Provide a 2 page written answer.
Essay:
We began our class talking about “America the exception.” In other words, America was an exception to the great civilizations of the past (ancient China, Rome, Egypt, etc.) in that American society was not ruled by a monarch or religious official but by the people. The years between the establishment of the Constitution and the Civil War posed a significant challenge to the concept of the “people’s rule” in America. Construct an argumentative essay that discusses the challenges that the expansion of the federal government, the Industrial Revolution, and, most importantly, chattel slavery posed to American freedom and democracy. Why were these issues so challenging and what did America do to “restore” power to the people?
It may be helpful to consider the following issues:
The Northwest Ordinance
Internal Slave Trade
Industrialization/Lowell, Massachusetts
Urbanization
The Missouri Compromise
Texas annexation
The Compromise of 1850
The Kansas-Nebraska Act
The Dred Scott Decision
Gettysburg Address
Black Codes
13th, 14th, and 15th Amendments
*** You are expected to treat this question with the same consideration you would any other essay. It should have a thesis. It should be properly organized. It should be written in complete sentences. I do not expect citations. I do expect that you appropriately engage the course material.
Have a look at the video for the guidelines for this essay.
Link to the video:
HIST 1301
Final Exam Study Guide
Terms: There will be a total of seven (7) multiple choice questions drawn from this term bank. Each question will be worth one (1) point. Additionally there will be two (2) terms that you will be asked to define and explain how and why they are important to the general historical narrative. These terms will be worth two (2) points each.
The Common Wealth System
The Missouri Compromise
Sojourner Truth
The Industrial Revolution
War of 1812
Oregon Trail
Waltham’s power looms
Seneca Falls Conference
Abolitionism
Compromise of 1877
Temperance Movement
John Tyler
Gettysburg Address
Popular Sovereignty
The Force Bill
Fugitive Slave Act
William Lloyd Garrison
“King” Cotton
Andrew Jackson
Frederick Douglass
Dred Scott
Kansas-Nebraska Act
Turner’s Rebellion
Vicksburg
Indian Removal Act of 1830
Uncle Tom’s Cabin
Fort Sumter
The American System
Transcendentalism
Reconstruction
Emancipation Proclamation
Henry David Thoreau
Manifest Destiny
Martin Van Buren
Mississippi Black Codes
Margaret Fuller
The Whig Party
Missouri Compromise
Cotton gin
54th Massachusetts
Joseph Smith (Mormonism)
Free Soil Party
The Panic of 1837
“Bleeding Kansas”
Fourierism
Ordinance of Nullification
Lewis Hayden
Lowell (MA)
Radical Republicans
The Texas Revolution
political machine
Wilmot Proviso
Compromise of 1850
Fort Sumter
Short Answer Questions: provide a 2-4 sentence response to the following questions. You MUST answer the Republican Party question. Choose ONE of the two questions that are numbered. There are a total of four (4) possible points for this section.
Answer the following question:
In the aftermath of the Civil War, Radical Republicans went into the South with the intentions of creating a truly egalitarian society. Were they successful? What were the successes and failures of Reconstruction? Please be as specific as possible.
Choose one of the following two questions
1) What was the main difference between John Quincy Adams’ American System and the economic approaches of Andrew Jackson?
2) How did Abraham Lincoln’s attitude surrounding slavery change over time? What was it before the outbreak of the Civil War and what had it become by 1863?
Essay: Provide a 1-3 page response (written) to the following question. Please note: you may bring an OUTLINE to class to assist you in writing this essay. But you MAY NOT bring a word-for-word essay response with you. It must be an outline only. There are a total of ten (10) possible points for this section.
We began our class talking about “America the exception.” In other words, America was an exception to the great civilizations of the past (ancient China, Rome, Egypt, etc.) in that American society was not ruled by a monarch or religious official but by the people. The years between the establishment of the Constitution and the Civil War posed a significant challenge to the concept of the “people’s rule” in America. Construct an argumentative essay that discusses the challenges that the expansion of the federal government, the Industrial Revolution, and, most importantly, chattel slavery posed to American freedom and democracy. Why were these issues so challenging and what did America do to “restore” power to the people?
