Malcolm Craig American History 2, 2013-2014 Semester 1: Tutorial Outlines and Reading Lists

Contents Tutorials Week 2 Introduction p.2 Week 3 ‘Servitude & Slavery’: Colonial America p.7 Week 4 ‘We the People’: The American Revolution p.10 Week 5 ‘A More Perfect Union’: The Constitution in US History p.14 Week 6 ‘Free Trade and Sailors’ Rights’: The War of 1812 p.17 Week 7 ‘Trail of Tears’: Andrew Jackson & Indian Removal p.19 Week 8 Incidents in the Life of a Save Girl: Harriet Jacobs & Slavery p.24 Week 9 ‘War is Cruelty’: The Civil War p.27 Week 10 ‘Controversial and Misunderstood’: Reconstruction p.29 Week 11 ‘This is the Land of White Man’s Rule’: The Jim Crow South p.35 Appendices Appendix A: Primary Source Databases p.37 Appendix B: Citing Primary Sources p.38 Appendix C: Citing Secondary Sources p.39

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AH2/Semester 1/Week 2 Introduction

Tutor: Malcolm Craig Email: M.M.Craig@sms.ed.ac.uk Office hour: Tuesdays, 11.00 – 12.00, room TBC What is in this section?

• Student responsibilities • Some basic guidelines • How tutorials will operate • Leading the discussion • Use of laptops and tablets in class • Key terms and key people • Highlighted historiography • Office hour

Please ensure that you read all of the information below prior to our first class. This will answer many of the basic questions that you might have about tutorials, the way they operate, and what you can expect from our classes. Student Responsibilities My expectations for your optimum preparation for, and participation in, tutorials are as follows: • You will have read the material assigned before class. • You will be able to articulate the central theses of your chosen

historiography and the arguments that supported them. • You will actively share insights into, and interpretations of, the readings in

a respectful, collegial manner. • You will engage in a variety of individual and group activities. Active

participation from all students is critical to successfully achieving the objectives of this class.

• You will view your contributions in tutorials as essential to the education and development of others.

Some Basic Guidelines During discussion, please be mindful of contributing to respectful class dynamics. If you are courageous and rarely afraid to speak, remember not to dominate discussion and to give fellow students the opportunity to express their ideas and opinions. If you are shy and tentative about sharing your thoughts, now is the time to cultivate courage. I expect everyone to be alert, to ask questions, and to share their thoughts about the material with the class. Our tutorial should be a place where we can share ideas without fear of having our points summarily dismissed. Disagreement is different from personal attacks. Disagreement is encouraged; personal attacks will not be tolerated. In order to achieve this atmosphere, I expect everyone to treat each other with respect and uphold the goal of expanding our knowledge and contributing to the collective education of our group.

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Missing class and showing up late will hurt your non-written skills (NWS) mark because if you are not in class, you cannot participate and contribute to our learning. If there is a mitigating circumstance — such as illness or bereavement — that prevents you from attending class, you should contact me in advance, as a courtesy to our group. Lateness disrupts learning and is disrespectful to all who arrive on time and are prepared to contribute. If a student is late, they should see me after class ends. If you are late and then leave without stopping to let me know why, you will be counted as having missed the class. Excessive lateness (in other words, more than once or twice during a semester - do not take this as permission to be late once or twice!) may be counted as absences at my discretion. How Tutorials Will Operate Each week we will focus our discussion around a selection of questions or points for consideration. Each tutorial outline is comprised of these questions, primary source materials (which you must consult), a list of historiography, class activities, and journal entry questions. You should come to the tutorial each week prepared to discuss the week’s question(s)/points(s) in a scholarly manner. You should read at least two secondary source items in preparation (this is in addition to the primary source materials), taking into account the questions posed and points for consideration raised. Each week there will be a specific activity that we will be engaging in. This may be a structured debate, small group work, or the consideration of primary sources. Taking a full part in these activities is a good way of enhancing your understanding of a given topic. The class activities will be:

o Week 3: An examination of colonial-era slave advertisements. o Week 4: Discussion on the role in the American Revolution of

historically marginalised groups such as women and African-Americans.

o Week 5: Research on major figures in the Constitutional era and their positions with regard to the Constitution.

o Week 6: An analysis of how newspapers in the Early Republic reported on the War of 1812

o Week 7: A debate on Andrew Jackson and the Indian Removal Act. o Week 8: Discussion and analysis of excerpts you have chosen from

Incidents in the Life of a Slave Girl. o Week 9: Discussion and analysis of photographs from the American

Civil War. o Week 10: Discussion and analysis of political cartoons from the

Reconstruction era. Attendance at all tutorials is absolutely mandatory. Each unexcused absence will result in a 2% deduction from your NWS mark. This adds up very quickly and could, for example, be the difference between a 2.2 and 2.1. If you have two unjustified absences in a row then the department will be notified and a warning issued. Six unexcused absences over the

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entire course (NOT per semester) will result in a zero for tutorial participation: no exceptions. If you know you are going to miss class, you must email me in advance citing the reason for absence. If you have not notified me in advance, but miss a class, you should email me within twenty-four hours with your reason for absence. Leading the Discussion You will also be required to lead discussions for one week each semester. This will involve setting the context of the week’s discussion with the group through a short presentation focusing on an important aspect of the week’s topic. This forms part of the assessment of your non-written skills. However, if you are nervous about speaking in front of others, do not get too worried! It is natural to feel nervous and all of this will be taken into account. Your content and insights are more important than the style of your delivery. During the first tutorial, you will get to pick which week you would like to take the lead in. You do not have a to prepare a huge presentation when you are leading the discussion! Four or five minutes maximum (based on the guidelines below) are all that is required, plus a willingness to take a prominent role in guiding the evolving discussion. In your presentation, do not give an overall introduction to the topic. Through attendance at lectures and class reading, we should all have a basic familiarity with the underlying events and concepts. Focus on something you found particularly interesting and stimulating. Suggestions in this regard include:

o Offering a précis and analysis of a significant primary source related to the topic (for example, a political pamphlet or speech.)

o Introducing and analysing key popular culture artefacts associated with the topic (for example, political cartoons produced during the era under study that highlight key issues or perhaps the ways in which clothing has been used to express political allegiance.)

You should also come with an additional question for the group, which you think is vital to understanding the nature of the specific period. You may also choose to bring to the attention of the group a small, interesting source which can be written (e.g.: a letter, document, or newspaper article), pictorial (e.g.: a political cartoon, photograph, or painting), musical (e.g.: a verse from a popular song of the time or a musical clip on YouTube), or material, which you think adds to our understanding of the period or its important questions. This will not be required, and you will not lose any marks for not doing this, but it will be greatly beneficial to the entire group.

