On-line Syllabus and contacts See syllabus to access my webpage at On-line version of Syllabus is on my webpage under “Current Courses” link to HST 202D –Includes hyperlinks to publisher’s website: –Weekly readings include hyperlinks to Critical Thinking Modules (e.g. “Voices from Slavery” )“Voices from Slavery” –Includes hyperlinks to on-line versions of the student code of conduct and campus/division policies on academic honesty

Outline for Week 1 (week of Weds. 9 January 2008) 1.Economic Revolution and the Nature of History: Remembered and Imagined Pasts a.Week #1 Readings: Rampolla, pp. 1-24, 43-68, 88-95; Henretta, pp , ; Calloway, pp. 1-8, 21-30, b.Discussion Questions: -What are some inherent biases in the discipline of history as an academic pursuit? How do Historians adjust for those biases? -What is the relation between evidence and argument in professional history writing and analysis? -How does choice of evidence influence perceptions of sectional differences in 19th century U.S.? -How did the economic revolution and urbanization trends discussed in Henretta relate to Indians in the West? c. Voices: Lone Dog’s Winter Count ( ); John Gough, Black Hawk, Margaret Bayard Smith

Before Next Meeting (Monday) Reading assignment for Week Two: Week #2 Readings: Henretta, pp ; , Chavez, pp. 1-6, 37-56; Calloway, pp ; Rampolla, pp. 6-17, ; Plagiarism Tutorial (on-line at Bedford/St.Martin’s website) Voices: Keziah Kendall, “An Illinois Jeffersonian”, Kiowas’ Old Uncle Synday, Sharitarish, Four Bears, Naturalization Act of 1790 (U.S. Congress), Plan de Iguala (1821), Mexican Constitutional Congress (1824), Indian Removal Act (U.S. 1830), Treaty of San Lorenzo, Louisianna Purchase Treaty, National Colonization Law (Mexico, 1824), Coahuila-Texas State Colonization Law (1825) Be prepared to discuss material from Chavez by Monday

How does choice of evidence influence perception of Sectional Difference in the United States, 1820s-1850s? A.Discussion of Rampolla, pp. 1-24, 43-68, What are some inherent biases in the study of history? 2.How do historians adjust for those biases? 3.What is the relation of evidence and argument in the study of history? 4.Working with secondary sources (see chart, p. 14) 5.Working with primary sources (see chart, p. 11)

How does choice of evidence influence perception of Sectional Difference in the United States, 1820s-1850s? A.Discussion of Calloway, pp What are the leading sources for Indian voices? 2.What are some of the concerns with interpreting these voices? a.In what circumstances were they recorded for posterity? b.How does Calloway describe the meaning of silence? B.Discussion of Lone Dog’s Winter Count (pp ) C.Analysis of John Gough’s account (p. 318) D.Analysis of Black Hawk’s account (p. 338) E.Analysis of Margaret Bayard Smith’s account (p.331)

B. Perceptions of the West in 19 th century America

Movement of Plains peoples to 1830s What is the bias/perspective of this map? What is the author of the map saying about Indian peoples? Compare with previous maps of Indian Removal and of Indian cultures prior to contact?

Black Hawk, Trading among the Indians, ca. 1830s What regions do these images represent?

Why did Americans become pre-occupied with Indian Removal in 1820s-1840s?

America in transition after the War of 1812 ( ) –Era of rapid growth (geographic, economic, population) –Industrial transformation and emergence of a “reform” ethic (“re-making” nature) –America in transition from rural to urban priorities Reform Context of mass migrations and “social engineering of American Policy –parallels between prison reforms and westward migration (rural/agrarian ideal of virtue) in 1830s –folk imperialism” ideal and the cult of the individual –Westward expansion as an expression of the reform impulse (folk imperialism) –Extension of American cultural values into the West

Indian Removal as an extension of American reform ethic –extension of American cultural values into the West –slavery and industrial development as paired values in 19th century American culture –ecological implications of Indian removal and westward movement Moses and Stephen Austin as agents of “folk imperialism” (a more active process) –migration of wealth (capital) and influence into the West –urbanization/industrialization of the American West –Texas Revolution as an outgrowth of sectional conflicts over slavery Westward migration as a challenge to US leadership in 1820s & 1830s –drained away U.S. capital and entrepreneurial talent –centrifugal forces pulling the U.S. in different directions

Roads and canals to 1830

Urban centers to 1830s

Women and antislavery petitions,

Westward expansion, A.Why are land sales concentrated in these areas? B.Who purchased these lands and how were those purchases financed? 1.Who were the sellers? 2.What were the terms of sale? 3.Who could afford the land? 4.To what purpose was the land developed? C.How did this form of expansion influence the American economy?

Bank Panic of 1837

C.Perceptions of Region in 19 th Century America: Where in America are these images?

Before Next Meeting (Monday) Reading assignment for Week Two: Week #2 Readings: Henretta, pp ; , Chavez, pp. 1-6, 37-56; Calloway, pp ; Rampolla, pp. 6-17, ; Plagiarism Tutorial (on-line at Bedford/St.Martin’s website) Voices: Keziah Kendall, “An Illinois Jeffersonian”, Kiowas’ Old Uncle Synday, Sharitarish, Four Bears, Naturalization Act of 1790 (U.S. Congress), Plan de Iguala (1821), Mexican Constitutional Congress (1824), Indian Removal Act (U.S. 1830), Treaty of San Lorenzo, Louisianna Purchase Treaty, National Colonization Law (Mexico, 1824), Coahuila-Texas State Colonization Law (1825) Be prepared to discuss material from Chavez by Monday