How did Jefferson’s racial ideas about indigenous people and Black people serve his dream of an agrarian republic? Why did Jefferson imagine a republican future for indigenous people but not Black people?

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Jefferson and Race

Reading: Hollitz, John, Thinking Through the Past, Volume One: to 1877, Fifth Edition (Stamford, CT: Cengage Learning, 2015), Chapter Six, “Ideas in History: Race in Jefferson’s Republic,” linked earlier in module.

Problem: More than any of this country’s founding figures, Thomas Jefferson illustrates the central paradox of early American history: that slaveholders could wage a revolution and create a republic in the name of equality. This reading aims to explain that paradox by making connections between Jefferson’s views on race and his theories about republican society.

Setting: This section explains Jefferson as a product of the Enlightenment and gives background on the environment in which Jefferson developed his views on race and republicanism.

Investigation: Your main job in this paper is to understand Jefferson’s ideology regarding American society, how his views on Black people and indigenous people differed, and how the main essay’s argument connects these two sets of views. How were Jefferson’s views regarding Black people and Native Americans connected to his plans for and fears regarding republican society? Why was Jefferson able to imagine a republican future for indigenous people but not Black people?

Sources:
Source 1 argues that Jefferson’s racial views cannot be understood apart from his republican ideology. Takaki believes that Jefferson believed the moral purity needed to uphold a republic required a homogeneous population of virtuous (self-restrained), independent (landowning) men, which he postulated that indigenous and Black people could not fulfill.

Source 2: reveals Jefferson’s views on the differences between Black people and indigenous people. Jefferson fancied himself an enlightened thinker, but he reveals himself to be a terrible, terrible excuse for a scientist.

Sources 3-8 deal with indigenous people. Do Sources 3 and 4 suggest that the United States is adhering to treaty terms? How much does the letter of Source 5 support the idea that Jefferson’s racial views influenced his policies toward indigenous groups? To what extent does the treaty in Source 6 reflect Jefferson’s ideas about indigenous people and his ideas in Source 5? What impact did Jeffersonian policies have on indigenous people, according to Source 7? What familiar rhetoric does Tecumseh use to mobilize indigenous resistance in Source 8?

Sources 9-12 deal with Black people. How is Jefferson’s colonization plan in Source 9 influenced by his views on Black people? What might Jefferson say about the arguments for and against emancipation in Source 10? To what extent did republican ideals influence the author of

Source 11? Compare the author of Source 12’s reasoning about Black inferiority to Jefferson’s reasoning on the same subject.

Paper Topic: Write a paper around two pages long (500 words or more) answering the central question for this assignment: How did Jefferson’s racial ideas about indigenous people and Black people serve his dream of an agrarian republic? Why did Jefferson imagine a republican future for indigenous people but not Black people?

Students should not take Jefferson at his word, but rather assume that his racial views are NOT a genuine reflection of serious study. Instead, think what Jefferson wanted for the United States, and consider how Jefferson’s racial views served his ideas on the preservation of republican society. What did Jefferson gain from each racial group, in reality, and in his imagination of what they were capable of? Be as specific as you can. DO NOT USE OUTSIDE SOURCES. PLEASE DOUBLE-SPACE.

Analyze the role of policing, criminal legal procedure, carceral logics or culture, or imprisonment in everyday life.

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Carceral Lanscape

This assignment asks that you analyze the role of policing, criminal legal procedure, carceral logics or culture, or imprisonment in everyday life. How does the carceral state/carceral culture shape your encounters with the built environment, symbolic or literal representations, official discourses, soundscapes, visual representation, geography/transportation, experience of academic work and paid work, applications for positions/fellowships, etc. How does the carceral state and carceral culture shape the infrastructure, relationships, policies, practices, or possibilities that you and those around you encounter? You do you think about the relationships between the carceral landscapes that you encounter and the experiences, barriers, and opportunities people encounter in other contexts?

Think broadly about what might count as carceral culture, surveillance, policing, etc., but be able to defend your analysis with evidence from your observations and existing scholarship (the primary and secondary sources).

What catches your attention in Chapter 16? What interests you, or puzzles you, or surprises you? Here’s your chance to ask a question, to make an observation, to note an historical connection among these chapters.

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 M9 Discussion – Ch 16 : The New Science of the Seventeenth Century A+

Chapter 16 of our textbook, Western Civilizations, brings us to a subject you may find more modern and relatable than anything we’ve studied previously: the Scientific Revolution. During the sixteenth and seventeenth centuries, a select group of European intellectuals invented new ways of thinking about the world around them which would forever alter Europeans’ attitudes toward the natural world. However it is important to learn just how grounded in their own time period these thinkers were: they were NOT “modern” scientists as we understand that field of knowledge today.

What catches your attention in Chapter 16? What interests you, or puzzles you, or surprises you? Here’s your chance to ask a question, to make an observation, to note an historical connection among these chapters. If you’re here first, please start the conversation!

What goals were the Imperialists trying to achieve and why did it ultimately become the path forward for the United States?

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American Imperialism

American Imperialism was a hot topic debate in the United States by the turn of the 20th century. Imperialism was seen in the Spanish-American War, the Philippine-American War, and even the hot topic of the election of 1900. What goals were the Imperialists trying to achieve and why did it ultimately become the path forward for the United States? Take a stance on if Imperialism was the right path for the United States with at least three examples.

discuss and analyze one of the primary sources that we read at the Municipal Assistance Corporation archives in Newman Library on Wednesday 3/1. As part of your analysis, you must discuss how the primary source relates to the article we read for fiscal crisis.