Furthermore, in your class introductions, I expect you to explicitly bring in a selection of key historiography. You do not have to offer an in-depth, journal-style analysis, but I do expect you to make it clear to me that you have engaged with the wider historiography and not just cribbed from Foner or Wikipedia! If you are worried about this aspect of the tutorials, please do not hesitate to get in touch by email, after classes, or during my office hour. I have been in similar situations many times and am happy to offer advice and

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strategies to make it a more comfortable and rewarding experience for you and the group as a whole. Use of Laptops and Tablets in Class Many classes will allow you to make use of your laptops and tablets during the tutorial. This class is not one of them. Tutorials are for listening, discussing, debating, and learning. They are not for tapping notes into your computer, looking up the answers on Wikipedia, or telling your friends on Facebook that the tutor is a boring, nefarious little man with a beard. In our classes, please keep your laptops, tablets, and phones in your bags. Reading the PDF of a scholarly article during class will not do you any good. You should have read and absorbed the key arguments before coming to class. If you have a certified medical need to use a laptop or other electronic device in class, you should approach Student Support who will put all the necessary arrangements in place and make sure that I am notified of your requirements. Key Terms and Key People One thing that you will notice is the inclusion of ‘Key Terms’ and ‘Key People’ sections at the start of each tutorial outline. These give pointers towards vital information that you should know about each topic. During lectures, research online, reading the course textbook, and reading of the wider historiography, you should make an effort to find out what these terms mean and who the various people are. This will not only benefit our in-class discussions, such knowledge will also be extremely useful when it comes to the exam. Nuggets of information such as this will demonstrate to the examiner that you have knowledge of the subject and have substantively engaged with it. For each tutorial, I expect you to know what the majority of the terms mean and whom the majority of the people mentioned are. It is not a requirement that you investigate absolutely everything, but it will be useful if you take note of least some of it. Highlighted Historiography You will find certain book chapters and journal articles highlighted in the reading lists. Highlighted items are those which have particular importance, either in terms of their approach, findings, or position within the overall study of a given topic, In some cases these will be items that have had their positions refuted or seriously challenged. Or, they may be path-breaking pieces of scholarship that every student should be aware of. It may even be the case that a number of pieces are highlighted because they offer contrasting and challenging political, ethical, moral, or interpretive viewpoints.

All of these items will be highlighted in yellow, like this sentence. You are encouraged to go beyond these highlighted readings in order to expand your base of knowledge and gain a wider understanding of both the topic and the historiography that surrounds it. Going beyond the highlighted readings will be especially useful for your tutorial journals and in-class presentations.

In order to make readings more accessible, many of the listed books are in the HUB short loan section or have been copied to LEARN via E-Reserve. I would ask you to be generous when taking out books. Please try

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not to take out a listed volume for too long. Or, you could do one of the following things:

o Photocopy the relevant sections without taking the book out. o Scan the appropriate sections to PDF. o Share photocopies around. o Arrange for one person to make multiple copies of a chapter.

That way, more people can have access to highly relevant material

contained within books and not just rely on journal articles. In extremis, I may be able to loan you my own copies of certain books for a very brief period in order that you can photocopy them. Office Hour You should feel free to approach me to discuss any aspect of our tutorials, the course, or your studies in general. To facilitate this, I have an open office hour each Tuesday between 11.00 and 12.00. A room for this has not yet been arranged, so I will advise you by email when and where this will be. You do not have to make an appointment for my office hour, just turn up! I realise that might not be a convenient time for everybody, so if you require a face-to-face meeting outwith my office hour, please to get in touch (by email or in class) and we can sort out a mutually convenient time. I am also happy to answer queries by email, particularly those that just require a quick answer or some clarification of a particular point. Under most circumstances, I will try to provide an answer within 24 hours. On occasion (such as at weekends or at times when I'm immersed in research and writing) things might take slightly longer. Finally, I very much look forward to helping you learn about, and understand, the broad sweep of American history. I hope that you will find AH2 both beneficial and enjoyable throughout the two semesters we will be learning together. Cheers, Malcolm

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AH2/Semester 1/Week 3 Slavery & Servitude in Colonial America

Key Terms: 1619, Bacon’s Rebellion, Chattel Slavery, Indentured Servitude, Indigo, Tobacco, Triangular Trade. Key People: Nathaniel Bacon, William Berkeley, James Oglethorpe, John Rolfe. Questions for class What role did the institution of indentured servitude play in the rise of chattel slavery as a phenomenon? How did the institution of slavery contribute to economic growth and what activities provided a profitable use of slavery? Consider the evolution of the institution of slavery in colonial America and the tensions that it would give rise to in later decades. How might we see early colonial slavery as creating narratives that will be apparent in the coming centuries?

Primary Source Reading Early American Newspaper Advertisements - The Virginia Gazette (http://www.history.org/foundation/journal/Autumn10/news/) Class Activity Examine a selection of the slave adverts given in the primary source reading noted above. What do they tell us about attitudes towards slaves and slavery?

Above: A contract of indenture from 1766 (http://commons.wikimedia.org/wiki/ File:William_Spencer_Apprenticeship_ 4_Nov_1766.png)

Above: An advertisement for newly arrived indentured servants.

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How useful for the historian are such tiny snippets and insights into life when assessing contemporary attitudes towards a subject like slavery? Historiography Ira Berlin, 'From Creole to African: Atlantic Creoles and the Origins of African-American Society in Mainland North America', William and Mary Quarterly, 53 (1996), 251-288 (available on JSTOR). Robin Blackburn, 'The Old World Background to European Colonial Slavery',William and Mary Quarterly, 54 (1997), 65-102 (available on JSTOR). Carl N. Degler, Out of Our Past: The forces that shaped modern America, Third Edition (New York, NY, 1984), 28-38, copy in 2nd floor short loan, 2 copies in HUB Carl N. Degler , 'Slavery and the Genesis of American Race Prejudice', Comparative Studies in Society and History 2 (October 1959), 49-66 (available on JSTOR). Davis Eltis, ‘Europeans and the Rise and Fall of African Slavery in the Americas: An Interpretation’, American Historical Review 98 (1993),1399-1423. David W. Galenson, 'White Servitude and the Growth of Black Slavery in Colonial America', The Journal of Economic History, Vol. 41, No. 1, The Tasks of Economic History, (Mar., 1981), 39-47 Oscar Handlin and Mary F. Handlin, 'Origins of the Southern Labor System', William and Mary Quarterly 7 (1950), 199-222 (available on JSTOR). Winthrop D. Jordan, 'Enslavement of Negroes in America to 1700', Stanley N. Katz and John M. Murrin, Colonial America: Essays in Politics and Social Development, 3rd edition (New York, NY, 1983), 250-289, and Stanley N. Katz, John M. Murrin, and Douglas Greenberg, Colonial America: Essays in Politics and Social Development, 4th edition (New York, NY, 1993), 288-329 or Winthrop D. Jordan, White Over Black: American Attitudes towards the Negro, 1550-1812 (New York, NY, 1968), chapter 2. Edmund S. Morgan, ‘Slavery and Freedom: The American Paradox’, Journal of American History 59 (Jun 1972), 5-29 (available on JSTOR). There is a huge catalogue of scholarly work on early colonial slavery beyond this very brief reading list. You are encouraged to look further afield and, as with every topic, read as widely as you can.

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Practice Journal Remember that you must submit a journal entry on this question to me at our next class. I will then give you feedback to allow you to prepare for the five marked journal entries you will submit this semester. Do historians agree that it was a combination of economic and racial motives that accounted for both the introduction of slavery to the North American colonies and its development as an institution?

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AH2/Semester 1/Week 4 We the People: The American Revolution

Key Terms: Boston Tea Party, ‘Common Sense’ (pamphlet), Intolerable Acts, Loyalists, Patriots, Stamp Act, Boston Massacre, Homespun Movement Key People: Mercy Otis Warren, Phillis Wheatley, Betsy Ross, Abigail Adams, Crispus Attucks, George Robert Twelves Hewes, Minutemen, Lord Dunmore, ‘Molly Pitcher,’ James Armistead Lafayette, Salem Poor Questions for class What were the differences and similarities between the American colonies and Britain, and between the thirteen American colonies themselves? How did concepts of freedom and slavery work their way into the relationship between the Colonies and Britain? How did slaves and free blacks participate in the Revolution? What roles did women play in the Revolution?

