HISTORY 4125 BRITISH COLONIAL AMERICA, Fall Term, 2014 Class meets MWF 1:00-1:50 p.m. in VAC 1B90

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1 HISTORY 4125 BRITISH COLONIAL AMERICA, Fall Term, 2014 Class meets MWF 1:00-1:50 p.m. in VAC 1B90 Prof. Virginia DeJohn Anderson Office: Hellems 333A Office hours: Mon. 3:00-4:30 p.m. or by appointment This course provides an overview of main patterns of development in the part of North America settled by English colonists in the seventeenth and eighteenth centuries. Three key themes inform the course: How and why the story of early British America involved the gradual displacement of Indian populations by European newcomers How and why the process of colonization required significant, and often unexpected, adaptations on the part of Europeans, Africans, and Indians How and why, by 1763, colonial societies had begun to converge toward a British model of society and government, even as they retained distinctive American characteristics REQUIRED READING All books should be available at the CU Bookstore. All EXCEPT Rowlandson are on reserve at Norlin. Virginia DeJohn Anderson, Creatures of Empire John Ruston Pagan, Anne Orthwood s Bastard Marcus Rediker, The Slave Ship Mary Rowlandson, Sovereignty and Goodness of God, ed. Neal Salisbury Timothy Shannon, Indians and Colonists at the Crossroads of Empire Please note: There will be additional reading posted on the D2L website. Unless otherwise indicated, all reading should be completed before the class for which it is assigned. COURSE REQUIREMENTS AND GRADING 1. Attendance and participation: It is essential that you attend class regularly; if you miss lectures, you will not be able to make up the material from the reading or from the course PowerPoints uploaded to D2L. Several classes include discussions, which you will 1

2 also miss if you are absent. Attendance and class participation will count for 15% of your final grade. I ll circulate an attendance sheet every class, just to keep track of who s there. Students should participate regularly in class discussions and feel free to ask questions. Perfect attendance without participation will not earn an A grade- - the goal is for you to be active, not passive, learners. You don t need to be the most vocal participant in class discussions, but if you never say a word the entire semester, your participation grade will not be as high as you might wish. If you miss more than two classes without a legitimate excuse during the semester, your participation grade will be reduced by one letter grade (e.g., from a B to a C). If you have six or more unexcused absences during the semester, you will fail the course. If for some unavoidable reason (serious illness, family emergency), you have to miss class, please come and see me beforehand so we can talk about it. If that is impossible, please let me know by phone or before the missed class, and arrange to see me later to discuss your situation. I might ask for some sort of written documentation, such as a note from a doctor. 2. Written Assignments: There are SIX written assignments due for this class: a mix of response papers, primary and secondary source analyses, and research- related tasks. The assignments are noted on the schedule of lectures and described in detail later on in the syllabus. Each of the response papers counts for 5% of the course grade; each of the other papers counts for 10% of the course grade, for a total of 50%. All papers should be submitted on the D2L website. I will not accept your paper, even if you submit it on time, if you also decide to skip class on the due date. The reason for this policy is that in several cases, we will discuss the paper in class, and you would be unable to participate in that discussion. If for some unavoidable reason (serious illness, family emergency), you cannot submit an assignment on time, please contact me as soon as possible to discuss alternative arrangements. Once again, I may ask to see written documentation to explain your situation. PLEASE NOTE: All written assignments must be turned in to pass this course. 3. Essay Exams: There will be a midterm exam on Friday, October 24, and a final exam on Wednesday, December 17, from 10:30 a.m.- 1:00 p.m. (I may convert the final into a take- home exam.) Both will be essay exams that will ask you to synthesize material from lectures, discussions, and the reading. The midterm will count for 15% of your final grade, and the final exam will be worth 20% of the course grade. If for some unavoidable reason, you cannot take the midterm exam or the final on the specified dates, you will need to provide an explanation and written documentation in order to take a make- up exam. Please contact me as soon as possible to discuss your situation. Students in the unlucky position of having 3 final exams in a single 24- hour period can, according to university rules, ask that one of those exams be rescheduled. If this is your situation, and you want to reschedule your HIST 4125 exam, please see me by the FOURTH week of the semester to discuss alternative arrangements. 2

