Midterm Essay #2: Due Thursday, Midnight at Latest

Turn in by Midnight of Thursday the 24th September.
I suggest that after you finish the quizzes and have studied the second half of the text, sit down and write this essay as an "in-class" essay. Then, if you wish, you can go through the text for additional examples to support your argument.
Please do your own work, no plagiarism.

Email your essay to nan.yamane@canyons.edu with H111 MT#1 in the subject line, by the 24 September deadline, midnight.
Please Answer the question in the form of an argument, as we have been doing on the Bulletin Board, using evidence you find significant to support your point. The idea here is to develop your thoughts on these topics, and on early American history.

Posted Tuesday 22 September due by Thursday 24 September, Midnight - (please email your essay to me at nan.yamane@canyons.edu/ Go!H111 MT Essay #2 in Subject Line). YOU CAN TURN IN THE MIDTERM ANYTIME UP TO THE 24TH SEPTEMBER, NO LATER THAN MIDNIGHT.

*Overall, what were the reasons for regional divisions, and which of

these reasons do you think most powerfully explains Civil War?

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(FOURTH WEEK) 9/21

Class #5: Chapters 12, 13, & 14

Chapter 12: Religion and Reform

1-Individualism: Aliexis de Tocqueville; Emerson and Transcendentalism; American Letters; Brook Farm; 2-Communalism: Shakers; Fourier's Phalanxes; John Humphrey Noyes; Oneida Community; Mormons; 3-Abolitionism: Race Uplift; Euality; Rebellion; Garrison and Evangelical Abolitionism; Opposition and Conflict within movement; Freedom Journal 3-Women's Rights: Origins of Women's Rights; Abolitionism and Women's Rights; Seneca Falls and Women's Conferences USE THE FOLLOWING IDENTIFICATIONS IN YOUR EXPLANATIONS: David Walker's Appeal; James Forten, Prince Hall, Hosea Easton, and James Allen; John Russwurm & Samuel Cornish; Joseph Smith; William Lloyd Garrison & The Liberator; Theodore Weld; Nat Turner; Ralph Waldo Emerson; American Anti-Slavery Society; NY Female Moral Reform Society; Abolitionist Campaigns and riots; Gag Rule on anti-slavery petitions; Grimke Sisters; Liberty Party; Fourier in Midwest; Transcendentalists; Dorothea Dix; Margaret Fuller on Woman in the Nineteenth Century; Henry David Thoreau On Walden Pond; Brigham Young; John Humphrey Noyes, Oneida; Seneca Falls; Nathaniel Hawthorne's Scarlet Letter; Herman Melville's Moby-Dick; Harriet Beecher Stow's Uncle Tom's Cabin; Walt Whitman's Leaves of Grass; Polygamy.

Chapter 13: The Crisis of the Union, 1844-1860

1-Manifest Destiny Cotton Economy, Independence of Texas, Oregon and California, Election of 1844; 2-War, Expansion, and Slavery, 1846-1850 Mexican War; Divisive Victory; 1850 Crisis and Compromise; 3-End of the Second Party System, 1850-1858: Resistance to the Fugitive Slave Act; Political System in Decline; Kansas Nebraska Act and New Parties; Election of 1856; Dred Scott; 3-Abraham Lincoln and the Republican Triumph, 1858-1860 Lincoln and Politics; Fragmented Party System -USE THE FOLLOWING IDENTIFICATIONS IN YOUR EXPLANATIONS: Gang Labor System; justification for slavery; Adams-Onis Treaty of 1819; Stephen Austin; General Antonio Lopez de Santa Anna; Davy Crockett and Jim Bowie; Sam Huston; Cattle Raising in Mexican California; Mexican Independence; Oregon migration overland; John O'Sullivan; Republic of Texas; Texas admitted as a slave state; James K. Polk of Tennessee; John Slidell diplomatic mission to Mexico; General Zachary Taylor; U.S. declares war on Mexico; Treaty with Britain divides Oregon; Wilmot Proviso; Captain John C. Fremont; General Winfield Scott in Mexico City; Gold in California; Free Soil Movement and Party; Whigs; Republicans; and the Republican Party; Treaty of Guadalupe Hidalgo; Compromise of 1850; Fugitive Slave Act; American Know-Nothing Party; Harriet Beecher Stowe's Uncle Tom's Cabin; Kansas-Nebraska Act; Roger Taney; Republican Party; "Bleeding Kansas;" Dred Scott v. Sandford; James Buchanan; Lincoln-Douglas debates; Abraham Lincoln; Jefferson Davis.