Above: A magazine rendering of ‘The women of ’76: “Molly Pitcher” the heroine of Monmouth” first published in Currier & Ives. (http://commons.wikimedia.org/wiki/File:Molly_Pitcher_currier_ives.jpg)

Above: An 1846 artists impression of the December 16, 1773 event which came to be known as the Boston Tea Party. (http://commons.wikimedia.org/wiki/File:Boston_tea_party.jpg)

Primary Source Readings “On the New Constitution, and On the Federal and State Conventions. By a Columbian Patriot. Sic Transit Gloria Americana.” Originally attributed to Elbridge Gerry, actually written by Mercy Otis Warren, Boston 1788. http://oll.libertyfund.org/?option=com_staticxt&staticfile=show.php%3Ftitle=16

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70&chapter=1955&layout=html&Itemid=27 (This collection also includes her History of the Rise, Progress, and Termination of the American Revolution) The Poetry of Mercy Otis Warren: http://books.google.co.uk/books?id=oYAEAAAAYAAJ&pg=PR4-IA3#v=onepage&q&f=false (Poem IX is about the Boston Tea Party) The Poetry of Phillis Wheatley: General information: http://www.poets.org/viewmedia.php/prmMID/21710 Select Poems brought together by Ann M. Woodlief, Emerita Associate Professor at Virginia Commonwealth University: http://www.vcu.edu/engweb/webtexts/Wheatley/phil.htm Class Activity The class will have been split into two groups, one group focusing on the role of women in the Revolution and the other analysing the participation of slaves and free blacks in the Revolution. In class, your group will be expected to discuss the topic and then present its findings back to the class, making use of as many examples (both from the primary and secondary sources) as possible. Historiography You should read at least two historiographical pieces in preparation for this class. This is in addition to the primary source readings. Mandatory Reading Alfred F. Young, “Introduction: Remembering the American Revolution,” in We the People: Voices and Images of the New Nation (Philadelphia: Temple University Press, 1993), vi-xxi. [PDF provided] Historiography Primarily on Women Francis D. Cogliano, Revolutionary America 1763 - 1815, A Political History, 2nd edition (New York, NY, 2009), Ch.9 [this volume is available as an electronic resource through the library website] Mary Beth Norton, “The Fate of Some Black Loyalists of the American Revolution,” The Journal of Negro History, 58 No. 4 (Oct. 1973), 402-426. Cassandra Pybus, “From Epic Journeys of Freedom: Runaway Slaves of the American Revolution and Their Global Quest for Liberty,” Callaloo 29, No. 1 (Winter, 2006), 114-130. Gary B. Nash, “African Americans in the Early Republic,” OAH Magazine of History 14, No. 2 The Early Republic (Winter, 2000), 12-16. _____, The Forgotten Fifth: African Americans in the Age of Revolution (Cambridge, MA: Harvard University Press, 2006).

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Benjamin Quarles, Negro in the American Revolution 2nd edition (Chapel Hill, NC: UNC Press, 1996). Historiography Primarily on Slaves and Free Blacks Francis D. Cogliano, Revolutionary America 1763 - 1815, A Political History, 2nd edition (New York, NY, 2009), Ch. 6 [this volume is available as an electronic resource through the library website] Linda Kerber, "The Republican Mother: Women and the Enlightenment-An American Perspective," American Quarterly, 28 (1976), 187–205. ___________‘Women Making History, 1750-1800, 1980-2005,’ Uncommon Sense (Fall 2005), http://oieahc.wm.edu/uncommon/121/kerber.cfm Mary Beth Norton, “The Evolution of White Women’s Experience in Early America,” The American Historical Review, 89, No. 3 (June 1984), 593-619. _____, “Eighteenth-Century American Women in Peace and War: The Case of the Loyalists,” William and Mary Quarterly, 33, No. 3 (July 1976), 386-409. Rosemarie Zagarri, ‘Women Making History, 1750-1800, 1980-2005,’ Uncommon Sense (Fall 2005), http://oieahc.wm.edu/uncommon/121/zagarri.cfm __________Revolutionary Backlash: Women and Politics in the Early American Republic (Philadelphia: University of Pennsylvania Press, 2008). Suggested readings: Introduction (pp.1-10), Chapter One (11-45), Chapter Five (148-180), and the Epilogue (181-186). General Historiography on the Revolution T. H. Breen, 'Ideology and Nationalism on the Eve of the American Revolution: Revisions Once More in Need of Revising,' Journal of American History, 84 (1997), 13-39. __________'Narrative of Commercial Life: Consumption, Ideology and Community on the Eve of the American Revolution,' William and Mary Quarterly 50 (1993), 471-501. Richard D. Brown, Major Problems in the Era of the American Revolution, 1760-1791, (Lexington, MA, 1992). Essays by Bernard Bailyn, Gary B. Nash, and Edmund S. Morgan. Stephen Conway, 'From Fellow-Nationals to Foreigners: British Perceptions of the American, circa 1739-1783,' William and Mary Quarterly Vol.59, No.1 (January 2002), 65-100. Lawrence H. Gipson, 'The American Revolution as the Aftermath of the Great War for the Empire,' Political Science Quarterly 65 (1950), 86-104.

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Michael A. McDonnell & Woody Holton, 'Patriot vs. Patriot: Social Conflict in Virginia and the Origins of the American Revolution,' Journal of American Studies Vol.34, No.2 (2000), 231-256. Harry S. Stout, 'Religion, Communications and the Ideological Origins of the American Revolution', William and Mary Quarterly, 24 (1977), 519-541. Gordon Wood, The Radicalism of the American Revolution (New York, NY, 1992), Introduction and Chp.1 [available via E-Reserve on the AH2 LEARN website] Alfred F. Young, “How Radical Was the American Revolution?,” in Alfred F. Young, Liberty Tree: Ordinary People and the American Revolution (New York: NYU Press, 2006), 215-261. [PDF Provided] Esmond Wright, Fabric of Freedom, 1763-1800, (New York, NY, 1961), Chps.1-4. Multimedia Photographic Portraits of Revolutionary War Veterans: http://lightbox.time.com/2013/07/03/faces-of-the-american-revolution/#1 Sounds of the Revolutionary War: http://www.youtube.com/watch?v=BMmouP3TM9g&ytsession=3P3_a0Lnom83xWFqFyiZGRu9N1uM7ZnNaiQStOzgOo-po6oPihk0CyeRM4UeJKazhKuKH-qfLW4b2zegEAMFnnfNXB6xsPHhORsn_wCvVQKRInEN4XutTcnBYSIiStZ8I9bTE5VQXkrvxRl-q1eRs_FiFNcMaY00TtKOn-3SXjzXgmPiPt2dx-e_Mt7bTXtJtjknTyMlFh (This is a YouTube video of music produced in 1976 of songs that were used during the revolution) Journal Question How have historians interpreted the American Revolution as ‘radical’?

