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American Revolution and Federalist Era
George Washington rebukes Charles Lee at the Battle of Monmouth; Washington
may have erred; Lee's response to the rebuke cost him his command and reputation.
What does this episode and image suggest about contingency in the history of the American
Revolution?
Dr. Crowther
Fall 2016
Catalog Description: A survey of the period from 1761 to 1801, with particular attention to the
American Revolution, the Confederation, the Constitutional Convention, and the administrations
of Presidents Washington and Adams.
HAPPS Academic Program Goals:
1. HAPPS will promote student learning in discrete courses, minor, emphasis, and
degree programs;
2. HAPPS will provide learning opportunities for students to acquire and assessments of student
progress in acquiring an appropriate understanding of the relevant literature and scholarship in
History, Government and Philosophy;
3. HAPPS will provide learning opportunities for students to acquire and assessments of student
progress in acquiring appropriate skills in producing scholarly research and critical readings of
scholarship.
4. To support the general studies program with effective general studies offerings.
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Student Learning Outcomes:
To complete the course successfully, students shall meet the following student learning outcomes
through successfully complete the assessment measures below.
Student Learning Outcomes
Define and analyze key terms,
ideas, and concepts
concerning the American
Revolution and Federalist Era.
Demonstrate an understanding
of the interplay of terms,
ideas, and concepts
concerning the American
Revolution and Federalist Era.
Examine, appraise, and
contribute to selected
scholarly debate about key
terms, ideas, and/or concepts
in the history of the American
Revolution and Federalist Era.
Relevant Program Goal
1, 2, 3, 4
Assessment Measures
Identification items and essay
questions on formal tests.
1, 2, 3, 4
Essay questions on formal
exams and monograph essays
1, 2, 3, 4
Essay questions on formal
exams, monograph essays, and
the term paper process.
Student requirements: Read texts as assigned ; stand successfully for three examinations (two
unit tests and a comprehensive final); produce an acceptable ten page term paper on an aspect of
the history of the American Revolution(see below); produce three acceptable book reviews on
the assigned monographs.
Syllabus:
Texts: John Ferling, A Leap in the Dark: The Struggle to Create the American Republic, Oxford
Univeristy Press ; Young, Nash, & Raphael, Revolutionary Founders: Rebels, Radicals, and
Reformers in the Making of the Nation; Carol Berkin, Revolutionary Mothers: Women in the
Struggle for American Independence.
Unit One: Dissolving the Bands. Ferling, xi-176; (Historiography; The Great War for the
Empire; New Colonial Policy; Policy and Its Discontents; Shifting Tides and Shipping Tea;
Continental Congress; Independence? (HISTORIOGRAPHY notes)
Test One: October 4
Unit Two: The War for Independence, the Confederation, and the Constitution. Ferling, 176-314;
(Contingency on the Battlefield; Whose Revolution; The Southern Strategy; Political
Independence; A Critical Period?; Challenges under the Articles, The U. S. Constitution,
Ratification--Kinda Kinky )
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Test Two: November 15
Unit three: The Federalist Era and Epilogue. Ferling, 315-488; . (President Washington and the
Scope of National Power; Partisanship and President Adams; A Revolution of 1800?)
Final examination: Wednesday, December 14, 10:00 a. m.
Grade scale:
A
B
C
D
F
275-247.5
247-219.5
219-191.5
191-163.5
Below 163
Test One
Test Two
Final
Paper Prospectus
Paper Draft
Final Paper
Berkin Monograph
Essay
50
50
100
10
30
10
25
Key terms from Ferling, Leap in the Dark. To facilitate your mastery of basic content and
historiography of the American Civil War, I've produced a list of terms by chapter from the
Ferling text. You should know each of these thoroughly. The key is to identify the term and to be
able to indicate its significance, that is to relate it to a general topic or to another term. For
example, for Declaratory Act, you might write, "Passed by Parliament in conjunction with the
repeal of the Stamp Act, the Declaratory Act asserted Parliament's right to legislate for the
colonies 'in all cases whatsoever.' " That's one version of an A plus for idenfitication. The
significance may take many forms. For example, "This assertion left the basic issues between the
colonies and the London government unresolved, even as Colonials celebrated the repeal of the
Stamp Act."
1. Benjamin Franklin, Robert Dinwiddie, George Washington, James De Lancey, Albany
Congress, Thomas Hutchinson, Albany Plan of Union, William Pitt.
2. Andrerw Oliver, Crevecoeur, How "British were the Colonists after 1763?, British Perception
of the "Britishness of the American Colonies, New Colonial Policy (a. k. a. New Imperial
Policy), Proclamation of 1763, Admiralty Court, Currency Act of 1764, Sugar Act, Quartering
Act, Stamp Act, Daniel Dulany, Patrick Henry, Virginia Resolves, Ebenezer MacIntosh, Thomas
Hutchinson, Stamp Act Congress, James Otis Jr., Richard Henry Lee, How did the Stamp Act
alter political relationships within the various colonies?, Joseph Galloway, John Dickinson,
Assembly Party, Proprietary Party.
