|
|
|
"Red, White, and Black" in the Motor
City: Teaching the Early American Survey at a Comprehensive Metro Detroit
Community College
Hal M. Friedman
Henry Ford Community College, Dearborn, Michigan
|
THIS ARTICLE IS AN EXPLORATION of how the new early American cultural
history can be employed in the first half of the standard American
history survey. I discovered that the New Cultural History can be
an outstanding tool by which to introduce a highly culturally diverse
student population to the multiracial, multicultural, and multiethnic
origins of the United States. I also discovered that this is one
way to link the issues of the Colonial and Early National past with
the issues of the late 20th and early 21st centuries that the students
are more familiar with. The locus of the experiment is Henry Ford
Community College (HFCC) which is located in a highly urbanized
area, Dearborn, Michigan, and is therefore a crossroads of sorts
between several major universities, archives, and museums. Moreover,
its location near Detroit, Michigan makes it an international nexus
between Detroit and Windsor, Ontario. In addition, the College is
located in a vibrant, culturally diverse area, which has had a significant
impact on the curriculum. |
1 |
| Dearborn,
Michigan is also home to the largest community of Arabic peoples
outside of Southwest Asia and North Africa, and in the spring of
2000, the College's student body consisted of one-third European-Americans,
one-third African-Americans, and one-third Arab-Americans. Because
of these realities and the opportunity which they offered for teaching
comparative cultural history, the College's history department dispensed
with Western civilization courses decades ago and has been teaching
world history and world religions courses for over thirty five years.
This comparative focus, along with a strong tradition of academic
freedom at the College, allowed me to redesign my Early American
Survey from an Anglo-centered political history to a comparative
culture history course. |
2 |
| I
teach the course in a completely different way, I think, than do
most history instructors in higher education. I do not devote a
week or two to the colonial period so as to spend the vast majority
of the semester on the 1763-1877 period. Instead, I devote about
ten to twelve weeks of the course to studying the colonial period,
and I then devote the remainder to the early republic, antebellum
and Civil War periods. While this periodization would probably be
seen as unorthodox in most school systems and many colleges, to
the say the least, I think it is an important means by which to
combat the "presentism" that seems to be taking over the historical
profession and the nation. Moreover, I am trying to teach the students
something different than a litany of accomplishments by the Founding
Fathers. While the Founding Fathers do appear quite often in my
course, they and their politics are not the central focus of the
course. Instead, the central focus is the study of comparative colonial
cultures that had such an enormous influence on the politics, economics,
and diplomacy of the early American republic, and that continue
to shape the United States today. |
3 |
| The
periodization of the standard year-long American survey has always
been problematic to me. I think that the first half of this survey
should begin in 1500 and culminate with the American Declaration
of Independence in 1776. I then think that the second half should
proceed from 1776 to the present day. I do not agree with history
departments that are beginning to offer a three part American survey
course which devotes one course to the 19th Century, one course
to the 20th Century, and one course to nearly three centuries of
colonial history. In my opinion, this division focuses excessively
on the 20th Century and short-changes the colonial period. The only
advantage to a three-term split from my point of view would arise
if history departments devoted at least one of those courses entirely
to the colonial period. The colonial period, as we all know, is
usually skipped over quickly in order to "rush" to the American
Revolution and to spend most of the allotted time on an Anglo-centric
history up to 1865 or 1877. One of the purposes in my early American
survey is to combat this presentism and Anglo-centrism. However,
I cannot teach American surveys entirely as I would like at Henry
Ford Community College. It would be wonderful to begin offering
another type of survey course with a different division to complement
our existing courses in American and world history, but I, like
most community college history instructors, cannot do this because
of problems of transferability of courses to four year institutions. |
4 |
| If
I were to suggest changing the chronology of the course (i.e., not
going on to 1877 as most university surveys do), the question would
immediately arise from my division's Curriculum Committee, as well
as the college's Academic Council, as to the transferability of
the course to four-year institutions. Even though most Henry Ford
Community College students do not state transfer to a four-year
institution as their main goal, those who do state this as their
intention are the largest single group of students, and the transfer
function is the oldest mission of the college. Consequently, if
our history department could not guarantee that course credit from
a newly organized survey course would transfer automatically, especially
to local four-year institutions, the course simply would not be
approved. Even if approved, the course would likely not enroll sufficient
numbers to make it viable. Conditions such as these constrict instructors
at most community colleges. |
5 |
|
Early America
as Comparative Cultural History
|
| While
I can do little about the periodization of my American survey courses,
I can do something about the course content. Not only do I compress
the areas of traditional emphasis to about a quarter of the course,
but significant portions of the usual political history have largely
vanished. In my course, I attempt to "paint societal portraits"
for the students of the cultures they are going to study so that
I can demonstrate each culture's complexities to them, as well as
compare and contrast each culture and show how they interacted.