It may be helpful to consider the following issues:
· The Northwest Ordinance
· Internal Slave Trade
· Industrialization/Lowell, Massachusetts
· Urbanization
· The Missouri Compromise
· Texas annexation
· The Compromise of 1850
· The Kansas-Nebraska Act
· The Dred Scott Decision
· Gettysburg Address
· Black Codes
· 13th, 14th, and 15th Amendments
*** You are expected to treat this question with the same consideration you would any other essay. It should have a thesis. It should be properly organized. It should be written in complete sentences. I do not expect citations. I do expect that you appropriately engage course material.
Volume 1: To 1877
Kevin B. Sheets
State University of New York, College at Cortland
Bedford/St. Martin’S Boston ◆ new York
Sources for
america’s History
fPP
00_SHE_2890_FM_i-xxii_r1wt.indd 1 11/21/13 12:58 PM
For Bedford/St. Martin’s
Publisher for History: Mary V. dougherty
Senior Executive Editor for History and Technology: William J. Lombardo
Director of Development for History: Jane Knetzger
Developmental Editor: robin W. Soule
Publishing Services Manager: andrea Cava
Production Supervisor: Steven dowling
Executive Marketing Manager: Sandra McGuire
Editorial Assistant: Victoria royal
Project Management: Books By design, inc.
Text Design: Lily Yamamoto, LMY Studios
Cover Design: Marine Miller
Cover Photo: Emigrants Moving with Covered Wagon © Bettmann/Corbis
Composition: Jouve
Printing and Binding: rr donnelley and Sons
President, Bedford/St. Martin’s: denise B. Wydra
Director of Marketing: Karen r. Soeltz
Production Director: Susan W. Brown
Director of Rights and Permissions: Hilary newman
Copyright © 2014 by Bedford/St. Martin’s
all rights reserved. no part of this book may be reproduced, stored in a retrieval system, or
transmitted in any form or by any means, electronic, mechanical, photocopying, recording,
or otherwise, except as may be expressly permitted by the applicable copyright statutes or in
writing by the Publisher.
Manufactured in the United States of america.
8 7 6 5 4 3
f e d c b a
For information, write: Bedford/St. Martin’s, 75 arlington Street, Boston, Ma 02116
(617-399-4000)
iSBn 978-1-4576-2890-0
Acknowledgments
Acknowledgments and copyrights are continued at the back of the book on page A-1, which constitutes
an extension of the copyright page. It is a violation of the law to reproduce these selections by any means
whatsoever without the written permission of the copyright holder.
fPP
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44 S
45 r
46 L
fPP fPP
00_SHE_2890_FM_i-xxii_r1wt.indd 2 11/21/13 12:58 PM
iii
Preface
Historians are fond of quoting L. P. Hartley’s famous line: “the past is a foreign
country; they do things differently there.” it is a helpful image that emphasizes
the distance, remoteness, and inscrutability of the past. Visiting a country whose
language you do not speak can be disorienting until you start deciphering the
gestures, unlocking the meaning behind facial expressions, and picking apart the
cultural practices natives take for granted. for many students, the past is equally
disorienting, and to seek safe harbor they ignore differences to emphasize com-
monalities. “those people in the past are just like me, except they wear funny
clothes.” Stripped down, they do resemble us, but more often they encountered
their world in radically different ways. Understanding these differences is what
makes the study of history so compelling.
My goal in compiling Sources for America’s History is to help students encoun-
ter this different past in its most raw and visceral form. designed to accompany
America’s History, eighth edition, and America: A Concise History, Sixth edition,
the sources collected here put students in unmediated contact with those whose
experiences shaped our past. each chapter includes a variety of both obscure and
well-known voices, whose testimony highlights key themes of the period. the
sources in each chapter give competing perspectives on leading events and ideas.
this purposeful tension between sources is not intended to frustrate the reader.
instead, the differing viewpoints introduce students to the challenge that histori-
ans face in sifting through the evidence left to us. How do we make sense of the
large body of primary sources that we have related to america’s half millennium
of lived experience?
textbook authors present an argument about the past, something historians
refer to as a “narrative.” those arguments, of course, are based on historians’
interpretation and assessment of primary sources. this document collection
makes its own argument based on the specific sources selected for inclusion, but
invites debate by encouraging the reader to interpret sources in different ways.
