HIS 350L/AMS 370: The New American Republic, 1780-1830
Spring 2008—Unique Numbers 29860, 40160
Garrison 2.124
Mondays, 6-9 p.m.
Dr. Carolyn Eastman
E-mail: [email protected]
Office phone: 475-7263
Office: Garrison 3.218
Office Hours: Wednesdays, 12-2, or by appointment
My History Department mailbox: Garrison 1.104 (closes at 5pm)
Course description:
Even after the United States won the Revolution, this victory did not immediately guarantee
national unity or a clear sense of what it meant to be “American.” The period that came to be known as the
“early republic” was marked by intense struggles—for political stability, in acquiring new territories and
conquering wildernesses, in developing new industries and economic markets, and in creating a new body
of arts and letters. Throughout these struggles, new kinds of social groups fought over participation in the
new nation—Southern planters, female intellectuals, small farmers, enslaved peoples, displaced native
peoples, Jeffersonian democrats, and Hamiltonian federalists, to name a few. In short, the Revolution
didn’t so much constitute a satisfying ending to conflict, but a very messy beginning for new forms of it.
This class will examine the competing voices and debates in this crucial era by focusing on the
shared concern to create a new nation and a new culture. We will particularly focus on the larger question,
“What did the Revolution mean?” as it pertains to the situation of different individuals over time—first
within the specific realm of politics and establishing a federal Constitution, and second in a broader range
of settings, including religion, work, domestic life, sexual relations, and historical memory. You will
continue to plumb this question with your research papers. Overall, we will see that despite their impulses
to find a common ground of identity and culture, the United States was a multivalent, complex society by
1830—one that still worried about the possibility of falling apart, perhaps even by a civil war.
Required readings:
• Stephen Burroughs, Memoirs of the Notorious Stephen Burroughs, ed. Robert Frost (Kessinger
Publishing)
• James Fenimore Cooper, Last of the Mohicans, ed. A.B. Guthrie (Bantam Classics)
• Douglas Egerton, Gabriel’s Rebellion (U. of North Carolina Press)
• Hannah Foster, The Coquette, ed. Cathy Davidson (Oxford U. Press)
• Nathan O. Hatch, The Democratization of American Christianity (Yale U. Press)
• Paul Johnson, The Early American Republic, 1789-1829 (Oxford U. Press)
• William Manning, The Key of Liberty, eds. Merrell & Wilentz (Harvard U. Press)
• Jeffrey Pasley, et als, eds., Beyond the Founders (U. of North Carolina Press)
• Rosemarie Zagarri, Revolutionary Backlash (U. of Pennsylvania Press)
• READINGS PACKET available at Paradigm, 407 West 24th Street and on E-reserves:
http://reserves.lib.utexas.edu/eres/ (password: republic).
Required assignments:
1) 1st part of research paper (6-8 pgs), due Thursday, Feb. 21 in my History Dept box (25%)
3) Full draft of research paper (12-15 pgs) (40%)
You will turn in your completed research paper in two parts:
Due MONDAY, APRIL 7, IN CLASS: A full draft to be peer reviewed by one of your fellow students
Due WEDNESDAY, MAY 7, IN MY HISTORY DEPT. BOX: Your final revised draft.
4) Peer editing assignment, due Monday, April 14, in class (5%)
5) Attendance, class participation, and debate (30%)
Research paper:
I will discuss the research paper assignment in detail in class, but in a nutshell: This will be
oriented around one rich primary document or small set of documents from the time period under
consideration, to be chosen by you. Our meeting with the research librarian will assist you in identifying
ways of finding such a document; I will also provide ample ideas. You can examine such options as diaries,
archival materials at one of the UT libraries, printed documents such as magazines or advice manuals,
political treatises, court cases, and so on. You must discuss with me ahead of time your choice of material.
Again, when choosing a document, think about finding one that allows you to consider the question, “What
does this tell me about the long-term effects of the Revolution?”