3 COURSE POLICIES Laptops and other electronic devices: Studies have shown that use of laptops and other electronic devices can significantly undermine the classroom learning environment. Therefore, such devices are not permitted in this class. Notes should be taken by hand. The only exception will be for students who can supply a note from Disability Services explaining why they cannot take notes by hand. Also, please turn off and stow cell phones during class meetings. Please see me before class if you need to have a cell phone on for a crisis situation. Otherwise, use of prohibited devices may result in your being asked to leave the class. Classroom Behavior: Students and faculty each have responsibility for maintaining an appropriate learning environment. Those who fail to adhere to behavioral standards may be subject to discipline. Professional courtesy and sensitivity are especially important with respect to individuals and topics dealing with differences of race, culture, religion, politics, sexual orientation, gender variance, and nationalities. Please note: Chronic lateness in arrival is disruptive; please avoid being late. Each class will end at the prescribed time; please do not begin packing up before the class ends. Academic Honesty: All CU students are responsible for knowing and adhering to the academic integrity policy of this institution. Violations of this policy may include: cheating, plagiarism, aiding academic dishonesty, fabrication, lying, bribery, and threatening behavior. All incidents of academic misconduct shall be reported to the Honor Code Council ). Students who are found to be in violation of the academic integrity policy will be subject to both academic sanctions from the faculty member and non- academic sanctions (including but not limited to university probation, suspension, or expulsion). For information on the Honor Code see Accommodation in Support of Disabilities: In order to receive accommodation because of a disability, please give me a letter from Disability Services in a timely manner (no later than the SECOND WEEK of the semester) so that your needs may be addressed. Disability Services determines accommodations based on documented disabilities. Contact , Willard 322; Religious Observances: Campus policy regarding religious observances requires that faculty make every effort to deal reasonably and fairly with all students who, because of religious obligations, have conflicts with scheduled exams, assignments, or required attendance. In this class, you should see me as soon as possible to work out alternative arrangements should they be necessary. Discrimination and harassment: The University of Colorado Boulder (CU- Boulder) is committed to maintaining a positive learning, working, and living environment. The University of Colorado does not discriminate on the basis of race, color, national origin, sex, age, disability, creed, religion, sexual orientation, or veteran status in admission and access 3

4 to, and treatment and employment in, its educational programs and activities. (Regent Law, Article 10, amended 11/8/2001). CU- Boulder will not tolerate acts of discrimination or harassment based upon Protected Classes or related retaliation against or by any employee or student. For purposes of this CU- Boulder policy, "Protected Classes" refers to race, color, national origin, sex, pregnancy, age, disability, creed, religion, sexual orientation, gender identity, gender expression, or veteran status. Individuals who believe they have been discriminated against should contact the Office of Discrimination and Harassment (ODH) at or the Office of Student Conduct (OSC) at Information about the ODH, the above referenced policies, and the campus resources available to assist individuals regarding discrimination or harassment can be obtained at CLASS SCHEDULE Part I: The Beginnings 25 Aug.: Introduction 27 Aug.: Pre- Contact Native America 29 Aug: Eastern Woodlands Peoples Reading: Anderson, Creatures of Empire, ch. 1; Great Law of the Iroquois League, c. 1300s (on D2L) 1 Sept.: Labor Day, no class meeting 3 Sept.: The English on the Eve of Colonization Reading: Anderson, Creatures of Empire, chs Sept.: Ireland and Roanoke Part II: The First Phase of English Settlement, to Sept.: The Founding of Jamestown Reading: Martin Quitt, Trade and Acculturation at Jamestown, (on D2L) and the op- ed essay and commentary on colonists.html?pagewanted=all&_r=0 First response paper due. (For a detailed description of this and other papers, see separate Written Assignments section of syllabus.) 10 Sept.: Why Did the Virginia Colony Survive? Reading: Anderson, Creatures of Empire, ch. 4. Begin Pagan, Anne Orthwood s Bastard for paper due 15 Sept. 4

5 12 Sept.: Maryland: Another Tobacco Colony 15 Sept.: Labor in the Early Chesapeake Reading: Pagan, Anne Orthwood s Bastard, entire. Paper #1 Due. 17 Sept.: DISCUSSION: Life in the Early Chesapeake Viewing Assignment: Look at documents and images on D2L and come to class prepared to discuss what life was like in the early Chesapeake. 19 Sept.: Origins of New England 22 Sept.: Massachusetts Bay Colony Reading: John Winthrop on Founding New England, 1630 (D2L) 24 Sept.: Immigration to New England Reading: List of Emigrants to New England (on D2L) Paper #2 Due. 26 Sept.: New Englanders and Indians Reading: Anderson, Creatures of Empire, ch Sept.: DISCUSSION: Life in Early New England Viewing Assignment: Look at documents and images on D2L and come to class prepared to discuss what life was like in early New England. 1 Oct.: England s West Indian Colonies Reading: Hans Sloane Observes Jamaica, (D2L) 3 Oct.: England s European Competitors Part III: The English Civil War, the Restoration, and the Next Phase of Settlement 6 Oct.: The English Civil War and the Idea of Empire 8 Oct.: The Restoration Colonies: Carolina 10 Oct: New Netherland Becomes New York 13 Oct: Quakerism and Pennsylvania Reading: Laws for the Province of Pennsylvania, 1682 (D2L) 15 Oct: Anglo- Indian Relations in the Seventeenth Century Reading: Anderson, Creatures of Empire, ch. 6. Begin reading Rowlandson, Sovereignty and Goodness of God for paper due 20 Oct. 5