Sources for America’s History is designed to encourage a productive intellectual
give-and-take, enabling students of history to offer their own perspective on the
past. in this way, students join the ongoing discussion among the community of
scholars seeking to understand the long and complex history of what became the
United States.
to facilitate this effort, Sources for America’s History includes a number of key
features. each chapter in the collection includes five or six documents that
fPPfPP fPP
00_SHE_2890_FM_i-xxii_r1wt.indd 3 11/21/13 12:58 PM
iv Preface
support the periodization and themes of the corresponding parent text chapter.
every chapter begins with an introduction that situates the documents within
their wider historical context. individual documents follow, each accompanied
by its own headnote and a set of reading and discussion Questions designed to
help students practice historical thinking skills. the variety of readings, ranging
from speeches and political cartoons by celebrated historical figures to personal
letters and diary entries by ordinary people, offers students the opportunity to
compare and contrast different types of documents. each chapter concludes
with Comparative Questions designed to encourage students to recognize con-
nections between documents and relate the sources to larger historical themes.
to further support the structure of the parent text, unique Part document Sets at
the end of every part section present five or six sources chosen specifically to
illustrate the major themes and developments covered in each of the parent text’s
nine thematic parts, allowing students to make even broader comparisons and
connections across time and place.
acknowledgments
as with any big undertaking, many hands helped craft the book you are holding.
thanks go to rebecca edwards from Vassar College, one of the lead authors of
America’s History, for her confidence in me. Several instructors at the college,
community college, and high school levels offered insightful suggestions based
on their teaching experiences. they will see here many of the suggestions they
recommended, though i could not accommodate all of the excellent ideas they
shared. Particular thanks go to Matthew Babcock, University of north texas at
dallas; edwin Benson, north Harford High School; Christine Bond-Curtright,
edmond Memorial High School; Kyle t. Bulthuis, Utah State University; Jennifer
Castillo, denver School of the arts; William decker, anderson Preparatory
academy; angela dormiani, aSteC Charter High School; donald W. Maxwell,
indiana State University; neil Prendergast, University of Washington–Stevens
Point; erica ryan, rider University; Paul rykken, Black river falls High School;
Sheila L. Skemp, University of Mississippi; Michael Smith, San Gorgonio High
School; Geoffrey Stewart, University of Western ontario; John Struck, floyd
Central High School; and felicia Viator, San francisco State University.
My editor, robin Soule, kept me focused while tutoring me through my first
experience of textbook publishing. Her improvements on the text make me
sound smarter than i really am. the following colleagues at Bedford/St. Martin’s
helped in innumerable ways, most of which occurred silently and behind the
scenes: Bill Lombardo, Sandi McGuire, Laura arcari, Jen Jovin, and Victoria
royal. thanks also to andrea Cava, and especially to nancy Benjamin, who
oversaw the copyediting and saved countless embarrassments. Her contribution
reminds me to practice a bit of humility next time i am grading my own students’
papers.
My colleagues in the history department at the State University of new
York, College at Cortland, have always provided an intellectually enriching
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44 S
45 r
46 L
fPP fPP
00_SHE_2890_FM_i-xxii_r1wt.indd 4 11/21/13 12:58 PM
Preface v
environment in which to work and live. Special thanks go to my wife, Laura
Gathagan, a medieval historian who resisted the temptation to smirk at the
efforts of a nineteenth-century U.S. historian to write intelligibly about the fif-
teenth and sixteenth centuries. in the middle of this long process, she began call-
ing herself the “Bedford widow” for the many evenings she spent alone while i
toiled away. finally, to my boys, William and alexander: daddy’s done. Let’s go
play ball.
fPP fPP
00_SHE_2890_FM_i-xxii_r1wt.indd 5 11/21/13 12:58 PM
vi
IntroductIon for StudentS
i was this close to wearing eisenhower’s pajamas. during my junior year in col-
lege, i interned at the Smithsonian’s national Museum of american History in
Washington, d.C. every now and again, when i had a few minutes of free time, i
poked around the collection of artifacts in storage. there was Lincoln’s top hat.
on a high shelf was the table where Lee surrendered to Grant. a pullout metal
rack filled with paintings also housed a disturbing framed collection of hair from
the first sixteen presidents. one day i spied a box containing President dwight d.
eisenhower’s pajamas. these were the PJs ike wore while recovering in denver
from his 1955 heart attack. oh, the temptation to slip them on, but reason and
self-preservation prevailed. Back on the shelf they went.
those whom the past enchants were often first beguiled by the stuff of his-
tory. touching those objects helps collapse time, putting us in the immediate
presence of someone else at some other time. i once held John Brown’s gun and
while peering down the long barrel wondered who or what he was aiming at.