On Thursday, Feb. 21, you will turn in the first part of your longer paper. This 6- to 8-page essay
should be a stand-alone essay at this point; it should have an intro and conclusion and be as polished as
possible; you will be graded on this draft. Your task with this assignment is to 1) dedicate some time to
wrapping your head around the primary document or small set of documents that you’ve chosen; 2) develop
an argument about it or at least an analytical perspective on it; and 3) analyze it closely in order to show
your reader what you mean by your argument, and to display some of the complex aspects of the document.
Read this document as if it’s the only item that you have to explain an interesting aspect of the past.
In the subsequent revised and expanded essay, you will tie this document and the time period it
represents to a broader aspect of the history of the American early republic.
Class structure:
This is an intense reading, writing, and discussion seminar, not a lecture course. We will read an
average of 180 pages per week, but sometimes this expands to as much as 300 pages. You will also write
over 30 pages of prose. Be certain that you’re willing to read and write this much—and that you’re
comfortable holding your own in discussion—before committing to taking this class.
Academic honesty:
Students should be fully aware of university rules regarding academic dishonesty which include,
but are not limited to, cheating, plagiarism, collusion, falsifying academic records, and any act designed to
give unfair academic advantage to the student. Instructors assume that students will fully comply
throughout the semester and will observe all university procedures in cases of violations. See the Student
Judicial Services website at www.utexas.edu/depts/dos/sjs.
Special needs:
Upon request, the University provides appropriate academic accommodations for qualified students
with disabilities. To determine if you qualify, contact the Dean of Students at 471-6259; 471-4641 TTY. I
will work with you to make all appropriate arrangements; be sure to provide me with a copy of the
certification letter.
Blackboard and your email account:
I will post announcements, office hours, and information about essays on UT’s Blackboard system.
You can login through UT Direct or at http://www.utexas.edu/its/blackboard/. Occasionally I will also need
to email the class as a whole, so keep your email address current on UT Direct.
Grading:
I’m very straightforward about my grading policies and will be happy to post the general guidelines
I use on Blackboard or discuss them with you individually. If you’d like to discuss a grade, please do so
within three weeks of receiving the essay back from me.
Absences, holy days, late assignments, and personal problems:
It is your responsibility to keep me apprised immediately of any illnesses or necessary absences
from class, since any unexcused absence from class will adversely affect your grade. If you get sick,
email me and/or provide me with a doctor’s note. Athletes must present a letter from the Athletics
Department detailing all excused absences. If you need to miss class or an assignment due to the
observation of a religious holy day, it is university policy that you must notify us at least fourteen days prior
to that event. Let me know immediately if you have any other problems that are affecting your progress in
this class; truly, don’t wait to bring them up, since we can find solutions earlier better than later. U
nexcused late assignments will lose 4 points per late day, including weekend days. You must
complete all assignments within two weeks of the original due date to receive credit.
Part 1: Arguing About Politics Per Se
1. January 14: Introduction
2. January 28: The Constitution According to the Federalists
Read: Federalist 2 and 10 (1787), 12 pgs. E-RESERVES
Daniel Walker Howe, “Political Psychology of The Federalist,” 25 pgs. E-RESERVES
Woody Holton, “Evils Which…Produced this Convention,” 14 pgs. E-RESERVES
Painting: John Trumbull, “Declaration of Independence” (1787):
http://www.ushistory.org/declaration/images/trumbull-large1.jpg
Background: Johnson, Early American Republic, ix-xii, 3-29.
NOTE: Tonight’s class will meet first in the foyer of the PCL, where we will meet with the History
bibliographer, Paul Rascoe, for an introduction to finding sources for your research essays. This will take
about an hour, at which point we’ll return to Garrison to discuss the readings. Please arrive early.
3. February 4: The Constitution According to Its Critics
Read: Anti-federalist writings by Cato, Brutus, and Melancton Smith (1787-88), 13 pgs. PACKET
Terry Bouton, “A Road Closed,” 33 pgs. PACKET.
William Manning, The Key of Liberty, 3-14, 39-86, 121-166.
In-class viewing: “Empire of Reason” (1987, ca. 50 mins).
4. February 11: Opposing Interpretations of a “Republic” in the 1790s
Read: Alien and Sedition Acts (1798), 4 pgs. PACKET
Virginia and Kentucky Resolutions (1798-99), 4 pgs. PACKET
Saul Cornell, The Other Founders, pgs. 1-15, 195-218. PACKET
Seth Cotlar, “The Federalists’ Transatlantic Cultural Offensive” in Beyond the Founders, 26 pgs.