6 17 Oct.: King Philip s War 20 Oct: DISCUSSION: Mary Rowlandson s Ordeal Reading: Rowlandson, Sovereignty and Goodness of God, entire Paper #3 Due. 22 Oct.: Bacon s Rebellion Reading: Anderson, Creatures of Empire, ch. 7 and epilogue 24 Oct.: Midterm examination Part IV: The Eighteenth Century 27 Oct.: The Emerging Empire 29 Oct.: The Colonial Political World 31 Oct.: Race and Slavery Reading: Begin Rediker, The Slave Ship 3 Nov.: The Spread of Slavery in British North America Reading: Virginia Codes Regulating Servitude and Slavery, (D2L) 5-7 Nov.: No class meetings; I have to be out of town. Reading: Continue with Rediker, The Slave Ship, to be completed by 12 Nov. Viewing Assignment: Watch film The Language You Cry In on D2L Second Response Paper Due Nov Nov.: Slavery in Eighteenth- Century America 12 Nov.: Making People into Property Paper #4 Due. 14 Nov.: The Maturation of Colonial Society 17 Nov.: Provincial Englishmen and Englishwomen 19 Nov.: Anglicization and Material Culture 21 Nov.: Religious Developments and the Great Awakening Nov.: No class meetings; fall break 1 Dec.: Population Growth and Backcountry Settlement 6

7 3 Dec.: Anglo- Indian Relations in the Eighteenth Century 5 Dec.: Growing Tension with Native Peoples Reading: Begin Shannon, Indians and Colonists at the Crossroads of Empire, to be completed for final exam 8 Dec.: Imperial Warfare, part 1 10 Dec.: Imperial Warfare, part 2 12 Dec.: Summing Up: The Significance of Colonial American History Wednesday, 17 Dec.: Final Examination, 10:30 a.m. to 1:00 p.m. DESCRIPTION OF WRITING ASSIGNMENTS INSTRUCTIONS: All papers should be double- spaced, with 1- inch margins. The word limit for each one is 750 words, about 3 pages. Papers should be submitted on D2L as Word documents (NOT PDFs). The papers should be in your own words, without heavy use of quotations from the reading. If you do use a quotation, please note the page number for the source in parentheses right after the quote. For the two response papers, it is okay to use the first person pronoun (that is, I think that ). The other four papers should be written in a formal style, without first person references. All papers should be PROOF- READ for typing, spelling, and grammatical errors. Submitting papers full of such errors will affect the grade. NONE of the works assigned in this class is a novel (that is, a work of fiction). Thus you should NEVER refer to any of the books as a novel in papers (or on exams). First response paper: Due 8 Sept. (5% of course grade) After reading James Horn s op- ed piece in The New York Times, skim through the many comments that readers posted about it. Then, in your paper, summarize the gist of Horn s essay and discuss why you think it provoked so many comments. Paper #1: Due 15 Sept. (10% of course grade) What, according to John Ruston Pagan, is the significance of the sad story of Anne Orthwood? What can it tell us about gender and power in the early Chesapeake? 7

8 Paper #2: Due 24 Sept. (10% of course grade) Closely analyze the list of emigrants to New England available on D2L. Then, in your paper, discuss what this document tells us about the people who went to New England. What sorts of information does the list contain? How is it organized? Assuming that these passengers were generally representative of emigrants to early New England, what conclusions can be drawn about that society? Be sure that your essay focuses on the information on the list, and doesn t include inferences that have nothing to do with the document. Paper #3: Due 20 Oct. (10% of course grade) Rowlandson s narrative is a remarkable eyewitness account of the horrors of King Philip s War in New England. From a modern perspective, it seems odd that her account is entitled The Sovereignty and Goodness of God instead of something like My Terrible Time with the Savages. In your paper, explain why she concluded that her ordeal was an example of God s sovereignty and goodness. How could she make such an argument? What evidence did she use to support such an interpretation of her experience? Second Response Paper: Due 7 Nov. (5% of course grade) Watch the film, The Language You Cry In (about 50 minutes long). Then, in your paper, discuss what you see as the significance of the story it tells. How can an interdisciplinary approach enhance our historical understanding of slavery? Paper #4: Due 12 Nov. (10% of course grade) This assignment introduces you to an incredibly useful online database Early American Newspapers. Use the Chinook main menu, and type Early American Newspapers as a title search. Then, click on Early American Newspapers, Series 1. This will lead you to the online database. Your task is to find 2 advertisements for runaway slaves dating from the period , one each from two different colonies. Once you ve reached the EAN site, click on the tab for Article Types, then click on Advertisements, then Search. In the search box at the top, type negro or negroes (the common term used in the 18 th century) and runaway. You can also use the Places of Publication tab to look at papers in particular colonies. You should get a sizeable list of possibilities. Use the View Article option to see the entire ad. Don t just take the first two ads you see; hunt around for some of the longer, more interesting examples. When you ve selected your two ads, save them as PDFs so you can include both of them along with your paper. The paper itself will be a detailed analysis of the contents of the ads. What information is provided to help identify the runaway slave? What conclusions can be drawn from that information? What can this kind of source tell us about slavery in the 18 th - century colonies? Note: Be sure your ads are really for runaway slaves, not free blacks or indentured servants. If the runaway has a last name, he/she was not a slave. If you have any questions about the ads you ve chosen, contact me BEFORE writing the paper to make sure you have good examples. If, for your analysis, you need to go a bit beyond the 750- word limit to do a thorough job, that s okay but no more than 1000 words. Please note: to gain access to this database from off- campus, you will need a VPN connection for your computer. 8

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