His trigger finger and mine overlapped and briefly spirited me back to 1850s
Pottawatomie, Kansas, where Brown waged his own civil war against slavery.
the past is contained in those leavings, the letters and diaries, the political car-
toons and music, the paintings and the guns and pajamas. Primary sources bring
alive the past and help us to understand its significance and meaning.
this collection of primary sources aims to engage you in a conversation with
the past. there will be times when you burst out laughing. Some sources will
make you so mad you’ll want to throw the book across the room. (Please don’t. i
spent a lot of time writing it, but i share your frustration.) other times, you’ll
shake your head in disbelief. (Yes, they really thought that back then!) You are
about to enter an amazing world of difference populated with people some of
whom you will admire, many of whom you won’t like, and others whom you
will despair of ever really knowing or understanding. Good. i hope you laugh. i
hope you get mad. i even hope you get confused at times and scratch your head
wondering what on earth these people were talking about. out of your responses
to these texts comes insight.
My advice? read these texts with a fist full of questions. Historians do some-
thing called “sourcing” when they first encounter a primary text, and it is a good
practice for you, too. Start with the author. Who wrote or created the source? What
do you know about this person? Was he rich, poor, or middling? Was she edu-
cated? Where was he or she born and to what sort of family? You might know the
fPP
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44 S
45 r
46 L
fPP
00_SHE_2890_FM_i-xxii_r1wt.indd 6 11/21/13 12:58 PM
introduction for Students vii
answers to some of these questions, but even if you do not, keeping the questions
in mind might help you understand where the author is coming from. When was
this source created? While it is important to know the date, it can also be revealing
to know when in the person’s life he or she created the source. Was she a young
girl or an older woman raising children? Was he at the beginning of his career or
already famous? What was happening when the source was created? We call this
“context,” and it is an important element in making sense of the source you are
reading. (You will encounter the word context often in the reading and dis-
cussion Questions and Comparative Questions following the sources and at the
end of each chapter.) in addition to author and context, consider audience and
purpose. Who was this source for, and why was it created? Was the source intended
for a public or private audience? Was the source created to persuade or to inform?
Was the author talking to allies or foes? What did he or she assume about their
audience? a final and related point touches upon the format of the source. What
type of source is it? Historians think about and interpret sources differently. You
might be more honest in a private letter to your spouse than you would be in a
letter to a political opponent, for example. Similarly, a campaign poster for a par-
ticular candidate has a different purpose than a portrait of a politician commis-
sioned for a private residence. as these examples show, the format of a source is
often linked to audience and purpose.
What a source tells a historian is not always self-evident. Very few of the
sources that historians use were created for historians. (no one writes letters that
begin: “dear Historian of a hundred years from now, here is what i am thinking
about the obama presidency.”) Historians need to “read between the lines” to
derive meaning. as you read the documents in this book, you can unearth the
meaning in these sources by asking questions, thinking about context, paying
attention to vocabulary and cultural references, and comparing them to other
sources related to the same topic or event.
this form of active reading takes a bit more time than it would if you were to
simply read starting at the first word and running through to the end. to truly
think like a historian, be an active reader. engage the texts. ask them questions.