Chapter 14: Two Societies at War, 1861-1865

(Go to your local library and take a look at Ken Burns multi-video set on the Civil War)

1-Secession and Military Stalemate, 1861-1862. Choosing Sides; War Aims and Strategies Toward Total War Mobilizing Armies & Civilians; Resources 3-The Turning Point: 1863 Emancipation, Gettysburg 3-The Union Victorious, 1864-1865 Election of 1864, Sherman's March USE THE FOLLOWING IDENTIFICATIONS IN YOUR EXPLANATIONS: Know the order of succession of southern states; Confederate States of America; Abraham Lincoln; Fort Sumter; Virginia leaves with Upper South; General Benjamin Butler declares runaways as contraband of war; greenbacks; Battle of Bull Run; Shiloh; Antietam; Sherman march through Georgia; writs of habeas corpus; martial law; Homestead Act; transcontinental RR subsidies; Emancipation Proclamation; Gettysburg; Sherman's March; Thirteenth Amendment; Robert E. Lee; Ulysses S. Grant. UNDERSTAND the unfolding of events, the succession of states that leave the Union and why; Ernest Duveyier de Hauranne; Dolly Sumner Lunt & Sherman's March through Georgia; Emancipation Proclamation; Charles Sumner; Thaddeus Stevens; Radical Republicans.

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(FOURTH WEEK) 9/14

Class #4: Chapters 9, 10, & 11

Chapter 9: Republican Society

Chapter 9: "The Quest for a Republican Society, 1790-1820"

This chapter focuses on American society after the Revolution and before 1820. How do values translate to the political factions you have just read about? What are the regional differences in Republicanism--what is Democratic Republicansim and what is Aristocratic Republicanism? Why does the Second Great Awakening occur, and what is its impact on Americans?

Chapter 10: Economic Revolution

Economic Revolution! What does this mean? The Industrial Revolution begins with the textile mills in New England, mills that use more and more of southern cotton, and results in larger "economies of scale"--as markets grow along with the need for better transportaion and stronger infrastructure. What are these changes, and who do they affect the most? How do they affect regions? Who benefits the most?

Chapter 10: "The Economic Revolution, 1820-1844"

1-Northeastern Manufacturing: Understand the changes in labor with the growth of the factory, the nature of artisan work, the textile industry, Mechanics and technology, the nature of wage work and the beginnings of the Labor Movement in the U.S.; 2-The Market Revolution: How does migration to the Southwest and the Midwest affect business? Explain the "transportation revolution" and its impact on regions and urban growth, "cities and towns." 3-Changes in the Social Structure: Impact of economic growth on society and the development of class divisions; Charles Grandison FinneyArthur and Lewis Tappan; the American Temperance Society. USE THE FOLLOWING IDENTIFICATIONS IN EXPLAINING THESE POINTS: Chapter Identifications: Division of Labor; mechanics; Lowell "mill girl"; Market Revolution; Transportation Revolution; Business Elite; Middle Class; Urban Workers; the Poor; Benevolent Empire; temperance Movement--Oliver Evans, Samuel Slater, Eli Whitney, Robert Fulton, "Cotton Kingdom," Boston Manufacturing Company in Waltham, Massachusetts; Erie Canal; Fed land price reduced; gender-based labor; Building Trade Workers; Panic of 1819; Congress protective tariff increase in 1828, Gibbons v. Ogden; Panic of 1837; John Deere; European financial crisis; immigration of 1840s from Ireland & Germany; Railroads; machine tool industry; financial panic of 1857.