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AH2/Semester 1/Week 5 A More Perfect Union: The US Constitution

Key Terms: Declaration of Independence, Anti-Federalists, Articles of Confederation, Bill of Rights, Constitution, Constitutional Convention, Federalists, Federalist Papers, Separation of Powers. Key People: John Adams, Alexander Hamilton, Patrick Henry, Thomas Jefferson, James Madison. Edmund Randolph, Sam Adams, Benjamin Franklin, Patrick Henry, Thomas Jefferson, Gouverneur Morris, Thomas Paine, Paul Revere, George Washington. Questions for class Characterize and analyze the Constitution: Did it realize or betray the principles of the Revolution? Contrast the Constitution with the Declaration of Independence. To what extent was the Constitution a compromise between big and small states? Rich and poor states? Slave and free states? Should the Founding Fathers and their documents (i.e. the Declaration of Independence and the Constitution) be credited as crippling the institution of slavery or strengthening its existence?

Above: Thomas Jefferson, painted by Mather Brown c.1786(commons.wikimedia.org/wiki/File:Thomas_Jefferson_by_Mather_Brown.jpg)

Above: The Constitutional Convention, c.1787, as envisaged by painter Junius Brutus Stearns in 1856 (commons.wikimedia.org/wiki/File:Washington_Constitutional_Convention_1787.jpg)

Primary Source Readings These sources is a mandatory reading: Constitution: http://www.archives.gov/exhibits/charters/constitution.html

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You may also find James Madison et al., The Federalist Papers (rpt.; Harmondsworth 1987) or Website: The Federalist: http://thomas.loc.gov/home/histdox/fedpapers.html a useful source. Class Activity Last week you will been assigned a major figure in the debates on the constitution and researched their position on the creation and ratification of the document. The major figures are: John Adams, Samuel Adams, John Dickinson, Elbridge Gerry, Alexander Hamilton, John Hancock, Patrick Henry, James Madison, Gouverneur Morris, Charles Pinckney, Edmund Randolph, John Rutledge. Your task this week is to present the position of that person to the class and argue for their particular take on the constitution. How do the views interact with the stances of other major figures and what do the compromises made mean for the document itself? You should present your findings in the first person. Historiography You should read at least two historiographical pieces in preparation for this class. This is in addition to the primary source readings. Bernard Bailyn, The Ideological Origins of the American Revolution, (Cambridge, MA, 1967), Chp.4 [available via E-Reserve on the AH2 LEARN website] Lance Banning, ‘Republican Ideology and the Triumph of the Constitution, 1789 to 1793’, William and Mary Quarterly, 31 (1974), 167-188 (available on JSTOR). Saul Cornell, ‘Aristocracy Assailed: The Ideology of Backcountry Anti-Federalism’, Journal of American History 76 (1990), 1148-1172. Paul Finkelman, ‘Slavery and the Constitutional Convention: Making a Covenant with Death’, in Richard Beeman, Stephen Botein, and Edward Carter, eds., Beyond Confederation: Origins of the Constitution and American National Identity (Chapel Hill, NC, 1987), 188-225. Cecelia M. Kenyon, ‘Men of Little Faith: The Anti-Federalists and the Nature of Representative Government’, William and Mary Quarterly, 12 (1955), 3-42 (available on JSTOR). Isaac Kramnick, ‘‘The Great National Discussion’: The Discourse of Politics in 1787’, William and Mary Quarterly, 45 (1988), 3-32.

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Pauline Maier, American Scripture: Making the Declaration of Independence (New York: Alfred A. Knopf, 1997). Kenneth Morgan, ‘Slavery and the Debate over Ratification of the United States Constitution’, Slavery and Abolition 22 (2001), 40-65 (available as electronic resources through the Library catalogue). J. R. Pole, 'The Struggle for the Constitution,' in J. R. Pole (ed.), The American Constitution: For and Against (New York, NY, 1987), 3-24 [available via E-Reserve on the AH2 LEARN website] Jack N. Rakove, 'The Great Compromise: Ideas, Interests and the Politics of Constitution Making,' William and Mary Quarterly 44 (1987), 424-457. William M. Wiecek, 'The Witch at the Christening: Slavery and the Constitution's Origins,' in Leonard W. Levy and Dennis J. Mahoney (eds.), The Framing and Ratification of the Constitution (New York, NY, 1987), 167-184 [available via E-Reserve on the AH2 LEARN website] Gordon Wood, The Creation of the American Republic (New York, NY, 1969), Chps.10-13 [Chp.10 available via E-Reserve on the AH2 LEARN website] Benjamin F. Wright, 'The Constitution: Conflict or Consensus?,' in Gerald N. Gross & George Athan Billias (eds.), Interpretations of American History: Patterns and Perspectives, Vol. 1: To 1877 (4th Ed. New York, NY, 1982), 166-173; (5th Ed. New York, NY, 1987), 179-186. Journal Question 'An undemocratic document created and adopted by democratic means.' Do historians see this statement as accurately describing the making and ratification of the United States Constitution?

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AH2/Semester 1/Week 6 ‘Free Trade and Sailors’ Rights’: The War of 1812

Key Terms: Anti-Federalists, Barbary Wars, Democratic-Republican Party, Federalists, Federalist Party, First Party System, Lewis & Clark Expedition, Louisiana Purchase, Monroe Doctrine, Quasi War, War of 1812. Key People: John Adams, William Clark, Stephen Decatur, Alexander Hamilton, Thomas Jefferson, Meriwether Lewis, James Madison, George Washington. Questions for class What were the foundations of United States foreign policy prior to the War of 1812? After the War of 1812? Were there noticeable changes? What caused the United States to go to war in 1812? Did the War of 1812 contribute to the creation of a genuinely ‘American’ identity?

Above: The USS Constitution versus HMS Guerriere, August 19, 1812.

Above: The bombardment of Fort McHenry, September 13, 1814, an event that would give rise to the American national anthem, the ‘Star Spangled Banner’ by Francis Scott Key.

Primary Source Reading President James Madison’s State of the Union Address, November 5, 1811: http://memory.loc.gov/cgi-bin/query/r?ammem/hlaw:@field(DOCID+@lit(hj0084)) President James Madison’s War Message to Congress, June 1, 1812: www.presidentialrhetoric.com/historicspeeches/madison/warmessage.html Class Activity Using the historical newspaper databases available via the library website, you should find, analyse, and bring with you to class a selection of articles

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reporting on the War of 1812. How do the articles report the war? How do they portray America’s fight against Britain? How is Britain portrayed? Are there regional differences in enthusiasm for the war? Historiography As a primer on the War of 1812, you may find this instalment of the BBC’s In Our Time radio programme - hosted by Melvyn Bragg and featuring expert analysis from our very own Professor Frank Cogliano - helpful: www.bbc.co.uk/programmes/b01q95s0 You should read at least two historiographical pieces in preparation for this class. This is in addition to the primary source readings and the In Our Time programme, should you choose to listen to it. Lance Banning, ‘Jeffersonian Ideology Revisited: Liberal and Classical Ideas in the New American Republic’, William and Mary Quarterly 43 (1986), 3-19 (available on JSTOR). Francis D. Cogliano, Revolutionary America 1763 - 1815, A Political History, 2nd edition (New York, NY, 2009), Chps.7 and 8 [this volume is available as an electronic resource through the library website] Paul A. Gilje, ‘”Free Trade and Sailors' Rights?”: The Rhetoric of the War of 1812’, Journal of the Early Republic, 30 (2010), 1-23. Donald R. Hickey, ‘The War of 1812: Still A Forgotten Conflict,’ The Journal of Military History, 65 (2001), 741-69. Peter P. Hill, ‘The Early National Period, 1775-1815’, in Robert D. Schulzinger, A Companion to American Foreign Relations (Malden, MA, and Oxford, 2003), 48-63 [available via E-Reserve on the AH2 LEARN website] Richard Jensen, ‘Military History on the Electronic Frontier: Wikipedia Fights the War of 1812,’ Journal of Military History, 76 (2012), 523-56. Michael Kitzen, 'Money Bags or Cannon Balls: The Origins of the Tripolitan War, 1795-1801', Journal of the Early Republic, Vol.16, No.4 (Winter, 1996), 601-624 (available on JSTOR) James R. Sofka, ‘The Jeffersonian Idea of National Security: Commerce, the Atlantic Balance of Power, and the Barbary War, 1786–1805’, Diplomatic History 21 (Fall 1997), 519-544. Robert W. Tucker, David C. Hendrickson, and Joyce Appleby on Jefferson’s Louisiana Purchase; in Dennis Merrill and Thomas G. Paterson, Major Problems in American Foreign Relations (Boston, MA and New York, NY 2006), 74-89. Journal Question How have historians assessed the War of 1812 in terms of its position in consolidating and defining a truly ‘American’ sense of national identity?