Write in the book. draw circles around important words or phrases. Write “key
point” in the margins where you think the author is hitting his mark. don’t be
afraid to throw in a few question marks where you get confused. if you have a
furrowed brow, chances are someone else in class is confused, too. Bring it up in
discussion and you’ll be the class superhero. take advantage of the questions i
pose at the end of each source and chapter. i wrote them to inspire you to go back
to the texts and think about what you read. the end-of-chapter Comparative
Questions encourage you to see connections between and among multiple texts.
remember, the past is about having a conversation. these texts speak to one
another. it is oK to eavesdrop on their discussions. in fact (here’s me being bold),
i think you have an obligation to listen in on their chatter. Many of the issues
these sources address, though sometimes distant to us in time, remain relevant:
What is just? What kind of society do we want to live in? How should we treat
fPPfPP
00_SHE_2890_FM_i-xxii_r1wt.indd 7 11/21/13 12:58 PM
viii introduction for Students
each other? How do we balance rights and responsibilities? these enduring
questions are not solved by the authors included in this book. But they all have a
perspective that helps to clarify our own responses.
My hope is that you will engage these texts to understand how different
people, in different places and different times, constructed the specific world
they inhabited. i hope, too, that you find your voice and come to know that you
have an opportunity and a responsibility to engage in the conversation. the thrill
of history is to know that you are part of a very long conversation about mean-
ing. So, the next time you are wearing ike’s PJs while shouldering John Brown’s
gun, think about the contribution to that conversation you want others to remem-
ber you by. What will you say?
fPP
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44 S
45 r
46 L
fPP fPP
00_SHE_2890_FM_i-xxii_r1wt.indd 8 11/21/13 12:58 PM
ix
Contents
Preface iii
Introduction for Students vi
Part 1
traNSFOrMatIONS OF NOrtH aMErICa
(1450–1700) 1
CHaPtEr 1 Colliding Worlds 1450–1600 1
1-1 | an Englishman Describes the algonquin People
THOMAS HARIOT, A Briefe and True Report of the New
Found Land of Virginia (1588) 2
1-2 | Peasants Working a Lord’s Estate
LIMBOURG BROTHERS, March: Peasants at Work from the
“Très Riches Heures du Duc de Berry” (15th Century) 5
1-3 | Columbus Encounters Native Peoples
CHRISTOPHER COLUMBUS, Journal of the First Voyage (1492) 6
1-4 | Las Casas Describes European atrocities
BARTOLOME DE LAS CASAS, A Brief Account of the Destruction
of the Indies (1552) 9
1-5 | Huejotzingo Petitions the Spanish King for relief
COUNCIL OF HUEJOTZINGO, Letter to the King of Spain (1560) 12
1-6 | Debating the Morality of Slavery
BROTHER LUIS BRANDAON, Letter to Father Sandoval (1610) 16
COMParatIVE QUEStIONS 18
FPPFPP FPP
00_SHE_2890_FM_i-xxii_r1wt.indd 9 11/26/13 11:49 AM
x Contents
CHaPTEr 2 american Experiments 1521–1700 19
2-1 | Indians resist Spanish Control
Testimony of Acoma Indians (1599) 19
2-2 | “City Upon a Hill” Sermon
JOHN WINTHROP, A Model of Christian Charity (1630) 23
2-3 | The Limits of the Puritan Community
The Trial of Anne Hutchinson (1637) 28
2-4 | Maryland Protects religious Belief
Maryland Act of Religious Toleration (1649) 30
2-5 | Slave Labor on the rise
EDMUND WHITE, Letter to Joseph Morton (1687) 33
2-6 | Spreading the Gospel among the Iroquois
REV. FATHER LOUIS CELLOT, Letter to Father François