Chapter 11: Democratic Revolution

Chapter 11: "A Democratic Revolution, 1820-1844"

1-Rise of Popular Politics, 1820-1829: Explain the rise of popular politics and the effect on politics in the U.S.; the nature of political parties; the Election of 1824; and the last "Notable" president (JQ Adams); the Election of 1828 2-Jacksonian Presidency, 1829-1837: What is Jackson's program and how is he perceived by the public, Tariff and Nullification; Bank War; Indian Removal 3-Class, Culture, and the Second Party System: Whigs; labor and the Great depression; "Tippecanoe and Tylerto, too;" Working Men's parties; Closed Shop Agreements; Blacklists; Labor Strikes. USE THE FOLLOWING IDENTIFICATIONS IN EXPLAINING THESE POINTS: Alexis de Tocqueville; Revision of State Constitutions; John Quincy Adams; Henry Clay; American Stystem; Philadelphia Working Men's Party; "Tariff of Abominations;" South Carolina Exposition; Andrew Jackson; Indian Removal--Jackson and Congress; Cherokee Nation v. Georgia; Bad Axe Massacre; Jackson and the Second Bank; South Carolina's intention to Nullify Tariffs of 1828 and 1832; Cherokee Nation v. Georgia; Worcester v. Georgia; Force Bill and Compromise Tariff Act; Whig Party; Henry Clay, John C. Calhoun; Daniel Webster; Roger Taney; Charles River Bridge Co v. Warren Beridge Co.; Trail of Tears; Van Buren; Independent Treasury Act; John Tyler; William Henry Harrison; Preemption Act; Commonwealth v. Hunt.

(THIRD WEEK)

Class #3: Chapters 7 & 8/ MIDTERM ESSAY WEEK

The Midterm is posted in Course Documents--take a look at the questions, choose ONE. CHOOSE ONE QUESTION and turn in your essays by Midnight of Thursday the 17th September. Again, please do only your own work, and work hard to put together your own essay. No plagiarism. Think about these questions while you finish taking the quizzes for Chapters 7 & 8, also take a look at the discussion questions--then sit-down to write the essay.

When you are finished, email your essay to me at nan.yamane@canyons.edu with H111 MT#1 in the submect line.

CHOOSE ONE QUESTION--turn in by Midnight of Thursday the 17th September.
I suggest that after you finish the quizzes and have studied the first half of the text, sit down and write this essay as an "in-class" essay. Then, if you wish, you can go through the text for additional examples to support your argument.
Please do your own work, no plagiarism.

Please Answer ONE QUESTION in the form of an argument, as we have been doing on the Bulletin Board, using evidence you find significant to support your point. The idea here is to develop your thoughts on these topics, and on early American history.

QUESTIONS:

#1/ Compare the social and economic underpinnings of life in the New England colonies to that in the Chesapeake and Southern colonies about 1750. How are their lives similar? How are they different? Why?

You might do this in roughly a four paragraph answer--the first laying out your argument and evidence to come, the second on New England life, the third on the Chesapeake/ South, and the fourth on your conclusions. Your conclusions are extremely important, summing up the meaning of your comparison.

#2/ Unification of colonial interests is a significant reason that colonists win their battle for independence from the British. Analyze this unification--what are the strengths and the weaknesses to be found in this colonial unity?

Again, you might do this in roughly a four paragraph answer--the first laying out your argument and evidence to come, the second on strengths, the third on weaknesses, and the fourth on your conclusions. Your conclusions are extremely important, summing up the meaning of your comparison. This is just a suggestion, your organization depends upon your argument--perhaps you think one is more important than the other--if this is the case, it will affect your organization. Just make sure you organize your essay around your argument

(THIRD WEEK) 9/8

Class #3: Chapters 7 & 8/ MIDTERM ESSAY WEEK

MIDTERM EXAM #1/ Posted Here and on Course Content Page

Chapter 7: "The New Political Order, 1776-1800"

There are THREE SECTIONS to this chapter. The first is on creating Republican Institutions, the second is on the Constitution of 1787, and the third is on the political crisis of the 1890s. Explain these three significant perspectives on understanding the establishment of a political system, using the following as a guide. What does Jefferson's presidency and views by 1800 reveal about changing perceptions of government in just one decade?