In other words, I teach them about each culture's major tenets such
as political governance, economic subsistence patterns, methods
of war and diplomacy, sexual division of labors, material cultures,
and religions. |
6 |
| I
begin my course by lecturing for one day to the students about the
basic and major characteristics of North American Indians before
Europeans set foot in the Western Hemisphere. Essentially, we look
at their diversities and similarities in terms of languages, tribal
groupings, politics, subsistence, war, diplomacy, religion, and
the sexual division of labor. This is only one lecture, since the
course has to focus on the post-1500 period, but we return to North
American Indian cultures throughout most of the semester. After
this initial lecture, we spend about four weeks, with exam time
included, studying the European exploration, conquest, and exploitation
of North America, including the Caribbean. I first lecture on Europe
before 1500 and the limitations keeping most European nations from
embarking on these conquests, though I do devote a day to the Vikings
and their settlements in Greenland. I devote two lectures to the
Europeans breaking into the Atlantic and Caribbean, and then several
days looking specifically at the Spanish, French, Dutch, Swedes,
English, and Russians. I lecture on each of these powers in order
to demonstrate to the students that the English were not the only
European colonial power in North America, but merely the most successful
in their imperial struggles by the middle to late 1700s. We spend
quite a lot of time studying the role that strategic competition
and population size in Europe had on the successes and failures
of the various European powers in North America. These lectures
are both thematic and chronological, with each lecture covering
each colonial power from the beginning to the end of that power's
colonial tenure in one day. Not surprisingly, these lectures, as
in most survey courses, tend to "skim over mountain tops." |
7 |
| The
students are then tested on this first section, after a class review
period. Following the first exam, I conduct a post-review of the
test to ensure that there are no misunderstandings about grading
policies, incorrect answers, or course material. While many students
appear bored at these reviews and post-reviews or do not show up
at all, I have found canceling them to be traumatic to those students
who do come to class. These students are largely remedial and think,
probably correctly, that they need all of the assistance that they
can get in this endeavor. |
8 |
| The
second section of the course explores Indian America after contact
with Europeans. Taking what we learned in the first lecture, and
constantly reviewing so as to refresh memories, we look at Indian
societies in terms of the European impact and the Indian response.
We also spend a great deal of time exploring Indian agency in terms
of the North American fur trade, the impacts of disease and alcohol,
the roles of Indian women, and how all of these aspects of Indian
society changed by 1800. Finally, we look at Indian slavery in the
Pacific Northwest, Indians who continued to survive after the European-American
frontier passed them by, and the general state of Indian America
by the early to middle 1800s. Again, we spend significant amounts
of time debunking historical myths about the Indians, such as the
alleged biological susceptibility to alcoholism. We also explore
the social, political, and cultural reasons for Indian defeats,
and some Indian victories, between 1500 and 1850 vis-à-vis
various groups of Europeans and European-Americans. This section
also culminates with a review, an examination, and a post-test review. |
9 |
| The
third section of the course entails studying the creation of African-America.