Le Mercier (1656) 35
COMParaTIVE QUESTIONS 38
ParT 1 DOCUMENT SET Developing Patterns of
atlantic World Exchange 1450–1700 39
P1-1 | The aztec God Tlaloc with Maize
Meal of Maize and Beans, the Sixth Month of the Aztec Solar
Calendar (c. 1585) 40
P1-2 | Florida Natives Welcome the returning French
THEODORE DE BRY, The Natives of Florida Worship the Column
Erected by Commander on His First Voyage (1591) 41
P1-3 | a European Encounters the algonquin Indians
THOMAS MORTON, Manners and Customs of the Indians
(of New England) (1637) 42
P1-4 | The Trade in Goods and Slaves
THOMAS PHILLIPS, A Journal of a Voyage Made in the Hannibal
(1693–1694) 45
P1-5 | Making the Case for Colonization
RICHARD HAKLUYT, A Discourse of Western Planting (1584) 52
COMParaTIVE QUESTIONS 57
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44 S
45 r
46 L
fPP fPP
00_SHE_2890_FM_i-xxii_r1wt.indd 10 11/21/13 12:58 PM
Contents xi
ParT 2
BrITISH NOrTH aMErICa aND THE aTLaNTIC WOrLD
(1660–1763) 59
CHaPTEr 3 The British atlantic World 1660–1750 59
3-1 | Bostonians Welcome the Glorious revolution
The Declaration of the Gentlemen, Merchants and Inhabitants
of Boston, and the Country Adjacent (1689) 60
3-2 | The Onondaga Pledge Support to Colonies
CANASSATEGO, Papers Relating to an Act of the Assembly
of the Province of New York (1742) 65
3-3 | Virginia Tightens Slave Codes
THE GENERAL ASSEMBLY OF VIRGINIA, An Act for Suppressing
Outlying Slaves (1691) 67
3-4 | Gentility and the Planter Elite
WILLIAM BYRD II, Diary Entries (1709–1712) 69
3-5 | Trade Creates Dynamic Commercial Economy
JOHN BARNARD, The Autobiography of the Rev. John Barnard
(1766) 73
3-6 | Colonists assert Their rights
LORD CORNBURY, Letter to the Lords of Trade (1704) 74
COMParaTIVE QUESTIONS 79
CHaPTEr 4 Growth, Diversity, and Conflict 1720–1763 80
4-1 | a revivalist Warns against Old Light Ministers
GILBERT TENNENT, Dangers of an Unconverted Ministry (1740) 81
4-2 | Sarah Osborn on Her Experiences During the religious
revivals
SARAH OSBORN, Memoirs of the Life of Mrs. Sarah Osborn
(1814) 85
4-3 | anglican Minister on the Manners and religion of the
Carolina Backcountry
CHARLES WOODMASON, Journal (1766–1768) 87
4-4 | Franklin Calls for Colonial Unity
BENJAMIN FRANKLIN, Albany Plan of Union (1754) 90
fPP fPP
00_SHE_2890_FM_i-xxii_r1wt.indd 11 11/21/13 12:58 PM
xii Contents
4-5 | Colonists argue for an alliance with Indians against the French
State of the British and French Colonies in North America (1755) 93
4-6 | The North Carolina regulators Protest British Control
Petition from the Inhabitants of Orange County,
North Carolina (1770) 96
COMParaTIVE QUESTIONS 99
ParT 2 DOCUMENT SET The Causes and
Consequences of the Peopling
of North america 1660–1763 100
P2-1 | The Horrors of the Middle Passage
OLAUDAH EQUIANO, The Interesting Narrative of the
Life of Olaudah Equiano, or Gustavus Vassa, the African.
Written by Himself (1794) 101
P2-2 | German Immigrant Describes Carolina Opportunities
Letter from Christen Janzen to His Family (1711) 105
P2-3 | an Indentured Servant Confesses to Murder
The Vain Prodigal Life and Tragical Penitent Death of
Thomas Hellier (1680) 109
P2-4 | Celebrating an Indian Defeat
A Ballad of Pigwacket (1725) 112
P2-5 | Colonial Settlements raise Indian alarms
Journal of James Kenny (1761–1763) 115
COMParaTIVE QUESTIONS 118
ParT 3
rEVOLUTION aND rEPUBLICaN CULTUrE
(1763–1820) 119
CHaPTEr 5 The Problem of Empire 1763–1776 119
5-1 | a Virginia Planter Defends the Natural rights of Colonies
RICHARD BLAND, Inquiry into the Rights of the British