Chapter 8: "The Dynamics of Western Settlement and Eastern Capitalism, 1790-1820"

Field Trip: Lowell Mill Museum Exhibits/ http://www.nps.gov/lowe/photosmultimedia/multimedia.htm (Below, Lowell Mill and the patent for Eli Whitney's Cotton Gin).

There are THREE SECTIONS to this chapter, which is all about EXPANSION. Expansion west, with all of the transportation and communication developments that new settlement entailed, along with the Jeffersonian "Republican Revolution" of 1800. How did Jefferson contribute to expansion? How was expansion linked to the War of 1812? Finally, what impact does industrial expansion have on public policies as seen in politics and in the Supreme court? What does Henretta mean by the "Capitalist Commonwealth"?What do Red Jacket's words reveal about the West? And what do the observations of Alexis de Tocqueville reveal about the eastern world?

"The Dynamics of Western Settlement and Eastern Capitalism, 1790-1820"

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(SECOND WEEK)

Class #2: Chapters 4, 5, & 6

Happy Labor Day Weekend!

A. Chapter #4

Chapter 4: "Growth and Crisis in Colonial Sosiety, 1720-1765"

What qualities of colonial life in British North America foster a life independent from England? What events occur between 1750 and 1765 that conribute to a stronger desire for freedom among colonials? This chapter addresses life in the colonies, on the one hand, and about increasing conflicts with England, on the other. Settlement and establishment of colonies also brings conflict with both Indian tribes and the French.

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B. Chapter #5

Chapter 5: "Toward Independence: Years of Decision, 1763-1775"

Why do the colonials decide to fight for independence, and who are its strongest supporters? As you read this chapter, look ahead in history instead of thinking of the Revolution as an inevitable occurrence. Put yourself back in this time, why might you have joined the Revolution, what would it have taken to persuade you? Why might you have remained loyal to the British? Below are more questions, suggestions for online field trips and film, along with the week's chapter guide. (Pictures below from "Son of the South" Website on the Revolution, below, 1775 Lexington Battle Map--humor above from the Library of Congress)

#1: In the mid-18th century, Americans were not thinking of Independence, and by 1775 and 1766, this begins to change--why? To what extent were Americans economically independent of Britain? In what ways were they dependent upon Britain?

#2: Optional Field Trip: The Freedom Trail--Boston has a video and some pics regarding the freedom trail (first reference below), which you can read about in the following two websites of the Freedom Trail Foundation and the National Park Service. You can actually google various sites along the trail, such as in New York, to continue your "virtual tour"--but why don't you just visit Boston, especially if you have never been there.

"City of Boston Freedom Trail"/ http://www.cityofboston.gov/freedomtrail/ (video)

"Freedom Trail Tours"/ http://www.thefreedomtrail.org/visitor/walking_tours.html

"NPS, Freedom Trail"/http://www.nps.gov/bost/index.htm

#3: There are a number of films on the Revolution, and you can likely find them in your local public library. For example, there is one enttitled Liberty! that is fairly good, there is also the new HBO series on John Adams, which is in most video rental stores.

#4: Chapter Reading Guide

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C. Chapter #6

Chapter 6: War and Revolution, 1775-1783

How did the war begin, and why did the colonials win?

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(FIRST WEEK)

Class #1

1-GOOGLE EARTH/ http://earth.google.com/

2-WORLDATLAS.COM http://www.worldatlas.com/webimage/countrys/nariv.htm

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The purpose of this "Lecture" is to introduce the organization of our online class, and the assignments, and then to address the first week's readings. I have a google earth "virtual travel" assignment that will help prepare you for the first readings.

I.