We begin in Africa before the Atlantic slave trade in order that
the students have some idea that there were various African societies
and cultures in West and Central Africa, especially the fact that
"Africa" was a European construction to which these various kingdoms
and states did not subscribe. Moreover, we look at the various means
of political governance, economic subsistence, methods of war and
diplomacy, sexual divisions of labor, religions, and forms of slavery
in various African societies before 1450. We then explore the African
role in the Atlantic slave trade, especially debunking the myth
that the Europeans entirely controlled the trade. I then lecture
on how the slaves endured the Middle Passage to North America, how
they became African-American, and what African-American culture
in the colonial and early national periods meant in terms of religion
(including Islam), sexual divisions of labor, resistance, the varieties
of slave work, and free black communities in both the European colonies
and the pre-Civil War United States. This section also culminates
in a review, an exam, and a post-test review. |
10 |
| The
final section of the course focuses on the creation of the United
States Republic, its expansion to the west coast of North America,
the coming of the Civil War, its conduct, and its aftermath. This
section focuses more exclusively on politics, economics, war, and
diplomacy than did earlier sections, but does continue the comparative
study of the cultural and social contexts of Indian-, European-,
and African-Americas so that students can see the origins of some
of the cultural conflicts that still have an impact on the United
States today. (See Appendix for the syllabus of this course.) |
11 |
|
Sources
of Information
|
| The
real victory in the creation of this type of course was my discovery
of the new early American cultural historiography. I began by using
Donald Meinig's Atlantic America 1
as the main text, but this text was too specialized
for the students. I then was given a copy of Gary Nash's Red,
White, and Black 2
by my predecessor and found that it matched my
lectures wonderfully, even though I had written most of the lectures
before reading Nash. Red, White, and Black is an outstanding
survey text by which to introduce students to the idea that much
of early American history was the encounter and clash between Indian,
European, and African cultures. It is the "perfect text" in that
it is relatively short, easy to read, and leaves room in the reading
schedule for other texts, readers, or even some monographs on specialized
areas. It does not, like the average survey text, try to cover everything,
which means it is manageable for first year college students. |
12 |
| My
only quibble with Nash is that he does not give sufficient attention
to African-America and does not provide coverage to 1865 or 1877.
For these reasons, I have used William Piersen's Africa to America
3
and Edward Countryman's Americans. 4
Piersen's book is too Afro-Centrist, but it is
not dominated by that school of thought and the taste of Afro-Centrism
that students get is educational. Countryman starts just where Nash
leaves off, in the 1760s and 1770s, and he proceeds to the end of
Reconstruction, again focusing on comparative histories of Indian-Americans,
European-Americans, and African-Americans. Hence Americans,
so far, seems to be the ideal sequel to Red, White, and Black.
I have tried Colin Calloway's New Worlds for All.
5
I will probably use it again, but I have major problems with that
text because it gives a very false impression that Indians and Europeans
created a tolerant, multi-cultural world in North America by 1800.
Still, the book can be used to demonstrate to students the dangers
created when historians impose the values of their own times on
people in the past. |
13 |
| Finally,
there has been a virtual explosion of specialized literature that
has allowed me to improve the lectures that are the heart of my
course, and to create additional versions of the course so as to
vary the rate at which I have to teach the same material each academic
year. There is no way I could have designed these versions of the
course around comparative cultures if historians for the last thirty
years had not been producing monographs on Indians, Africans (both
free and slave), women (European, Indian, and African), life in
the Caribbean, the impact of Europeanization on the North American
continent, the mixing of cultures, and the creation of an Atlantic
world. Books such as Kirsten Seaver's Frozen Echo,
6
John Thornton's Africa and Africans in the Making of the Atlantic
World, 7
and Theda Perdue's Cherokee Women
8
, to name just three of dozens of examples, opened a new historiographical
world to me. These books have gone far in enabling me to demonstrate
to my students how numerous groups whose actions were vitally important
to what happened in colonial North America and the early United
States had been marginalized into the shadows by mainstream history
before the 1960s. |
14 |
| The
other victory in all of this is that I have found it easy and fulfilling
to employ "culture" as the larger theme by which to teach mainly
working class, immigrant, and minority students about the history
of the nation. I am a "fence sitter" when it comes to the issue
of whether to teach elite political or "commoner" social history.
I think one must teach both, especially in the freshman survey.
However, when I taught at Michigan State University, where the student
body was largely Caucasian, middle class or higher in income, and
from professional backgrounds, I found that it was difficult to
get students to view the world "from the trenches." |
15 |
| Using
culture as an overarching theme to teach about politics, economics,
war, imperialism, gender, and work, however, has been a very effective
way to begin to explain the world that multi-cultural groups of
working class students were born into. The possibilities of my situation
are fascinating. I have roughly an even mix of European-American,
African-American, and Arab-American students in the classroom as
I lecture to them about Indians, Europeans, and Africans on the
North American frontier! Since they are already on a cultural frontier
of a sort, it is not immensely difficult to transport them back
to the cultural frontiers of yesteryear! |
16 |
| I
have also used these themes and this historiography to teach graduate
students. Each summer, I teach a graduate course in American history
for Central Michigan University's College of Extended Learning.