Colonies (1766) 120
5-2 | Colonists Protest Parliament’s acts
STAMP ACT CONGRESS, Declaration of Rights (1765) 124
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44 S
45 r
46 L
fPP fPP
00_SHE_2890_FM_i-xxii_r1wt.indd 12 11/21/13 12:58 PM
Contents xiii
5-3 | a Loyalist Decries the Boston Mob
PETER OLIVER, Origin and Progress of the American Rebellion
(1781) 126
5-4 | Worcester Loyalists Protest the Committee of Safety
A Protest by the Worcester, Massachusetts, Selectmen (1774) 131
5-5 | The Danger of Too Much Liberty
THOMAS HUTCHINSON, Letter to Thomas Whately (1769) 133
5-6 | Thomas Paine attacks the Monarchy
THOMAS PAINE, Common Sense (1776) 134
COMParaTIVE QUESTIONS 138
CHaPTEr 6 Making War and republican
Governments 1776–1789 140
6-1 | Democratic Spirit Empowers the People
Instructions to the Delegates from Mecklenburg to the
Provincial Congress at Halifax in November (1776) 141
6-2 | a Call to “remember the Ladies”
ABIGAIL AND JOHN ADAMS, Correspondence (1776) 145
6-3 | Enslaved Blacks adopt the Cause of Liberty
PRINCE HALL, Petition for Freedom to the Massachusetts
Council and the House of Representatives (1777) 151
6-4 | a republican Hero Emerges
JAMES PEALE, General George Washington at Yorktown (c. 1782) 152
6-5 | a Shaysite Defends the “risings of the People”
DANIEL GRAY, Address to the People of Several Towns (1786) 154
6-6 | Madison Defends the Constitution
JAMES MADISON, Federalist No. 10 and Federalist No. 51 (1787) 155
COMParaTIVE QUESTIONS 163
CHaPTEr 7 Hammering Out a Federal republic
1787–1820 164
7-1 | Hamilton Diverges from Jefferson on the Economy
ALEXANDER HAMILTON, Letter to Edward Carrington (1792) 165
fPP fPP
00_SHE_2890_FM_i-xxii_r1wt.indd 13 11/21/13 12:58 PM
xiv Contents
7-2 | Jefferson’s agrarian Vision for the New republic
THOMAS JEFFERSON, Notes on the State of Virginia (1781) 170
7-3 | a Federalist Warns against French Influence on
american Politics
FISHER AMES, Foreign Politics (c. 1801–1805) 172
7-4 | anxiety Over Western Expansion
THE PANOPLIST AND MISSIONARY HERALD, Retrograde
Movement of National Character (1818) 175
7-5 | a Shawnee Chief Calls for Native american Unity
TECUMSEH, “Sleep Not Longer, O’ Choctaws and
Chickasaws” (1811) 176
7-6 | New England Federalists Oppose the War of 1812
Report of the Hartford Convention (1815) 179
COMParaTIVE QUESTIONS 183
CHaPTEr 8 Creating a republican Culture
1790–1820 184
8-1 | Building the Economy
J. HILL, Junction of Erie and Northern Canal (c. 1830–1832) 185
8-2 | In Praise of Domestic Manufacturing
THE WEEKLY REGISTER, Home Influence (1813) 186
8-3 | Warren Discusses Women’s roles
MERCY OTIS WARREN, Letter to a Young Friend (1790) and
Letter to Catharine Sawbridge Macaulay Graham (1791) 188
8-4 | an argument for the Education of republican Women
BENJAMIN RUSH, Thoughts Upon Female Education (1787) 191
8-5 | Jefferson Warns against Slavery’s Expansion
THOMAS JEFFERSON, Letter to John Holmes (1820) 196
8-6 | an Egalitarian View of religion
LORENZO DOW, Analects Upon the Rights of Man (1816) 197
COMParaTIVE QUESTIONS 200
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44 S
45 r
46 L
fPP fPP
00_SHE_2890_FM_i-xxii_r1wt.indd 14 11/21/13 12:58 PM
Contents xv
ParT 3 DOCUMENT SET The Emergence of
Democratic Ideals and a New
National Identity 1763–1820 201
P3-1 | rallying americans to the Cause of Freedom
JOHN DICKINSON, The Liberty Song (1768) 202
P3-2 | Defining the american Character
J. HECTOR ST. JOHN DE CRÈVECOEUR, Letters from an American
Farmer (1782) 204
P3-3 | Women’s right to Education in the New republic