INTRODUCTION TO CLASS & ASSIGNMENTS

First of all, this class is based on reading, discussion, and the writing of answers to questions. You will then be asked to answer thematic questions about the course of American History before 1865, and to think about why events occur. Along with the text, there will be some documents to be found on the web. I also wanted to say a few words about the course requirements, which are more fully explained now on the "Requirements" page--take a look.

FIRST of all, Participation: Participation means turning work in on time. There is ONE discussion Board Posting assigned, along with commenting to these postings. These Discussion Postings should be in the form of argument and evidence--answer the question with your interpretation, backing up your points with examples, especially from the documents. You also get points for your check-in and introducton.

SECOND, quizzes: Quizzes will be based on reading, discussion, and class themes/ questions found on this THURSDAY page. I will be giving you a practice quiz this weekend. One you can complete in your own time, the others will be timed--as will be the regular quizzes. I will give you EXTRA CREDIT points for these quiz, and the main objective here is to give you practice and a sampling of my questions.

THIRD, the Midterm Essays: While the quizzes will test you on particular points from reading and class, the Midterm Essays are designed to help you think about the material, and to understand significance. I will be posting questions to prepare you for these essays--they will be the questions you find on these "Lecture" pages. For example, comparing Native, European, and African cultures and relationsips in the Americas, which you will do this week, will in turn help to prepare you for your choices on the Midterm. I will post these over the weekend, and let you know where to find them.

The essays are designed as "in-class" exams. In other words, study the material, then access the question and sit down to write. I will grade them as "in class" essays rather than formal papers, so it is to everyone's advantage to take them in this way. I will be primarily evaluating the quality and thoughtfulness of your answers, as well as your points of evidence. Your essay should be coherent and clearly written, though again, I will be grading it as an exam that you sat down to write in an hour/ hour and-a-half.

Finally, though this is a virtual class room, so to speak, please show respect for one another and for the process of scholarship by doing your own work, and by helping one another. I will have regular chat room sections, for "real time" discussions, and I believe you all can meet in the BB chat rooms as well. You can have virtual discussion and study sessions, so please use the technology to get the most out of the class.

I hate to even bring this up, but I must underscore that any PLAGIARISM results in a "F" in the class. I want to hear YOUR ideas, I want to read YOUR work, not the ideas of others. Develop YOUR critical thinking skills, and it is hard work. It is challenging to read, think, and write history--but in the end, it adds to your own development and depth of knowledge.

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II.

INTRODUCTION TO FIRST READINGS

I. TIME & PLACE

Chapter 1: "Creation of American Society, 1450-1775"

First of all, I thought we might begin with some virtual travel. First of all, go to this basic map of rivers, to be found at: WORLDATLAS.COM http://www.worldatlas.com/webimage/countrys/nariv.htm. You should know where to find: Rio Grande, Brazos, Missouri, Mississippi, Ohio, St. Lawrence, Colorado, and Columbia Rivers--study them and their locations.

THEN treat yourself with a "Google Earth" trip by going to: GOOGLE EARTH/ http://earth.google.com/

If you don't already have "Google Earth" on your computer, then you may have to download it (for free), and it is well worth it. Once you have downloaded "Google Earth," then Fly to the following places:

Mexico/ Mexico City, Guatemala, the Yucatan Peninsula, New Mexico, Louisiana to Wisconsin, Natchez-Miss, St. Louis, the Mississippi River Valley, Ohio, North Carolina--these are places where the First People in North America lived.

Explore, travel, enjoy.

Among the First Peoples addressed in the book are the Mayas, the Aztecs, the Pueblo Peoples of the Southwest (Hohokams, Mogollons, Anasazis); Hopewell, and Cahokia (Mississippian Civilization).

Take a look at these maps, you might read about some of these peoples, and more will be up Tuesday. . .

1-RED, WHITE, & BLACK": NATIVE AMERICANS, EUROPEANS, & AFRICANS

Chapter 1: "WorldsCollide: Europe, Africa, and America, 1450-1620"

Compare Native, European, and to some extent, African societies about 1400 to 1450. How do the economies, societies, politics, and religions of these people compare between 1400 and 1600? What propels the English to the New World, what are their motivations? Which of these regions and cultures, do you think, allow people the most freedom, physically and ideologically? Use the following identifications to answer these questions.