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AH2/Semester 1/Week 7 Big Cheese: Andrew Jackson and Indian Removal

Key Terms: Democratic Party, Indian Removal Act, Jacksonian Democracy, Second Party System, Trail of Tears, Whigs. Key People: John C. Calhoun, Henry Clay, William Henry Harrison, Andrew Jackson, Martin Van Buren, Daniel Webster. Questions for class Was Jackson’s Indian removal policy an act akin to “protective custody” or was it an act of ethnic cleansing? What conflicts can you identify in the scholarship on the Jackson’s Indian policy? How have different historians approached the topic?

Above: ‘Old Hickory’ himself

(http://commons.wikimedia.org/wiki/File:Andrew_Jackson_Portr

ait.jpg)

Above: Unruly goings on and widespread drunkenness at the first inauguration of Andrew Jackson in 1829 (http://commons.wikimedia.org/wiki/File:Jackson_inauguration_crop.jpg)

Primary Source Readings Jackson's speech on Indian Removal (begins in paragraph 2 of column 2 and continues across the subsequent page.) http://memory.loc.gov/cgi-bin/ampage?collId=llrd&fileName=010/llrd010.db&recNum=438 Transcript of the Indian Removal Act (begins at the bottom of page 411 and continues on page 412.) http://memory.loc.gov/cgi-bin/ampage?collId=llsl&fileName=004/llsl004.db&recNum=458 Class Activity "Andrew Jackson was a humanitarian who had the best interests of Native American peoples at heart." The class will split into two and debate this

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proposition. When carrying out your reading, you should be prepared to take either side in the debate. Historiography You should read at least two historiographical pieces in preparation for this class. This is in addition to the primary source readings. Native American Policy readings It is particularly recommended that you engage with the Francis Paul Prucha reading, as it offers a provocative view of Native American policy under Jackson. Mary Hershberger, ‘Mobilizing Women, Anticipating Abolition: The Struggle against Indian Removal in the 1830s’, Journal of American History 86 (1999), 15-40 (available on JSTOR). William G. McLoughlin, ‘Experiment in Cherokee Citizenship, 1819-1829’, American Quarterly 33 (1981), 3-25 (available on JSTOR). __________‘Georgia's Role in Instigating Compulsory Indian Removal.’ The Georgia Historical Quarterly, Vol. 70, No. 4 (Winter, 1986), 605-632 (available on JSTOR) Michael Morris, ‘Georgia and the Conversation Over Indian Removal.’ The Georgia Historical Quarterly, Vol. 91, No. 4 (Winter 2007), 403-423 (available on JSTOR) Francis Paul Prucha, ‘Andrew Jackson’s Indian Policy: A Reassessment’, Journal of American History, 56 (1969), 527-539 (available on JSTOR). Ronald N. Satz, ‘Indian Policy in the Jacksonian Era’, in L. Dinnerstein and K. T. Jackson (eds.), American Vistas, 1607-1877, 7th ed (New York, NY, 1995), 211-227 [available via E-Reserve on the AH2 LEARN website] Mary Young, ‘The Cherokee Nation: Mirror of the Republic’, American Quarterly, 33 (1981), 502-24 (available on JSTOR). General Reading on Jacksonian America Robert V. Remini, ‘Andrew Jackson and Jacksonian Democracy’, in Sean Wilentz (ed.), Major Problems in the Early Republic (Lexington, MA, 1992), 399-406. Alexander Saxton, ‘Equality, Racism and Jacksonian Democracy’, in Sean Wilentz (ed.), Major Problems in the Early Republic (Lexington, MA, 1992), 407-414 [available via E-Reserve on the AH2 LEARN website]

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Arthur M. Schlesinger, Jr., and Richard P. McCormick, ‘Jacksonian Democracy: Fact or Fiction?’, in Gerald N. Gross and George Athan Billias (eds.), Interpretations of American History: Patterns and Perspectives, Vol. 1: To 1877, 6th ed. (New York, NY, 1992), 254-292. Charles Sellers, The Market Revolution: Jacksonian America from 1815 - 1846 (New York, NY, 1991) Harry L. Watson, Liberty and Power: The Politics of Jacksonian America (New York, NY, 1990), Introduction and Chp.1. Journal Question “The plan for their removal and reestablishment is founded upon the knowledge we have gained of their character and habits, and has been dictated by a spirit of enlarged liberty” (Andrew Jackson.) Do historians see this statement as accurately describing the motives underlying Andrew Jackson's Indian policy?

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A humourous (but reasonably accurate) look at the life of Jackson by cartoonist Kate Beaton (http://www.harkavagrant.com/index.php)

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AH2/Semester1/Week 8 Harriet Jacobs and Incidents in the Life of a Slave Girl

Key Terms: Abolitionism, American Colonization Society, Antebellum South, Black Codes, Colonization, Fugitive Slave Law of 1850, John Brown’s Raid, Underground Railroad, Uncle Tom’s Cabin (novel.) Key People: John Brown, John C. Calhoun, Frederick Douglass, William Lloyd Garrison, Harriet Jacobs, Wendell Phillips, Harriet Beecher Stowe, Harriet Tubman, Amy Post, Sojourner Truth. Questions for class What are the historiographical issues regarding Incidents in the Life of a Save Girl (hereafter 'Incidents')?What problems have historians identified with the ‘slave narratives’ as primary sources? How might the female perspective on slavery differ from the male perspective? Does Jacobs articulate particularly gendered concerns in her narrative?