In this instance, students comprise, for the most part, K-12 teachers
who are studying part-time for MA degrees in the Humanities. While
the vast majority are not history or even social studies teachers,
they are skilled and motivated enough to make a collaborative learning
environment work, and since most were educated at a time when an
Anglo-dominated historiography was the norm for American history
surveys, the comparative cultural context of "Red, White, and Black"
engages their interest and provides them with material for other
graduate courses, as well as for their own teaching. |
17 |
|
New Directions
|
| The
new direction in which I could theoretically take my course would
be teaching it as Atlantic History. Teaching the early American
survey course as Atlantic History is a new and outstanding idea
in the profession. There have even been recent suggestions to begin
teaching Pacific History for the early modern world. Courses such
as these would go far in demonstrating to students the transnational
and trans-regional aspects of both American and world history by
focusing on themes such as the global economy, imperialism, war,
technology transfer, and comparative cultures, rather than just
the exploits of individual "heroes" or nations. |
18 |
| Community
college history instructors, however, cannot teach the first half
of the American survey as Atlantic History at this point in time.
The course would not be transferable to four-year colleges unless
those institutions first made the change. Community college history
instructors can for the time being only encourage our colleagues
at four-year institutions to develop this new field. Therefore,
what I would like to see happen is for early American history specialists
at four-year institutions, especially large research universities,
to develop Atlantic History as the next major survey course in the
profession's offerings of American, Western, and world civilization.
9
They should also develop upper division, and graduate level courses.
When community colleges see Atlantic history widely offered at four-year
institutions, community college history instructors will be able
to develop their own courses after convincing curriculum committees
and administrators that our students will be able to transfer those
courses. |
19 |
| Those
who might oppose the end of the existing canon of Western civilization
courses should see this development of Atlantic or Pacific basin
history as an entirely positive development. The creation of Atlantic
history courses, for instance, at all levels of higher education
can only benefit the student by offering new and interesting perspectives
by which to learn, view, and think about American and world history.
For now, those of us at community colleges can only encourage and
cheer from the sidelines. Cheering, however, is exactly what many
of us will be doing in the next few years! |
20 |
|
Notes
1
See D.W. Meinig, The Shaping of America: A Geographical Perspective
on 500 Years of History, Volume 1, Atlantic America, 1492-1800
(New Haven, Connecticut: Yale University Press, 1986).
2
See Gary Nash, Red, White, and Black: The Peoples of Early
North America, 4th Edition (Upper Saddle River, New Jersey:
Prentice Hall, Inc., 2000).
3
See William Piersen, From Africa to America: African History
from the Colonial Era to the Early Republic, 1526-1790 (New
York: Twayne Publishers, 1996).
4
See Edward Countryman, Americans: A Collision of Histories
(New York: Hill and Wang, 1996).
5
See Colin Calloway, New Worlds for All: Indians, Europeans,
and the Remaking of Early America (Baltimore, Maryland: Johns
Hopkins University Press, 1998).
6
See Kirsten Seaver, The Frozen Echo: Greenland and the Exploration
of North America ca A.D. 1000-1500 (Stanford, California:
Stanford University Press, 1996).
7
See John Thornton, Africa and Africans in the Making of the
Atlantic World, 1400-1800 (Cambridge, England: Cambridge University
Press, 1998).
8
See Theda Perdue, Cherokee Women: Gender and Culture Change,
1700-1835 (Lincoln, Nebraska: University of Nebraska Press,
1998).
9
Examples of the historiography needed to develop both lecture
and text material for this type of course include David Hancock's
Citizens of the World: London Merchants and the Integration
of the British Atlantic Community, 1735-1785 (Cambridge, England:
Cambridge University Press, 1995), one of the first monographs
in the 1990s which spoke specifically to an Atlantic community
based on the four bordering continents and linked by politics,
economics, war, diplomacy, and the transfer of material culture,
technology, and ideas; Richard Burton's Afro-Creole: Power,
Opposition, and Play in the Caribbean (Ithaca, New York: Cornell
University Press, 1997), which explores the transfer of Africans
to the Americas and the creation of a new culture in terms of
religion, politics, and language in island societies such as Jamaica;
John Thornton's Warfare in Atlantic Africa, 1500-1800 (London:
UCL Press, 1999), which speaks to the role that modern Africa
has played in the modern military history of the Atlantic region;
Peter Linebaugh and Marcus Rediker, The Many-Headed Hydra:
Sailors, Slaves, Commoners, and the Hidden History of the Revolutionary
Atlantic (Boston: Beacon Press, 2000), which discusses the
coming of the Age of Revolution not in terms of elites but common
laborers who developed political and class consciousness in the
context of servitude and slavery; and Elaine Breslaw, ed., Witches
of the Atlantic World: A Historical Reader and Primary Source
(New York: New York University Press, 2000), just the type of
book which could be a potential text for students at multiple
levels because of the multicultural aspect of the context and
the inclusion of primary source material.
