American History I (HI201), Section 1
Anthony A. Ball

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Paper Assignments and Primary Sources

 

The writing assignment for this course is a 5-7 page paper. Papers must be typed, double-spaced, with one-inch margins left/right and top/bottom. You should use a normal sized font (10 or 12 point). Please do not prepare an elaborate cover page or use any kind of plastic folder or jacket. Simply type your name and course information in the upper right hand corner of the first page, in the same way that I have done here.  Papers are due in class on 12/7.  Late papers will be penalized by 1 letter grade for each day, or portion of a day, late.  You may show me drafts of the paper any time before then, which I will gladly critique and return to you within a day or so. For those of you uncomfortable with paper writing, I strongly recommend this. Your final paper should be closely proofread. Your grade will be adversely affected by excessive spelling and/or grammatical errors.

If you go to the web site (TonyBall.com), and click on the "Assignments" icon, you will see this document along with a link to "Primary Sources" for each paper topic. Clicking "Primary Sources" will send you to a list of primary sources which you must utilize in preparing your papers. Clicking a particular document will bring that document up on the screen. You can then read it or print it out for future reference. You don’t have to use all the documents; the list states which documents are relevant to which paper topics. In addition, I am putting several items on reserve in the library downstairs.  These are listed under each paper topic; if I add more I will let you know in class.

At the end of the paper you should provide a list of the sources utilized. If you have used a primary source from the web site, simply cite that source in the same manner as it appears on the list. For example, Richard Frethorne, Letter to His Parents (1623). To cite other sources, refer to the MLA Handbook for Writers of Research Papers, which I have put on reserve in the library.

There are two types of additional research which you may need to do. First, you may need to re-read specific parts of the textbook or other secondary sources to get background information in your topic. Be very very very careful in utilizing secondary sources. The purpose of this paper assignment is to get you to use historical evidence to draw your own inferences and conclusions, not to rely on what another historian or writer has to say. The most common reason for a low or failing grade on these paper assignments is reliance on secondary rather than primary sources. You will definitely receive a failing grade for plagiarism (i.e., passing off substantial portions of a secondary source as your own writing).

You may also want to find additional primary sources. If you find these on the Internet, be absolutely sure they are from legitimate sites and contain accurate and authentic information. The sources that I am putting on the web pages and the materials on reserve in the library should be sufficient for most of the topics.

II.  Specific Paper Topics and Primary Sources

 

1.  Compare and contrast the First and Second Great Awakenings.  What were the causes and effects of each religious revival?  Review sermons (on-line) from each period.  In what ways were the religious messages similar?  How were they different?  How did the Awakenings affect or involve immigrants, women and African-Americans?

Primary Sources as of 09/13/00:

Jonathan Edwards, from "Sinners in the Hands of an Angry God" (1741)
Jonathan Edwards, from "Some Thoughts Concerning the Present Revival of Religion in New England" (1742)
Sermons of the Reverend George Whitefield (1771-72)
Account of John Marrant, a Free Black, of the Great Awakening (1785)
Richard McNemar, The Kentucky Revival  (1808)
Lyman Beecher, Six Sermons on Intemperance (1828)
Charles Finney, "What a Revival of Religion Is" (1835)
John Humphrey Noyes and Bible Communism (1845 and 1849)
2.  Consider crime and punishment in colonial America and in the early United States.  What were society's attitudes towards criminals, and how did they change during this period?  What role did religion play in the administration of justice and the formulation of criminal laws?

Primary Sources as of 09/13/00:

The Laws of Virginia (1610-1611)
Virginia General Assembly, Laws Concerning Religion (1619)
The Examination of Mrs Anne Hutchinson at the Court at Newton (1637)
Court Records from Springfield, Massachusetts (1638-1642)
Connecticut Blue Laws (1640's-1660's?)
Proceedings of the Provincial Court of Maryland (1663-1666)
Records and Files of the Quarterly Courts of Essex County, Massachusetts (1664)
Excerpts From The Duke of York's Laws (1665-75)
Cotton Mather, "The Execution of Hugh Stone" (1698)
3.  Review the various slave narratives on-line and on reserve in the library.  To what extent do narratives published during the 18th and early 19th centuries present an accurate depiction of slavery and the slave trade?  What are some of the limitations of these narratives in understanding the institution of slavery?  How do other primary sources (official records, unpublished correspondence, etc.) contribute to your understanding of the period?