Above: Advertisement from 1858, offering a substantial reward for a runaway female slave (http://commons.wikimedia.org/wiki/File:SlaveRewardWashington1858.jpg)

Above: Harriet Jacobs in 1894 (http://commons.wikimedia.org/wiki/File:Harriet_Ann_Jacobs1894.png)

Primary Source Reading The following is a mandatory reading for this class. You should bring your annotated copy with you to the tutorial, as you will be required to discuss excerpts from the narrative, as noted above. Harriet Jacobs, Incidents in the Life of a Slave Girl (London, 2005)

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Class Activity I would like you to come prepared with at least two excerpts (no more than one or two paragraphs long) from Jacobs that, for you, highlight key parts of the slave experience - what these key parts might be is up to you. I would like everyone to present one of these excerpts to the class and offer a brief comment on why you feel it is significant and what historiographical issues there might be with using your chosen excerpt as evidence. You should also watch at least some of the episodes of the online series Ask A Slave (http://www.askaslave.com). Is comedy an appropriate vehicle through which to correct historical misunderstandings of ignorance? Are there similarities/differences in the portrayal of an 1890s ‘house slave’ in Ask A Slave and Harriet Jacobs’ recollections from mid-century? Historiography You should read at least two historiographical pieces in preparation for this class. This is in addition to the primary source reading. For the issues associated with texts such as Incidents, you may find the two subsequent papers of use (and it is recommended you read at least one of them): David Thomas Bailey, 'A Divided Prism: Two Sources of Black Testimony on Slavery', The Journal of Southern History, Vol.46, No.3 (Aug., 1980), 381-404 John W. Blassingame, 'Using the Testimony of Ex-Slaves: Approaches and Problems', The Journal of Southern History, Vol.41, No.4 (Nov., 1975), 473-492 Selected useful articles on Harriet Jacobs and/or the female experience of slavery are listed below. You should endeavour to read at least one of these. The Doriani and Washington articles are extremely useful if read in concert: Daina Ramey Berry, '"In Pressing Need of Cash": Gender, Skill, and Family Persistence in the Domestic Slave Trade', The Journal of African American History, Vol.92, No.1, Women, Slavery, and Historical Research (Winter, 2007), 22-36 Beth Maclay Doriani, 'Black Womanhood in Nineteenth-Century America: Subversion and Self-Construction in Two Women's Autobiographies', American Quarterly, Vol.43, No.2 (Jun., 1991), 199-222 Margaret Washington, '"From Motives of Delicacy": Sexuality and Morality in the Narratives of Sojourner Truth and Harriet Jacobs,’ The Journal of African American History, Vol.92, No.1, Women, Slavery, and Historical Research (Winter, 2007), 57-73

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The following articles and chapters cover matters to do with antebellum slavery more generally. Engaging in some reading from this list will help you to contextualise your more specific readings: Drew Gilpin Faust, 'The Meaning of Power on an Antebellum Plantation,' in Michael Perman (ed.), Perspectives on the American Past: Readings and Commentary Vol.1: To 1877, 2nd ed. (Lexington MA, 1996), 255-265. Eugene Genovese, Roll, Jordan, Roll (New York, NY, 1974), especially Book I, Part 1 and Book 4, Part 4. Peter Kolchin, American Slavery, 1619-1877 (New York, NY, 1993), Chp.4: 'Antebellum Slavery: Organisation, Control, Paternalism', Chp.5: 'Antebellum Slavery: Slave Life'. Peter Kolchin, 'Re-evaluating the Antebellum Slave Community: A Comparative Perspective,' Journal of American History 70.3 (Dec. 1983), 579-601. Christopher Morris, 'The Articulation of Two Worlds: The Master-Slave Relationship Reconsidered,' Journal of American History 85.3 (Dec. 1998), 982-1007. Peter J. Parish, Slavery: History and Historians, (New York, 1989), Chp.7: 'Slavery and Southern White Society', 124-148. Willie Lee Rose, 'The Domestication of Domestic Slavery,' in Michael Perman (ed.), Perspectives on the American Past: Readings and Commentary Vol.1 : To 1877, 2nd ed. (Lexington MA, 1996), 244-255 [available via E-Reserve on the AH2 LEARN website] Journal Questions For this journal you can EITHER submit a historiographical analysis of work done by historians on Incidents OR a textual analysis of the primary source itself. Historiographical Analysis Question How have scholars assessed Incidents in the Life of a Slave Girl in terms of a challenge to contemporary ideals of womanhood, morality, and virtue? Textual Analysis Question To what extent can Incidents in the Life of a Slave Girl be interpreted as a feminist critique of slavery?

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AH2/Semester 1/Week 9

War is Cruelty: The Civil War Key Terms: Confederate States of America (CSA), Emancipation Proclamation, Sectionalism, States Rights. Key People: James Buchanan, Jefferson Davis, Robert E. Lee, Abraham Lincoln, William T. Sherman. Questions for class Which was a more important cause of the Civil War, sectionalism or slavery? Was the Civil War an ‘irrepressible’ conflict? (a term used by William Henry Seward in 1858: http://www.nyhistory.com/central/conflict.htm)

Above: President Lincoln and General McLellan at the Battle of Antietam, September, 1862 (http://commons.wikimedia.org/wiki/File:Maryland,_Antietam,_President_Lincoln_on_the_Battlefield_-_NARA_-_533297.jpg)

Above: African-American soldiers at Dutch Gap, Virginia (http://commons.wikimedia.org/wiki/File:DutchGapb.jpg)

Primary Source Readings The inaugural address of President of the Confederate States of America, Jefferson Davis, February 18, 1861: http://www.civilwar.org/education/history/primarysources/davisinaugural1.html The Emancipation Proclamation, delivered by President Abraham Lincoln on September 22, 1862: http://www.civilwar.org/education/history/primarysources/emancipation.html Class Activity Do a bit of research on photography and photographers (such as Mathew Brady and Alexander Gardner) in the Civil War. Why was it important? Was the Civil War the first ‘photographic war’? Find a photograph that you feel

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expresses some of the themes of the war, print it out, and bring it to class. You must be prepared to talk about your chosen photograph: why you choose it, when it was taken, what it represents, etc. Historiography The following article is a mandatory reading and will provide some important points for discussion during the class. Gary J. Kornblith, 'Rethinking the Coming of the Civil War: A Counterfactual Exercise', Journal of American History, Vol.90, No.1 (Jun., 2003), 76-105 (available on JSTOR). You should also read at least 2 of the following in preparation for this class. Eric Foner, ‘Politics, Ideology, and the Origins of the American Civil War’, in George M. Frederickson (ed.), A Nation Divided: Problems and Issues of the Civil War and Reconstruction (1975) [available via E-Reserve on the AH2 LEARN website] Pieter Geyl, ‘The American Civil War and the Problem of Inevitability’, New England Quarterly, 24 (1951), 147-168 (available on JSTOR). William E. Gienapp, ‘The Republican Party and Slave Power’, in Robert H. Abzug and Stephen E. Maizlish (eds.), New Perspectives on Race and Slavery in America: Essays in Honor of Kenneth M. Stampp (Lexington, KT, 1986), 51-78 [available via E-Reserve on the AH2 LEARN website] James M. McPherson, ‘Antebellum Southern Exceptionalism: A New Look at an Old Question’ Civil War History 1983, reprinted in Civil War History vol. 50 (2004): 418-433. Also available as chap. 1 of McPherson’s Drawn with the Sword (New York, NY, 1996) (available online through the Library catalogue). Mark Neely, Jr., ‘Was the Civil War a Total War?,’ Civil War History 50:4 (2004) Edward Pessen, ‘How Different from Each Other Were the Antebellum North and South?’, American Historical Review , 85 (1980), pp.1119-1149 and discussion, 1150-66 (available on JSTOR). Margaret Shortreed, ‘The Antislavery Radicals, 1840-1868’, Past and Present, 16 (1959), 65-87 (available on JSTOR). Journal Question Using two or more pieces of scholarship, explain the different ways in which historians have explained the origins of the Civil War.