3. Declaratory Act, Townshend Duties, Governor Francis Bernard, Samuel Adams, Sons of
Liberty, Massachusetts Circular Letter, Lord Hillsborough, Embargo, John Dickinson, Liberty,
Boston Massacre, Joseph Galloway, Benjamin Franklin, George Washington, Cherokee Treaty,
partial repeal of Townshend Duties.
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4. Lord North, Earl of Dartmouth, Samuel Adams, Committees of Correspondence, Tea Act,
Hutchinson-Oliver letters, John Adams, London, Nancy, Polly, Dartnouth, Boston Tea Party,
Coercive Acts, First Continental Congress, Factions, Joseph Galloway, Galloway Plan of Union,
Statement of Rights and Grievances, Continental Association, Milita "upon proper footing".
5. "Conciliatory Peace Plan", Franklin's quest for a "durable union", Thomas Gage, Paul Revere,
Lexington, Concord, James Barrett, Second Continental Congress, John Dickinson, John Adams,
National Army, George Washington, Declaration of the Causes and Necessity of Taking Up
Arms, Battle of Bunker Hill, [George III's August 1775 proclamation}, American Prohibitory
Acts, Thomas Paine, Common Sense, [Decision for independence], May 10 Resolution.
6. Richard Henry Lee, Thomas Jefferson, July 2, 1776, July 4, 1776, John Dickinson, Articles of
Confederation, Continental Army, Henry Knox, Dorchester Heights, Battle of New York, Battle
of Trenton, "war of posts", Silas Deane, Louix XVI, new state constitutions, Constitution of
Pennsylvania, John Burgoyne, Battle of Bradywine, Philip Schuyler, Horatio Gates, [Freeman's
Farm, Bemis Heights--call them the Battle of Saratoga], North's Conciliatory Proposal, FrancoAmerican Alliance, Valley Forge, pension proposal, Thomas Conway.
7. Problems of Peace Terms, Conrad Alexander Girard, "southern strategy", peace
commissioners, John Jay, John Adams, Battle of Monmouth, condition of the Army in 1779,
paper money, "Battle of Fort Wilson", [Fiscal policy after 1779], Battle of Camden, Benedict
Arnold, [Crisis of Wartime political leadership and leaders], relinquishment of western lands,
[Nationalists' attempts to strengthen Congress], Robert Morris, impost, surrender of Cornwallis,
Alexander Hamilton.
8. Alexander McDougall, Newburgh Conspiracy, Newburgh Address, George Washington,
Treaty of Paris 1783, [Congress after 1781], [conditions in U. S. after 1783], [conflicting
expectations after American Revolution], Abraham Yates, [Problems with Great Britain and
Spain after 1783], Jay-Gardoqui negotiations, James Madison, the "key" to Madisons "most
original thought", Charles Pinkney, Mount Vernon Convention, Annapolis Convention,
Philadelphia Convention, Daniel Shays.
9. Constitutional Convention, Virginia Plan, Great Compromise, Slavery, 3/5th clause, African
Slave Trade, "state prejudices", "federal relationship", ratification of the Constitution, AntiFederalists, Federalists, ratification in Massachusetts, ratification in Virginia, ratification in New
York, the Federalist, George Washington, "personal for the presidency", Bill of Rights.
10. Report of Public Credit, Alexander Hamilton, James Madison, Compromise of 1790, Thomas
Jefferson, Notes on the State of Virginia, excise tax, Bank of the United States, Philip Frenau,
John Fenno, Republican Party, Report on the Subject of Manufactures.
11. Citizen Genet, Democratic Societies, Theodore Sedgwick, John Jay, Whiskey Rebellion,
achievements of Hamilton, John Adams, Battle of Fallen Timbers, Jay's Treaty, Impact of Jay's
Treaty on Republican Party, Federast response to Republican Attacks, Pinckney Treaty, Fisher
Ames, Washington's Farewell Address, 1796 Election.
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12. Adams' Cabinet, XYZ Affair, Provisional Army, Quasi War with France, Alien and Sedition
Acts, Kentucky and Virginia Resolves, George Washington and the Provisional Army,
Hamilton's Letters, William Vans Murray.
13. Aaron Burr, 1800 Presidential Election, Letter from Alexander Hamilton, Convention of
1800, James Bayard.
14. Thomas Jefferson, "revolution of 1800".
Exam Essay Questions:
Unit One:
1) Discuss the historiography of the causation and nature of the American Revolution. What
were the major schools of thought and historians who typify them? What were their ideas and
their evidences? How would you appraise these schools of thought?
2) For thirteen years prior to the Declaration of Independence, the colonists complained of the
New Imperial Policy. What was it? What features typified it? In what historic context did it
operate? Did the policy matter?