Appendix
American
History I: Colonial America and the United States Through the
Civil War Period
by Hal M. Friedman
The instructor can be reached at friedman@hfcc.net
Course Objectives:
|
| HIST
151 is an introductory survey course in the history of Colonial
North America and the Early United States. The course will explore
various aspects of North American history, culture, and society
from the encounter between Indians and Europeans around 1500 to
the end of Reconstruction in 1877. It is designed so that students
should be able, by the end of the course, to understand how and
why early U.S. political, social, cultural, and economic institutions
developed, and to what extent Early America was a multicultural
and multiethnic society. |
21 |
| Students
will study the various cultures which mixed and clashed on the North
American continent during a nearly 400 year period. They will focus
on the study of various Indian, European, and African peoples who
found themselves "sharing" the continent after 1500 and having to
adjust to co-habitation in North America. Much of the course will,
of necessity, center on the study of international and intercultural
relations, imperialism, and culture clash. There will be a special
focus on the development of Anglo-American society in the British
North American colonies since that ethnic group came to dominate
the Thirteen Colonies and the Early United States. |
22 |
| Covering
the entire sweep of this North American cultural history, the course
will explore the role of the frontier in American thought, the continuing
American search for a mission in the modern world, and the role
which conceptions of race, ethnicity, and gender played in Early
U.S. society. Students and instructor will cover as broad a range
of interaction between peoples and cultures as possible, and the
student will receive a significant exposure to comparing and contrasting
the various Indian, European, and African societies which co-existed
in North America. In effect, the students will be exposed to "portraits"
of these past societies in terms of the societies' different forms
of politics, economics, religions, material cultures, sexual divisions
of labor, family structures, and means of war and diplomacy. Students
and instructor will then employ these "societal portraits" to explore
how people in the past lived, clashed, and, at times, accommodated.
|
23 |
|
Reading Assignments:
|
| Reading
assignments should be completed before the designated lecture. Prompt
completion of the readings will improve the student's understanding
of the lectures and stimulate questions about the material and the
assignments. All texts are available at the College Store, which
can be reached at 313-845-9222 or -9603. The required texts are: |
24 |
| Marion
Schwartz, A History of Dogs in the Early Americas (New Haven,
Connecticut: Yale University Press, 1997). ISBN: 0-300-07519-7. |
25 |
| Gregg
Smith, Beer in America: The Early Years, 1587-1840 (Boulder,
Colorado: Brewer Publications, 1998). ISBN: 0-937381-65-9. |
26 |
| Terry
Jordan, North America Cattle Frontiers: Origins, Diffusion, and
Differentiation (Albuquerque, New Mexico: University of New
Mexico Press, 1993). ISBN: 0-8263-1422-8. |
27 |
| Keith
Widder, Battle for the Soul: Metis Children Encounter Evangelical
Protestants at Mackinaw Mission, 1823-1837 (East Lansing, Michigan:
Michigan State University Press, 1999). ISBN: 0-87013-491-4. |
28 |
|
Daily Class Schedule (Subject
to Change)
|
| Topic
#1: "Introduction to Course Policies, Procedures, and the Study
of History"; and "Introduction to History: Note-Taking Techniques."
Reading Assignment: Schwartz, ix-18 |
|
| Topic
#2: "North American Indian Society to 1492." Reading Assignment:
Schwartz, 19-43. |
|
| Topic
#3: "The Norse Frontier: Iceland, Greenland, and the Viking
Settlements in North America, 1000-1500." Reading Assignment:
Schwartz, 43-59. |
|
| Topic
#4: "The European Atlantic Frontier, 1400s-1600s." Reading
Assignment: Schwartz, 60-76. |
|
| Topic
#5: "The Tropical Frontier: The Caribbean and North American
History,1600-1800." Reading Assignment: Schwartz, 93-109. |
|
| Topic
#6: "The Spanish Frontier in North America, 1513-1821." Reading
Assignment: Schwartz, 109-124. |
|
| Topic
#7: "The French Frontier in North America, 1534-1803." Reading
Assignment: Schwartz, 125-149. |
|
| Topic
#8: "The Dutch and Swedish Frontiers in North America, 1609-1664."