Primary Sources as of 09/13/00:

John Barbot, Description of the African slave trade (1682)
Reverend Peter Fontaine, Defense of Slavery in Virginia (1757)
Slave Auction Poster (1769)
Petition of "A Grate Number of Blackes of the Province"  (1774)
Thomas Jefferson, Notes on the State of Virginia (1787)
Olaudah Equiano, The Middle Passage (1788)
Alexander Falconbridge, The African Slave Trade (1788)
Venture Smith, "A Narrative of the Life and Adventures of Venture, A Native of Africa" (1798)
State v. Boon (1801)
Nat Turner, Confession (1831)
Moses Roper Narrative (1837)
Runaway Slave Poster (1847)
"Memoirs of a Monticello Slave, as Dictated to Charles Campbell by Isaac" (1847)
National Convention of Colored People, Report on Abolition (1847)
Solomon Northrup, Excerpts from Slave Narrative (1853)
Benjamin Drew, Narratives of Escaped Slaves (1855)
"Fredrick Law Olmstead on the South" (1856 and 1860)
George Fitzhugh, "The Blessings of Slavery" (1857)
Charles Ball, Excerpt from "Fifty Years in Chains; or, the Life of an American Slave" (1858)
Rev. Josiah Henson, Excerpt from "Uncle Tom's Story of His Life" (1877)
4.  How did education change/develop from the early colonial period (the 1600's) through 1850?  How did changes in education reflect society's attitudes towards children?  What differences were there between boys' and girls' schooling?

Primary Sources as of 09/13/00:

Massachusetts Bay School Law (1642)
Laws and Statutes for Students of Harvard College (1642)
The Old Deluder Act (1647)
Curriculum of the Boston Latin Grammar School (1712)
James Wilson, An Introductory Lecture To a Course of Law Lectures (1791)
Molly Wallace, Valedictory Oration (1792)
Augustine Education Society, "An Early Negro Educational Society" (1818)
New England Primer (1805 edition)

James Thomas, Attending School in Tennessee (1830’s)

"Petition of the Catholics of New York" (1840)
Horace Mann, from Report of the Massachusetts Board of Education (1848)
5.  Discuss the life of free African-Americans in the United States between 1700 and 1850.  What were some of the accomplishments of the free African-American population?  How were free African-Americans treated?   Were there any differences between northern and southern states in their treatment of this population?

Primary Sources as of 09/13/00:

Account of John Marrant, a Free Black, of the Great Awakening (1785)
Benjamin Banneker, Letter to Thomas Jefferson (1791)
Black Laws of Ohio (1804)
Philadelphia Blacks Support Cuffe’s African Colonization Plan (1815)
Augustine Education Society, "An Early Negro Educational Society" (1818)
Abraham Camp, Letter to Elias B. Caldwell, Secretary of the Colonization Society (1818)
John B. Russwurm, "Colonization Endorsed" (1829)
James Thomas, Attending School in Tennessee (1830’s)
Maria W. Stewart, "A Little Better than Slavery" (1832)
Runaway Slave Poster (1847)
National Convention of Colored People, Report on Abolition (1847)
Harriet Bolling’s Certificate of Freedom (1850’s)
Population Patterns in the South: Whites, Slaves and Free Blacks, by State (1860)
6.  Consider the removal of the Cherokee Indians from western Georgia to the Oklahoma Territory during the 1830's.  How was the Cherokee leadership divided?  What role did the Supreme Court play in the Removal?  How did the Cherokee experience differ from that of the other four "Civilized Tribes?"

Primary Sources as of 09/13/00:

Treaty with the Cherokee (1785)
Thomas Jefferson, "Address To the Brothers of the Choctaw Nation" (1803)
"Memorial of the Cherokee Nation" (1830)
Senator John Forsyth, Remarks During Indian Removal Debate (1830)
Senator Peleg Sprague, Remarks During Indian Removal Debate (1830)
Cherokee Nation v. Georgia (1831)
Treaty with the Seminole (1832)
Worcester v. Georgia (1832)
Treaty with the Western Cherokee (1833)
Agreement with the Cherokee (1835)
Andrew Jackson, On the Necessity of Indian Removal (1835)
Treaty of New Echota (1835)
Chief John Ross, Letter Protesting the Treaty of New Echota (1836)
General Winfield Scott's Address to the Cherokee Nation (1838)
Chief Seattle, Oration (1854)
7.  What were the goals of the early women's rights movement (to the 1840's)?  Read the Declaration of Sentiments issued during the Seneca Falls Convention and other documents created during this period.  How did males react to this early attempt at equality?  What was the role of African-American women in this movement?

