write about and discuss orally the contributions of and the prescribed role of women in colonial America and how that role changed as a result of the American Revolution and the subsequent urbanization of the United States.
Goal 5:
Students will learn about the lives of significant individuals in American history.
Objective #1:
Students will be able to identify on objective tests and/or essays the significant individuals in the history of the United States from colonial times to 1865.
Objective #2:
Students will be able to write about the contributions of a number of important people in the history of the United States from colonial times to 1865.
Goal 6:
Students will learn about the importance of republican principles and civic education in the sustaining of the American political system.
Objective #1:
Students will be able to identify the core principles of republicanism and the role of an educated electorate through an examination of a number of historical crises in the era preceding 1865, e.g. the colonial debate over taxation and representation, the struggle for the ratification of the Constitution, the Missouri Compromise, the Mexican War, the Nullification Crisis, the Compromise of 1850, and the Secessionist Crisis.
Goal 7:
Students will learn the geographical setting for historical events and the role expansion played in American history.
Objective #1:
Students will be able to identify on maps and/or objective exams and essays the important geographic settings, locations, and context for historical events.
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 the Marne 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. 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.
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 Cristina Aguilera 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%. 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.
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 a good grade for 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!
Academic Integrity
The principles of truth and integrity are recognized as fundamental to a community of teachers and scholars. The University expects that both faculty and students will honor these principles and in so doing will protect the integrity of all academic work and student grades. Students are expected to do all work assigned to them without unauthorized assistance and without giving unauthorized assistance. Faculty have the responsibility of exercising care in the planning and supervision of academic work so that honest effort will be encouraged and positively reinforced.
http://www.csub.edu/studentconduct/documents/academicintegrity.pdf
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.
FINAL EXAM: Tuesday, Nov. 22, 11-1:30pm
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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