Reading Assignment: Schwartz, 149-167. |
|
| Topic
#9: "The English Frontier in North America, 1607-1776." Reading
Assignment: Smith, 1-18. |
|
| Topic
#10: "The Russian Frontier in North America, 1725-1867." Reading
Assignment: Smith, 18-39. |
|
|
Topic #11: "Indians and Disease: Northwestern New Spain as
a Case Study, 1687-1840." Reading Assignment: Smith, 39-55.
|
Review, First Examination
and Exam Review (three days)
Reading Assignment: Smith, 55-110.
|
|
|
Topic #12: "Indians and Alcohol, 1650-1775." Reading Assignment:
Smith, 111-127. |
|
| Topic
#13: "Indians in the North American Fur Trade: The Canadian
West as a Case Study, 1660-1870." Reading Assignment: Smith,
129-145. |
|
| Topic
#14: "Indian Slavery: The Pacific Northwest as a Case Study,
1770-1880." Reading Assignment: Smith, 147-166. |
|
| Topic
#15: "Indian Women: The Cherokees as a Case Study." Reading
Assignment: Smith, 166-192. |
|
| Topic
#16: "Behind the Frontier: Indians in Massachusetts, 1676-1775."
Reading Assignment: Smith, 193-208. |
|
| Topic
#17: "Post-1492 North American Indian Society." Reading Assignment:
Smith, 209-224. |
|
| Topic
#18: "African Society and the Atlantic Slave Trade, 1450-1850."
Reading Assignment: Smith, 225-235. |
|
| Topic
#19: "The Atlantic Slave Trade and the Creation of African-American
Society, 1450-1850." Reading Assignment: Smith, 237-250. |
|
| Topic
#20: "Slave Work and Slave Life in North America, 1620-1860."
Reading Assignment: Smith, 251-271. |
|
Review, Second Examination and Exam Review (three days)
Reading Assignment: Jordan, ix-64.
|
|
| Topic
#21: "Afro-Baptism and the Creation of African-American Christianity,
1730s-1860s." Reading Assignment: Jordan, 65-85. |
|
| Topic
#22: "African Muslims Enslaved in the Americas." Reading
Assignment: Jordan, 86-108. |
|
| Topic
#23: "Black Women and Slavery in the Americas." Reading Assignment:
Jordan, 109-132. |
|
| Topic
#24: "African-American Slavery in the Caribbean: The Danish
West Indies as a Case Study, 1671-1848." Reading Assignment:
Jordan, 133-147. |
|
| Topic
#25: "The Free Black Community in Spanish New Orleans, 1769-1803."
Reading Assignment: Jordan, 147-169. |
|
| Topic
#26: "International and Intercultural Relations in North America,
1492-1789: An Overview." Reading Assignment: Jordan, 170-194. |
|
| Topic
#27: "The Development of Colonial English and United States
Society, 1750s-1790s." Reading Assignment: Jordan, 194-215. |
|
| Topic
#28: "The Creation of American National Culture: Parades and
Politics in the Early Republic, 1776-1820." Reading Assignment:
Jordan, 215-240. |
|
| Topic
#29: "European-American Women, 1750-1830: A Case Study in Law."
Reading Assignment: Jordan, 241-265. |
|
| Topic
#30: "The Free Black Northern Community in the United States,
1700-1860." Reading Assignment: Jordan, 265-279. |
|
Review, third Examination and Exam Review (three days)
Reading Assignment: Jordan, 279-314, and Widder, xi-30.
|
|
| Topic
#31: "Ideas Governing U.S. Expansionism and the Issue of an
American 'Imperialism', 1780s-1860s." Reading Assignment: Widder,
30-45. |
|
| Topic
#32: "United States Regionalism and the Coming of the American
Civil War, 1789-1861." Reading Assignment: Widder, 47-67. |
|
| Topic
#33: "The Civil War, 1861-1865: The Pattern of American Wars
to Come." Reading Assignment: Widder, 69-89. |
|
| Topic
#34: "The Postwar Period: Reconstruction in the American South,
1865-1877." Reading Assignment: Widder, 90-101. |
|
| Topic
#35: "Life on the European-American Frontier: Sugar Creek, Illinois
as a Case Study, 1817-1875." Reading Assignment: Widder,
103-113. |
|
Final Exam
Reading Assignment: Widder, 113-135.
|
|
Content in the History Cooperative database is intended for
personal, noncommercial use only. You may not reproduce,
publish, distribute, transmit, participate in the transfer or
sale of, modify, create derivative works from, display, or in any
way exploit the History Cooperative database in whole or in part
without the written permission of the copyright holder.
|