Chapter 2: "The Invasion and Settlement of North America, 1550-1700"

When you think of the results of the European settlements in the New World, what adjectives come to mind? What was the result? What worlds did they create in North America, particularly the British settlements in the Chesapeake, Maryland, and in New England? What was the impact of conflict, war, and violence? What was the role of religion on the Indian populations and on the settlers? What was the role of the developing bodies of self-government in these colonies? There are FOUR sections in this chapter--explain the main points by using the people/ events/ issues listed below.

Imperial Conflicts and Rival Colonial Models--Explain each of the following using the people/ event/ terms listed.

New Spain: Colonization & Conversion: Francisco Vasquez de Coronado, pacification, Franciscans, encomenderos, "wet heads," Juan de Onate, Pope, Pueblo Revolt

New France: Furs & Souls: Jacques Cartier, Huguenots, beaver pelts, the Huron, the Iroquois, Robert La Salle, New Orleans, Wars (conflict), Samuel de Cahmplain, Jesuits, epidemics, cult of the Virgin Mary (differences b/t Franciscans and Jesuits, Spanish nnd French)

New Netherland: Commerce: Dutch Republic, Henry Hudson, Dutch East India Company, West India Copany, New Amsterdam, Kiliaen van Rensselaer, Fort Orange, Algonquians, Peter Stuyvesant

English Virginia: Settlers and a Staple Crop: Sir Humphrey Gilbert, Sir Walter Raleigh, joint-stock companies, Queen Elizabeth I, 1607 Expedition, James River, Jamestown, Pamunkey, Powhatan, John Rolfe, Pocahontas, Virginia Compan land grants, "Greate Charter", House of Burgesses, Opechancanough

The Chesapeake Experience--Explain each of the following using the people/ event/ terms listed.

Settling the Tobacco Colonies: James I, Privy council, Anglican Church, Charles I, Cecilius Calvert Lord Baltimore), Maryland, Catholics and Protestants, tobacco, St. Mary's City, Maryland's representative assembly, Toleration Act, life in the Chesapeake-Malaria

Masters, Servants, and Slaves: Masters, Servants, Slaves (chattel slavery)

The Seeds of Social Revolt: Act of Trade and Navigation, Planter-Merchants, middle-men, Charles Carroll, Governor William Berkeley

Bacon's Rebellion: freeholders, Susquehannock Indians, Nathaniel Bacon, Bacon's Rebellion, "Manifesto and Declaration of the People

Puritan New England--Explain each of the following using the people/ event/ terms listed.

Puritan Migration: family migration, Pilgrims, Puritans, Church of England, Mayflower, Mayflower Compact, Smallpox, representative self-government, Charles I & Parliament, Puritan Exodus 1630s, "City Upon a Hill", John Winthrop, "New England", Massachusetts Bay colony, General Court of Shareholders/ Colonial Legislature, Congregationalism, John Calvin-Calvinists & predestination, God's grace, Roger Williams, Anne Hutchinson, covenant of works vs. covenant of grace, Thomas Hooker, Oliver Cromwell, Charles II, restoration of the monarchy

Puritanism and Witchcraft: Witchcraft, Salem Witchcraft Trials

A Yeoman Society, 1630-1700: Yeoman farmers, proprietors, town meetings, selectmen, taxes, ordinances, General Court, freeholders

The Eastern Indians' New World --Explain each of the following using the people/ event/ terms listed.