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AH2/Semester 1/Week 10 Controversial and Misunderstood: Reconstruction & Political Cartoons

Key Terms: Carpetbaggers, Freedmen’s Bureau, Jim Crow Laws, Presidential Reconstruction, Radical Reconstruction, Redeemers, Scallawags. Key People: Ulysses S. Grant, Andrew Johnson, Thomas Nast, Charles Sumner. Questions for class How did the cartoons of Thomas Nast frame reconstruction? How did he portray the various parties with an interest in the reconstruction process? Compare the visions for Reconstruction advanced by President Andrew Johnson and the congressional Republicans. What are the main differences/similarities? How would you consider the treatment of black Americans during Reconstruction? Class Activity As part of this reading list, you will see four examples of work by noted political cartoonist Thomas Nast. You should examine the two cartoons assigned to you in detail, annotating them with your own thoughts, and bringing them to class. What is represented in the cartoon? What is it saying? What/who do the figures represent? What are the organisations represented? What does the cartoon say to you about the post-Civil War period? You should also print and examine the two cartoons that are not assigned to you, just so you are aware of what fellow students are referring to. Historiography As an aid to understanding political cartoons, the following article will be helpful. This is a mandatory reading for this class. Thomas Milton Kemnitz, 'The Cartoon as a Historical Source', Journal of Interdisciplinary History (Summer, 1973), pp. 81-93 You should also consult at least two of the following readings:

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Michael Les Benedict, ‘Preserving the Constitution: The Conservative Basis of Radical Reconstruction,’ Journal of American History, 61 (1974), 65-90 (available on JSTOR). W E B DuBois, Black Reconstruction in America (New York, NY,1935), Chp. ‘The Propaganda of History’ [available via E-Reserve on the AH2 LEARN website] Eric Foner, Reconstruction: America’s Unfinished Revolution (New York, NY, 2002), Chps. ‘The Failure of Presidential Reconstruction’ and ‘The Making of Radical Reconstruction’ [available via E-Reserve on the AH2 LEARN website] John Hope Franklin, ‘Mirror for Americans: A Century of Reconstruction History, ‘ American Historical Review 85 (1980), 1-14 (available on JSTOR). James T. Moore, ‘Redeemers Reconsidered: Change and Continuity in the Democratic South, 1877-1900,’ Journal of Southern History, 44 (1978), 340-362 (available on JSTOR). Howard N. Rabinowitz, ‘From Exclusion to Segregation: Southern Race Relations, 1865-1890,’ Journal of American History, 63 (1976), 325-350 (available on JSTOR). Armstead L. Robinson, ‘Beyond the Realm of Social Consensus: New Meanings of Reconstruction for American History,’ Journal of American History, 68 (1981), 276-297 (available on JSTOR). J. Chal Vinson, 'Thomas Nast and the American Political Scene', American Quarterly, Vol. 9, No. 3 (Autumn, 1957) Harold D. Woodman, ‘Class, Race, Politics, and the Modernization of the Postbellum South,’ Journal of Southern History 63 (1997), 3-22 (available on JSTOR).

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AH2/Semester 1/Week 11 ‘This is the Land of White Man’s Rule’: The Jim Crow South

Key Terms: Civil Rights Act of 1875, Compromise of 1877, Interstate Commerce Commission, Jim Crow Laws, Ku Klux Klan, Lynching, Plessy vs. Ferguson Decision, Poll Tax, Redeemers, Southern Democrats Key People: W E B DuBois, Reverend W H Heard, Homer Plessy, Thomas D Rice, Booker T Washington, Questions for Class Was politics or race more important in the creation of the Jim Crow South? To what extent were the black and white communities unified and/or divided by Jim Crow?

Above: George Meadows, lynched in Alabama, January 15, 1889 (http://commons.wikimedia.org/ wiki/File:Lynching-1889.jpg)

Above: Booker T Washington, a former slave who became the foremost leader for black Americans in the late nineteenth and early twentieth centuries (http://commons.wikimedia.org/wiki/ File:Booker_T_Washington_retouched_ flattened-crop.jpg)

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Class Activity There is no assigned class activity for this week. However, we will take time to discuss what you have enjoyed about this semester, what parts of the course you found more or less engaging, any feedback you might have on our classes, and what you are most looking forward to studying next semester. Historiography Edward L. Ayers, The Promise of the New South: Life After Reconstruction (New York, NY: Oxford University Press, 1992), Chp.2 and 6 (provided in PDF format.)

W. Fitzhugh Brundage, ‘The Ultimate Shame: Lynch-Law in Post-Civil War American South,’ Social Alternatives 25 (2006), 28-32.

Adam Fairclough, ‘Being in the Field of Education and Also Being a Negro...,’ Journal of American History (2000), 65-91.

Anne E. Marshall, ‘The 1906 Uncle Tom's Cabin Law and the Politics of Race and Memory in Early-Twentieth Century Kentucky,’ Journal of the Civil War Era (2011)

Howard N Rabinowitz, Race Relations in the Urban South, 1865-1890 (Athens, GA: University of Georgia Press, 1996), Foreword, Chps.3 and 10 (provided in PDF format.)

Barbara Welke, ‘When All the Women Were White, and All the Blacks Were Men,’ Law and History Review 13 (1995), 295-313

Joel Williamson, The Crucible of Race: Black-White Relations in the American South Since Emancipation (New York, NY: Oxford University Press, 1984), Chp.IX (provided in PDF format.)

Amy Wood, ‘Lynching Photography and the Visual Reproduction of White Supremacy,’ American Nineteenth Century History 6 (2005), 373-399.

C Vann Woodward, The Strange Career of Jim Crow, 3rd edition (New York, NY: Oxford University Press, 1974), Introduction and Chp.3 (provided in PDF format.)

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Appendix A: Useful Primary Source Databases

The American Founding Era A digital database of the papers of many of the founding era’s leading figures. Currently the University of Edinburgh only has access to the general public collection (called “Early Access”), which still contains thousands of interesting primary source documents from the likes of John Adams, George Washington, Thomas Jefferson, Abigail Adams, and Mercy Otis Warren. http://rotunda.upress.virginia.edu/founders/FGEA.html America’s Historical Newspapers (via library website) A vast database of many newspapers from American history. http://infoweb.newsbank.com.ezproxy.is.ed.ac.uk/iw-search/we/HistArchive The American State Papers Comprising a total of thirty-eight physical volumes, contain the legislative and executive documents of Congress during the period 1789 to 1838. http://memory.loc.gov/ammem/amlaw/lwsp.html Eigtheenth Century Collections Online (via library website) A database of primary sources from the eighteenth century, including newpapers, speeches, letters, and published materials. http://find.galegroup.com.ezproxy.is.ed.ac.uk/ecco/start.do?prodId=ECCO&userGroupName=ed_itw Eighteenth Century Journals (via library website) Much like the above, but with a focus on rare journals and periodicals. http://www.18thcjournals.amdigital.co.uk.ezproxy.is.ed.ac.uk/index.aspx Electronic Enlightenment (via library website) Correspondence between eighteenth century “thinkers and writers.” http://www.e-enlightenment.com.ezproxy.is.ed.ac.uk Foreign Relations of the United States An extremely useful collection of documents relating to American foreign policy matters from the mid nineteenth century to the 1960s. http://uwdc.library.wisc.edu/collections/FRUS The Historical Washington Post (1877-1994) One of the key American newspapers of record and the main news organ of the nations capital. Access through the library databases website at: http://www.ed.ac.uk/schools-departments/information-services/services/library-museum-gallery/finding-resources/library-databases/databases-subject-a-z/database-newspapers Online Library of Liberty This website brings together digitized versions – that are searchable! – of all manner of primary and secondary sources in American History and Literature, though their early collection is particularly rich. http://oll.libertyfund.org