JUDITH SARGENT MURRAY, On the Equality of the Sexes (1790) 206
P3-4 | a Warning for the Young republic
George Washington’s Farewell Address (1796) 210
P3-5 | a Woman’s Perspective on Backcountry america
MARGARET VAN HORN DWIGHT, A Journey to Ohio (1810) 214
P3-6 | Democratic Enthusiasm Shapes religion
JAMES FLINT, Letters from America (1820) 218
COMParaTIVE QUESTIONS 221
ParT 4
OVErLaPPING rEVOLUTIONS
(1800–1860) 223
CHaPTEr 9 Transforming the Economy 1800–1860 223
9-1 | a Factory Girl remembers Mill Work
LUCY LARCOM, Among Lowell Mill-Girls: A Reminiscence (1881) 224
9-2 | Making the Case for Internal Improvements
HON. P. B. PORTER, Speech on Internal Improvements (1810) 226
9-3 | a View of the Factory System
Repeating Fire-Arms. A Day at the Armory of Colt’s Patent
Fire-Arms Manufacturing Company (1857) 229
9-4 | Contrasting Images of Urban Life
Frontispiece from Sunshine and Shadow in New York (1868) 232
fPP fPP
00_SHE_2890_FM_i-xxii_r1wt.indd 15 11/21/13 12:58 PM
xvi Contents
9-5 | Taking the Temperance Pledge
Preface to The Temperance Manual of the American Temperance
Society for the Young Men of the United States (1836) 234
9-6 | Finney Discussing the revival of religion
CHARLES GRANDISON FINNEY, Lectures on Revivals
of Religion (1835) 238
COMParaTIVE QUESTIONS 241
CHaPTEr 10 a Democratic revolution 1800–1844 242
10-1 | a Professional Politician on the Necessity of Political Parties
MARTIN VAN BUREN, The Autobiography of Martin
Van Buren (1854) 243
10-2 | Insurgent Democrats Flex Political Power
FITZWILLIAM BYRDSALL, The History of the Loco-Foco
or Equal Rights Party (1842) 245
10-3 | President Defeats Monopoly Threat
ANDREW JACKSON, Veto Message Regarding the Bank
of the United States (1832) 248
10-4 | Whig Partisan Describes Party’s Political Economy
HENRY CAREY, The Harmony of Interests (1851) 254
10-5 | Decrying Jackson’s Use of Presidential Power
King Andrew the First (c. 1833) 256
10-6 | Native american Women Urge resistance to removal Policy
CHEROKEE WOMEN, Petition (1821 [1831?]) 258
COMParaTIVE QUESTIONS 259
CHaPTEr 11 religion and reform 1800–1860 260
11-1 | a Transcendentalist View of Women’s rights
MARGARET FULLER, Woman in the Nineteenth Century (1845) 261
11-2 | Mormon Leader’s Vision of religious Community
JOSEPH SMITH, History of Joseph Smith, the Prophet (c. 1830s) 264
11-3 | remembering Bowery Culture
ABRAM C. DAYTON, Last Days of Knickerbocker Life in
New York (1882) 269
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44 S
45 r
46 L
fPP fPP
00_SHE_2890_FM_i-xxii_r1wt.indd 16 11/21/13 12:58 PM
Contents xvii
11-4 | attacking the Legal Disabilities of Women
SARAH GRIMKÉ, Letters on the Equality of the Sexes and the
Condition of Woman (1837) 271
11-5 | abolitionist Decries Slavery’s Dehumanizing Power
DAVID WALKER, Preamble to Walker’s Appeal in Four
Articles (1830) 277
11-6 | antiabolitionist attacks reformers’ Efforts
CALVIN COLTON, Abolition a Sedition (1839) 278
COMParaTIVE QUESTIONS 280
CHaPTEr 12 The South Expands: Slavery and
Society 1800–1860 281
12-1 | reporting on the South’s Peculiar Institution
ETHAN ANDREWS, Slavery and the Domestic Slave-Trade (1836) 282
12-2 | Witness to the Punishment of a runaway Slave
LEVI COFFIN, Reminiscences of Levi Coffin (1876) 286
12-3 | a Southern City affirms the Morality of the Slave Trade
Proceedings of the Charleston City Council (1856) 288
12-4 | religious Life of Enslaved african americans
Slave Songs of the United States (1867) 291
12-5 | Southern Hospitality on Display
SUSAN DABNEY SMEDES, Memorials of a Southern Planter
(1887) 292
…