Puritans and Pequots: justification for taking Indian lands, brutality in New England, Pequot Massacre, "savages", Indian conversions, praying towns

Metacom's (King Philip's) Rebellion: Indian population, Metacom/ King Philip of the Wampanoags, Mohegans and Mohawks, Algonquian migration inland, Mary Rowlandson and Captivity Narratives

The Fur Trade and the Inland Peoples: English and Indian trade items and networks, Iroquois Five Nations (Seneca, Cayuga, Onondaga, Oneida, and Mohawk), French and Dutch fur trade networks, New York, cultural diversity, Jesuit Missionaries, Iroquois alliance with the English and Dutch, French Alliance with Ottawas, Foxes, Sauks, Kickapoos, Miamis, and Illinois, role of women

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Chapter 3: "The British Empire in America, 1660-1750"

When you think of the results of the European settlements in the New World, what adjectives come to mind? What was the result? What worlds did they create in North America, particularly the British settlements in the Chesapeake, Maryland, and in New England? What was the impact of conflict, war, and violence? What was the role of religion on the Indian populations and on the settlers? What was the role of the developing bodies of self-government in these colonies? There are FOUR sections in this chapter--explain the main points by using the people/ events/ issues listed below.

The Politics of Empire, 1660-1713--Explain each of the following using the people/ event/ terms listed. These years are bounded by Charles II, with his land grants and construction of Mercantilist policies, after 1660, and the Treaty of Utrecht in 1713, and with it, the rise of British power and concessions gained from France and Spain. Within these years there is a rise in royal control over the colonies, with the creation of the Dominion of New England, which was expanded to include New York and New Jersey in the same year of the Glorious Revolution (1688). The Glorious Revolution established a constitutional monarchy in Britain, and a wave of revolts against royal power notably in Massachsetts, Maryland, and New York. King William (William and Mary) wanted colonial support for "a war against Catholic France," and thus followed the relaxing of royal control and the reestablishment of colonial self-government.

The Great Aristocratic Land Grab: Charles II gave away land between Connecticut and Delaware Rivers to the Duke of York (1664), along with land in the Carolinas to eight aristocrats; manorial vision v. vision of freeholders (as seen in Bacon's Rebellion); revolt against the Fundamental Constitutions (SC); Africans and Indians and whites from Barbados in the Carolinas; Quakers in Pennsylvania; Middling Class Quakers, farmers, Dutch and German immigrants; Pennsylvania and Freedom of Conscience.

From Mercantilism to Imperial Dominion: Mercantalism; rivalry with the Dutch; Navigation Act of 1651; parliamentary Acts in 1660 and 1663; Revenue Act of 1673; British commercial wars b/t 1652 and 1674; British control of West African Slave trade; Edward Randolph; 1679 Lords of Trade control; English Court of Chancery annuled Mass Bay Charter (for violation of Nav Acts); James II and royal control (admiration of French and Catholicism); Dominion of New England; and Sir Edmund Andros.

The Glorious Revolution in England and America, 1688: James II; William, Mary, & the Glorious Revolution 1688; Bill of Rights; John Locke & Two Treatises on Government (1690); individual rights; revolt in Boston & undermining of Puritan rule; Maryland rebellion 1689; New York, Jacob Leisler, the Dutch, and class divisions; colonial rule.

Imperial Wars and Native Peoples: War of Spanish Succession; Carolinians and the Creeks; St. Augustine; Yamasee War; Tuscarora War; Deerfield Attack; "covenant chain" of military alliances; Treaty of Utrecht.

The Imperial Slave Economy--Explain each of the following using the people/ event/ terms listed. The Atlantic system resulted in economic growth and stability in the colonies. Tobacco and rice were at the heart of aristocratic and slave cultures in the South, while the development of farming, ship building, and trade were at the core of merchant dominated life in the middle and northern colonies. In this era, the seaport cities grow as the colonies become increasingly stable. What happens to class identifications in these years?

The South Atlantic System: Sugar, tobacco, rice, and African slaves; Brazil and the West Indies in 15th-16th centuries; sugar; Madeira Islands; Portuguese and Dutch traders and the African slave trade; British and French in 18th and 19th centuries; Elmina, Whydah, Loango, Cabinda; b/t 1700-1810, 7 million Africans brought to the Americas (esp 1780s); Dutch sugar in West Indies taken over by British; Barbados; Jamaica; sugar cane processed into raw sugar and molasses; Adam Smith--sugar most profitable crop; Navigation Acts reulted in British control; sugar and tobacco in 1750 = half all British exports; slave trade profit to Britain via the Royal African Company; Roayl navy and shipping became British strength; brought "economic decline, political change, and human tragedy to West Africa"; 15 million Africans taken; slaves worth more in the Americas than the guns, ron, rum, cloth, and European products for which they were trades; left centralized states and military conquest in West Africa; royal house in Dahomey and the Asante Kings; Benin; left gender imbalence and harsh forms of slavery within Africa; Middle Passage; brutal labor regimen; inadequate diet; conditions of death.