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Appendix B: Citing Primary Sources in Footnotes

This citation method is taken from the Chicago Manual of Style website: www.chicagomanualofstyle.org/tools_citationguide.html and The Research and Documentation Online 5th Edition for Chicago documentation: http://bcs.bedfordstmartins.com/resdoc5e/RES5e_ch10_s1-0001.html#RES5e_ch10_p0193 Cartoons, Works of Art, and Photographs For an original, make sure you include the institution holding the work as well as its medium. If you’re citing a reproduction, you may omit these and just give publication information for your source. Original: Aaron Siskind, Untitled (The Most Crowded Block), gelatin silver print, 1939, Kemper Museum of Contemporary Art, Kansas City, MO. Reproduction (most cartoons will fall under this category): Edward Hopper, August in the City, in Edward Hopper: The Art and the Artist, by Gail Levin (New York: Whitney Museum of American Art, 1980), 197. Legal Documents and Government Publications Include as much information as you can, including who wrote the document and, if possible, whom it was for. A document from a general collection would be cited as follows: U.S. Department of State, Foreign Relations of the United States: Diplomatic Papers, 1943 (Washington, DC: GPO, 1965), 562. Newspapers Newspapers are cited as primary sources if you are using them as historical documents. For example, advertisements about runaway slaves or the press coverage of clashes between Union troops and American Indians in the nineteenth century. Wherever possible include a page number, especially if you are using an online database. “Monday July 27, A Mobocracy,” Federal Republican and Commercial Gazette, No. 487 August 3, 1812, p.1, America’s Historical Newspapers http://infoweb.newsbank.com.ezproxy.is.ed.ac.uk/iw-search/we/HistArchive/HistArchive?d_viewref=doc&p_docnum=-1&p_nbid=H50Y57KNMTM3ODExNTgzMC4yNjIzMDQ6MToxNDoxMjkuMjE1LjE3LjE5MA&f_docref=v2:107A06EFAB5F8018@EANX-11B5C56D9938F478@2383094-11B5C56DA1FF00C0@0&p_docref=v2:107A06EFAB5F8018@EANX-11B5C56D9938F478@2383094-11B5C56DA1FF00C0@0. Letters in Published Collections Jessica Mitford to Esmond Romilly, 29 July 1940, in Decca: The Letters of Jessica Mitford, ed. Peter Y. Sussman (New York: Knopf, 2006) 55-56. REMEMBER THAT ANYTHING YOU ACCESS ONLINE MUST INCLUDE A URL

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Appendix C: Citing Secondary Sources in Footnotes

This citation method is taken from the Chicago Manual of Style website: www.chicagomanualofstyle.org/tools_citationguide.html and The Research and Documentation Online 5th Edition for Chicago documentation: http://bcs.bedfordstmartins.com/resdoc5e/RES5e_ch10_s1-0001.html#RES5e_ch10_p0193 Book One author Michael Pollan, The Omnivore’s Dilemma: A Natural History of Four Meals (New York: Penguin, 2006), 99–100 Subsequent citation: Pollan, The Omnivore’s Dilemma, 103 Two or more authors Geoffrey C. Ward and Ken Burns, The War: An Intimate History, 1941–1945 (New York: Knopf, 2007), 52. Subsequent citation: Ward and Burns, The War, 67 For four or more authors, list all of the authors in the bibliography; in the note, list only the first author, followed by et al. (“and others”): Dana Barnes et al., Plastics: Essays on American Corporate Ascendance in the 1960s . . . Editor, translator, or compiler instead of author Richmond Lattimore, trans., The Iliad of Homer (Chicago: University of Chicago Press, 1951), 91–92. Subsequent citation: Lattimore, Illiad, 107

Editor, translator, or compiler in addition to author Gabriel García Márquez, Love in the Time of Cholera, trans. Edith Grossman (London: Cape, 1988), 242–55. Subsequent citation: García Márquez, Cholera, 33. Chapter or other part of a book John D. Kelly, “Seeing Red: Mao Fetishism, Pax Americana, and the Moral Economy of War,” in Anthropology and Global Counterinsurgency, ed. John D. Kelly et al. (Chicago: University of Chicago Press, 2010), 77. Subsequent citation: Kelly, “Seeing Red,” 81–82. Preface, foreword, introduction, or similar part of a book James Rieger, introduction to Frankenstein; or, The Modern Prometheus, by Mary Wollstonecraft Shelley (Chicago: University of Chicago Press, 1982), xx–xxi. Subsequent citation: Rieger, introduction, xxxiii. Book published electronically If a book is available in more than one format, cite the version you consulted. For books consulted online, list a URL; include an access date only if one is

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required by your publisher or discipline. If no fixed page numbers are available, you can include a section title or a chapter or other number. Jane Austen, Pride and Prejudice (New York: Penguin Classics, 2007), Kindle edition. Subsequent citation: Austen, Pride and Prejudice. Other Sources Journal article In a note, list the specific page numbers consulted, if any. In the bibliography, list the page range for the whole article. Joshua I. Weinstein, ‘The Market in Plato’s Republic,’ Classical Philology 104 (2009): 440. Subsequent citation: Weinstein, ‘Plato’s Republic,’ 452–53. Article in a newspaper or popular magazine Newspaper and magazine articles may be cited in running text (“As Sheryl Stolberg and Robert Pear noted in a New York Times article on February 27, 2010, . . .”) instead of in a note, and they are commonly omitted from a bibliography. The following examples show the more formal versions of the citations. If you consulted the article online, include a URL; include an access date only if your publisher or discipline requires one. If no author is identified, begin the citation with the article title. Daniel Mendelsohn, “But Enough about Me,” New Yorker, January 25, 2010, 68. Subsequent citation: Mendelsohn, “But Enough about Me,” 69. Randal C. Archibold, “These Neighbors Are Good Ones without a New Fence,” New York Times, October 22, 2008, sec. A. Subsequent citation: Archivald, “These Neighbors Are Good Ones.” Book review David Kamp, “Deconstructing Dinner,” review of The Omnivore’s Dilemma: A Natural History of Four Meals, by Michael Pollan, New York Times, April 23, 2006, Sunday Book Review, http://www.nytimes.com/2006/04/23/books/review/23kamp.html. Subseuqent citation: Kamp, “Deconstructing Dinner.” Video or DVD You may wish to cite a documentary or investigative series. Often, as with secondary source newspaper articles, these are cited in running text, but a formal citation will be necessary in any bibliography. The Secret of Roan Inish, directed by John Sayles (1993; Culver City, CA: Columbia TriStar Home Video, 2000), DVD. Website A citation to website content can often be limited to a mention in the text or in a note (“As of July 19, 2008, the McDonald’s Corporation listed on its

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website . . .”). If a more formal citation is desired, it may be styled as in the examples below. Because such content is subject to change, include an access date or, if available, a date that the site was last modified. “Google Privacy Policy,” last modified March 11, 2009, http://www.google.com/intl/en/privacypolicy.html. Subsequent citation: “Google Privacy Policy.” One last note about citations. If you access anything online – even if there is a print version available – whether it be primary or secondary, you must include the relevant URL.