3) Although colonials reacted to the New Imperial Policy in the mid-1760s, the decision for
independence did not come unil July 1776. What political and ideological issues caused the
stasis in colonial-imperial relations and what circumstances changed between 1774 and 1776 to
bring on the declaring of independence?
4) Having read part 1 of Revolutionary Founders, who made the American Revolution and when
did it begin? What do we get from Young, Nash, and Raphael, that we don't get from Ferling's
fine text?
Unit Two:
1) Although ideas played a major role in the American Revolution, the force of arms ultimately
proved necessary to the winning of independence for the United States. Describe the military
events of the American Revolution. Give emphasis to major battles, campaigns, and turning
points.
2) In writing the history of the American Revolution, myopic historians treat the saga as a
chronicle of the thoughts and deeds of great white men. In fact, not all white men supported the
revolution and entire groups that the revolution affected did not share the perspective of the
"founding fathers." How did loyalists, native Americans, women, and African-Americans view
the revolution? To what uses could these groups put the revolution? How did the revolution
alter their status? What do their experiences suggest about the limits and possibilities of popular
memory in conveying the revolution as a war of Independence against tyranny?
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3) At the time of the adoption of the Declaration of Independence, Benjamin Franklin allegedly
said: “We must hang together, Gentlemen. Else we shall most assuredly hang separately.” Yet,
throughout the struggle for independence, the colonial rebels were often fractured by disunity
between those who supported independence and those who were loyalists, between the Congress
and the Army, within the Congress, and among important officers in the Army. What major
episodes illustrate this struggle between unity and disunity? In what ways did it shape, impact,
and alter the quest by the rebels for independence?
4) Having read part II of Revolutionary Founders, how did winning the war affect the various
peoples depicted in the section? What do we get from this particular focus that we don't get from
Professor Ferling? Does it help us understand the American Revolution better or it it just a waste
of time?
Unit Three:
1) For good reason, scholars of the Federalist Era often focus on the role of Alexander Hamilton
as Secretary of the Treasury. What did Hamilton do to invite such attention? Why did his
proposals matter?
2) He got his own HBO special, after feeling disrespected and unappreciated by his peers in his
own lifetime. Never “first in the hearts of his countrymen,” President John Adams presided
during difficult times. Identify and discuss two major domestic issues and two major foreign
policy issues during his tenure in office. Why might Adams’ presidency be a worthy topic of
study to understand the intricacies of the Federalist Era?
3) Perhaps because their side won, historians focus on the achievements of the Federalists in
implementing a central government able to impose its authority over local, state, and regional
dissenters. But there were challenges. Who challenged the Federalists programs and why?
4) Having read Revolutionary Founders, part 3, how did race, class, and gender impact the
debate over liberty, equality, and governance between 1783 and 1801? Ferling clearly didn't
ignore this conflict, so do we get anything here that we need?
Term paper: Each student shall craft a paper, containing a minimum of eight pages of text and
using the endnote citation form described in Turabian, Manual for Writers, addressing an aspect
of social, political, military, diplomatic, or ethnic history of the American Revolution. The
student must make wholesale use of available primary sources and address a controversy in the
scholarship dealing with the era of the American Revolution. You must obtain my informal
approval for a topic by September 29, submit a prospectus describing what you are going to
argue and what souce materials you will use by October 11. You must submit a complete draft to
me by October 27. (You need to think of this as your FINAL draft). I'll return it to you for final
editing . You must submit your final draft by November 17. For your paper draft of October 27
and your final edited draft of November 17, you must submit an electronic copy to the
assignment function in Blackboard and an electronic copy to turnitin.com.To learn about how
your formal writing assignments are evaluated, click on the hyperlinked Rubric .
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Monograph Essay:
You must submit an electronic copy to the assignment function in Blackboard and an electroic
copy to turnitin.com
Berkin Essay: (4 full pages minimum--typed, double spaced; 1 inch marings all around; 12 point
type.) Having read Berkin, Revolutionary Mothers, in what ways did women participate in and
experience the American Revolution? Did this encounter make the revolution, revolutionary?
Due on or before November 10.
Turnitin Infomration: Password amrev Class ID# 13081815
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the Rehabilitation Act. Adams State University is committed to achieving equal educational
opportunities, providing students with documented disabilities access to all university
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students, different accommodations or adjustments may need to be implemented. The Office
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primary resource on campus to discuss the qualifying disability, help you develop an
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appointment with them as early as possible this semester, to receive letters to present to me so
that we can discuss how potential accommodations can be provided and carried out for this
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discuss how best to help you achieve equal access in this course this semester.
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course as defined by the instructor, it includes the freedom to discuss relevant matters in the
classroom. Along with this freedom comes responsibility. Students are encouraged to develop
the capacity for critical judgment and to engage in a sustained and independent search for truth.
Students are free to take reasoned exception to the views offered in any course of study and to
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