Primary Sources as of 09/13/00:

Benjamin Wadsworth, A Well-Ordered Family (1712)
Abigail & John Adams, Correspondence on Rights of Women in an Independent Republic (1776)
James Wilson, An Introductory Lecture To a Course of Law Lectures (1791)
"Early Habits of Industry," The Mother’s Magazine (1834)
The Harbinger, Female Workers of Lowell (1836)
Female Industry Association, from the New York Herald (1845)
Elizabeth Cady Stanton, Declaration of Sentiments (1848)
Report of the Woman's Rights Convention (1848)
8.  Utilizing the primary sources available to you, describe what life was like along the Oregon Trail (1840's).  What motivated families to migrate west during this period?  What explained the mass migration that began in 1843?  How did this and other "pioneer" experiences shape American culture and values during the 19th century?

Note:  For this paper, there are also two important sources on reserve in the HCC Library: (Lillian Schlissel, ed., Women's Diaries of the Westward Journey and Sanford Wexler, ed., Westward Expansion: An Eyewitness History)

Primary Sources as of 09/13/00 (More Forthcoming):

St. Joseph Gazette, Oregon Emigrants (1845)
Elizabeth Dixon Smith Greer, Journal (1847-1850)
Correspondence to the Kansas Herald (1854)
Chief Seattle, Oration (1854)
Catherine Sager Pringle, Across the Plains in 1844 (1860)
9.  How did Americans view the war against Mexico (1846-1848)?  Did anyone oppose the war and U.S. expansionism?  What was the basis for this opposition?  What were the arguments in favor of expansion and so-called Manifest Destiny?

Primary Sources as of 09/13/00:

Stephen F. Austin, In Defense of Texan Independence (1836)
Congress, Joint Resolution on the Annexation of Texas (1845)
John L. O’Sullivan, "The Great Nation of Futurity" (1845)
President Polk’s Request for War with Mexico (1846)
Thomas Corwin, Against the Mexican War (1847)
Treaty of Guadalupe Hidalgo (1848)
11.  Consider American visual arts during the 18th and 19th centuries.  How did changing themes and styles reflect changes in the broader society?  Warning:  If you select this topic, DO NOT look at the sample paper on American Art.  It will only make your task more difficult to come up with original ideas.

Primary Sources as of 09/13/00:

Unknown Artist, The Mason Children: David, Joanna, and Abigail (1670)
Joseph Badger, Hannah Minot Moody (1758)
Charles Willson Peale, New England Merchant (1765)
John Singleton Copley, Portrait of Elizabeth, The Artist’s Daughter (1776)
Ralph Earl, Gentleman with Attendant (c. 1785)
Ralph Earl, The Striker Sisters (1787)
Charles Willson Peale, Benjamin and Eleanor Ridgely Laming (1788)
Mather Brown, Sir Richard Arkwright (1790)
Gilbert Stuart, John Jay (1794)
Joshua Jackson, The Westwood Children (c. 1807)
Samuel Lovett Waldo, "Pat, The Independent Beggar" (c.1810)
Margaretta Angelica Peale, Melons and Pears (1820)
Thomas Cole, "The Clove, Catskills" (c.1827)
Alvan Fisher, Waiting for the Stage Coach (1834)
Edward Hicks, The Peaceable Kingdom (1846)
William Tylee Ranney, Shad Fishing on the Hudson (1846)
George Caleb Bingham, Boatmen on the Missouri (1846)
William Sidney Mount, At the Well (1848)
George Caleb Bingham, Country Politician (1849)
George Henry Durrie, Winter in New England (1851)
Lilly Martin Spencer, This Little Pig Went to Market (1857)
12.  What motivated John Brown and more radical abolitionists in the years immediately before the Civil War?  Why did the controversy over slavery become violent during the late 1850's?  What effect did the Dred Scott Decision (1857) and the publication of Uncle Tom's Cabin (1852) have on the debate?

Primary Sources as of 09/13/00:

William Lloyd Garrison, from The Liberator (1831)
De Bow’s Review, "The Stability of the Union," (1850)
Harriet Beecher Stowe, from Uncle Tom’s Cabin (1852)
"Fredrick Law Olmstead on the South" (1856 and 1860)
George Fitzhugh, "The Blessings of Slavery" (1857)
Roger B. Taney, The Dred Scott Decision (1857)
Abraham Lincoln, Debate at Gatesburg, Illinois (1858)
George & Mary Mauzy, Letters on John Brown (1859)
Henry David Thoreau, "A Plea for Captain John Brown" (1859)
Declaration of Causes of the Seceding States (1860, 1861)
Frederick Douglass, John Brown Oration (1881)
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