Cartoon: “A Peep Into the Anti-Federal Club” (1794):
http://www.historycooperative.org/journals/jah/88.1/images/arkin_f2.jpg
5. February 18: Jeffersonians in Power
Read: Thomas Jefferson, “First Inaugural Address” (1801), 3 pgs. PACKET
James E. Lewis, Jr., “What is to Become of Our Government?” 27 pgs. PACKET
Andrew Robertson, “Voting Rites and Voting Acts” in Beyond the Founders, 22 pgs.
Background: Johnson, Early American Republic, 31-53.
FIRST ESSAY (6-8 pgs) DUE THURS., FEB. 21, IN MY HISTORY DEPT MAILBOX by 5pm
6. February 25: Autobiography, Self-representation, and the Potential for Misrepresentation
Read: Burroughs, Memoirs, pgs. 1-8, 23-99, 219-234, 247-264.
Larzer Ziff, from Writing in the New Nation, 18 pgs. PACKET
NOTE: If you aren’t familiar with Benjamin Franklin’s Autobiography, please refresh yourself by reading
chapters 1-7 at http://www.earlyamerica.com/lives/franklin/. (You can move through it quickly.)
Part 2: The Broader Meanings of Revolution, Democracy, and Liberty
7. March 3: The Revolution in Ecstatic Religion
Read: Nathan Hatch, Democratization of American Christianity, 3-122.
“The Meeting Continued All Night…” (1807), 2 pgs. PACKET
Selections from Lorenzo Dow’s autobiography/journal (1793-95), 7 pgs. PACKET
Engravings:
“Sacramental Scene” (1801), http://www.loc.gov/exhibits/religion/vc006456.jpg
“Methodist Camp Meeting” (1819), http://www.loc.gov/exhibits/religion/00267us.jpg
“Religious Camp Meeting” (1839), http://www.loc.gov/exhibits/religion/f0703s.jpg
8. March 17: African Americans Interpret “Freedom” and “Liberty”
Read: Egerton, Gabriel’s Rebellion, 3-79, 105-178.
Background: Johnson, Early American Republic, 111-159.
9. March 24: Black Protest and Rebellion in Print
Read: David Walker, Appeal (1829), 28 pgs. PACKET
Maria Stewart, “Address before the African Masonic Hall” (1833), 5 pgs. PACKET
Richard Newman, “Protest in Black and White,” in Beyond the Founders, 180-204.
10. March 31: We will take tonight off so you can complete the penultimate draft of your essay.
11. April 7: Rights for “the Ladies”
Read: Rosemarie Zagarri, Revolutionary Backlash, 1-45, 115-186.
Letters between John and Abigail Adams (1776), 9 pgs. PACKET
Priscilla Mason, “Salutatory Oration” (1793), 3 pgs. PACKET
FULL DRAFT OF ESSAY (12-15 PGS) DUE TONIGHT IN CLASS FOR PEER REVIEW
12. April 14: The Politics of Sexuality for the Disenfranchised
Read: Hannah Foster, The Coquette, full text.
PEER EDITING REVIEW DUE TONIGHT IN CLASS FOR WORKSHOP
13. April 21: Worker Radicalism in a Constricting Economy
Read: Sean Wilentz, “Artisan Republican Festivals,” 40 pgs. PACKET
Documents on clashes between masters and journeymen (1804-1819), 9 pgs. PACKET
Thomas Skidmore, “The Rights of Man to Property” (1829), 4 pgs. PACKET
Background: Johnson, Early American Republic, 55-109.
14: April 28: The Politics of Sentimentality for a Disappearing Indian Presence
Read: Cooper, Last of the Mohicans, full text.
Paintings: George Catlin’s “Indian Gallery” (1830s):
http://americanart.si.edu/catlin/highlights.html, especially #s 4, 8, 14, 16, 17, 20, and 28-31
FINAL, REVISED ESSAY DUE WED., MAY 7 IN MY HISTORY DEPT. BOX by 5pm