Slavery in the Chesapeake and Suth Carolina: Tobacco revolution in Chesapeake and Carolinas; increased importation of slaves; b/t 1692 and 1720, codification of slavery in the Chesapeake and Carolinas; conditions of slavery relative to the West Indies; conditions in South Carolina; absentee ownership; rice growing culture.

Emergence of an African American Community: Gold Coast, Gambia, Congo, Angola; Mende, Hausa, Ibo, Yoruba clans; importance of kinship; Gullah English; from African to African American; slavery and family structure in the Chesapeake (Maryland); "country markings"; wood carvings; mortars and pestles; design of houses; and religious beliefs (conjurers and christianity).

Resistance and Accommodation: Refusal to work; running away; the branding and punishment of slaves; joining Indian tribes; attacking and killing overseers and owners; and uprisings (Stono Rebellion of 1739).

Southern Gentry: Rise of planter class and patriarchy; farm tenency; plantation self-sufficiency; encouraged slave-owning and reduced taxes for poor whites; broadened suffrage; occupied middle ranking jobs--sheriffs, surveyors, etc.; established affluent aristocracy with larger plantation houses and wealthy lifestyles; Robert "King" Carter (take a web tour: http://www.christchurch1735.org/ ); European education and etiquette.

Northern Maritime Economy: New England supplied bread, lumber, fish, and meat in the trade--to Europe and to the West Indies--supported by sugar and slaves; created American merchant fortunes based in New England and the middle colonies, such as New York; distilled rum; shipping and facories; fishing; also southern ports such as Charleston benefitted; rise in port cities and need for artisan labor; urbanization; sawmills and building trades (housing and shipping); interior trade for wheat, corn, and flour; growth of towns; development of the merchant elite; rise in the number of urban laborers; free v. slave labor in the cities; economic cylcles.

Olaudah Equiano, "The Brutal 'Middle Passage'" --Who is Equiano, and why do we know about him and his experiences?

The New Politics of Empire, 1713-1750--Explain each of the following using the people/ event/ terms listed. After the Glorious Revolution, colonial assemblies become stronger while Britain becomes less involved in colonial affairs. Said William Penn: "The people in power in America think nothing taller than themselves but the Trees." (Henretta, p. 91)

Rise of Colonial Assemblies: Whig challenge; Declaration of Rights (1689); Colonial Assemblies and governors, taxation, local appointments; elitist political system; Lee family in Virginia, John Adams in Massachusetts; fear of the "crowd" and popular pressure.

Salutory Neglect: George I and George II; Edmund Burke and "Salutary Neglect"; Sir Robert Walpole and the British Whigs; role of the Board of Trade; Radical Whigs; Court v. Counry Paries in England, British Liberties.

Protecting the Mercantile System: Walpole and British commercial interesets v. Spanish and French threats; subsidy for Georgia (refuge for British poor); protection of South Carolina rice; convlict with the Spanish and the war of "Jenkins' Ear"; the war of Austrian Succession; Treaty of Aiz-la-Chapelle (1748).

American Economic Challenge: English prohibitions against colonial manufacture (textiles, hats, iron plows, axes, skillets); increased purchases from England; Navigation Acts' loophole regarding American shipping; increased West Indies trade; trade with the French West Indies; Molasses Act 1733;bills of exchange; land banks; 1751 Currency Act; and 1749 Charles Townshend/ Board of Trade.

Joseph Dudley and John Winchester, "A 'Leveling' Spirit in the Colonies": What do Joseph Dudley's observations reveal about popular ideas about the "rights of Englishmen"?

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