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Fiscal Crisis through the MAC Archive

For your final research paper, you will read secondary sources (academic books and articles) to help you understand the historical context of your research question. Then, you will read primary sources (sources created at the time that you are studying) to answer your research question and offer a (small) new perspective on this time period or historical event. Without the context provided by secondary sources, your primary sources will be mostly meaningless. Without primary sources, you will just be writing a report about what other authors have already said about your research topic. Bringing both together can generate new insights.

For this assignment, you will discuss and analyze one of the primary sources that we read at the Municipal Assistance Corporation archives in Newman Library on Wednesday 3/1. As part of your analysis, you must discuss how the primary source relates to the article we read for Monday 2/27 on NYC’s 1975 fiscal crisis.

For this assignment, choose one of the documents that we read from the MAC archive (or pairs of documents, if one is a response to the other). You may choose one of the documents you read in your group; or you can look at the other options and choose a different one.

 

Links to documents can be found embedded in the PDF that accompanies these instructions (see Blackboard).

Some of the links will take you to digitized BOXES of documents, not to the exact document you were shown in the library. These boxes contain the records produced by the MAC during specific date ranges. You will have to use the dates and info provided to locate the specific letter, memo, or report that was assigned. This is how archives work in real life!

For example, if you want to analyze “14 January 1977 letter to Mr. Zukowski, and next document, letter from Mr. Zukowski (dated Jan. 4),” you will follow the link to the PDF for all the documents created by the MAC in January 1977. You will look for the 14 January 1977 letter, which is filed with Mr. Zukowski’s original letter. Focus your analysis on the original (from Mr. Zukowski), which is the interesting part.

Instructions:

  • Choose your document(s) by following the URLs embedded in the attached PDF. You can choose to analyze one of the docs you read in the library, or choose something else.
  • Analyze the document within the context of the Municipal Assistance Corporation and the 1975 fiscal crisis.
  • Purpose: Who is the author, why did they create this text? What kind of source is it (speech, letter, memo, report, something else?) What is the author’s goal? If you have a letter and a response to the letter, focus your analysis on the earlier of the two letters.
  • Argument: How does the author try to make their point? What kinds of language, appeals, strategies, tone do they use to convince their audience?
  • Presuppositions: (don’t worry about this for right now)
  • Epistemology: what does the source reveal about the author’s worldview and society in which they lived? If there is more than one viewpoint expressed, you can compare them.
  • Relate: Does this source confirm Jon Shelton’s argument and evidence in his chapter “Dropping Dead” about the 1975 fiscal crisis? Or does it provide any new insight into the crisis, not provided in Shelton’s chapter? Explain your answer, using specific examples from Shelton’s chapter and from your document.

 

  • Writeup: Approximately 500 words. Please discuss the four prompts above (Purpose, Argument, Epistemology, Relate) using specific details and examples.
  • Post your critique on the blogs@baruch class page. Make sure to categorize it as “Assignment #6.” Identify which document you are analyzing at the top of your post.

Posts will be graded (4 points maximum) based on the following:

  • Do you respond to all parts of the prompt?
  • Do you relate the primary source to Shelton’s chapter?
  • Do you use specific examples from the primary source and Shelton’s chapter?
  • Is your critique approximately 500 words long? You cannot answer all parts of the prompt in much less than 500 words. At the same time, you should practice writing concisely; please do not submit an 800-word critique.

Create a playlist (name of clip and URL of the clip, which you can copy and paste) of all the interview clips (from the CRBB OH Project website) that could serve as possible sources for your topic.

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History Question

For this assignment, you will work with a digital archive called the “Civil Rights in Black and Brown Oral History Project” housed in the History Department at Texas Christian University. (Yes, we are re-visiting the CRBB OH Program at TCU). This online repository houses hundreds of interviews (oral histories) of Chicano and Black activists of the sixties and seventies. The interviews have been divided into short clips around searchable topics or issues. You can access this digital archive through the following link: https://crbb.tcu.edu/. Once you access the website, you are to complete the following steps.

Step 1: Take a digital tour of the archive, noting its features. As you are touring the digital archive, think about a research topic related to class (i.e., police brutality, labor, segregation). Then select a research topic, making sure it’s related to the issues from class but not the same topic you did last week. Finally, search for interviews that you could use in a research paper related to your chosen topic.

Step 2: Once you select interview clips, you must watch one clip connected to your topic. After watching the clip, provide a summary of the interview, listing the name of the person interviewed, the date of the interview, and the topic of discussion. In your summary, list something you learned and a question you want to be answered. The summary should encourage further examination, exploration, and debate. It must be in essay format (a minimum of 200 words) and typed, double-spaced, in Times New Roman, and in 12-point font. Additionally, be sure to correct any grammar errors.

Step 3: Create a playlist (name of clip and URL of the clip, which you can copy and paste) of all the interview clips (from the CRBB OH Project website) that could serve as possible sources for your topic. For example, if I chose police brutality as a topic, my playlist would consist of clips related to police brutality. Place your playlist underneath the summary.

The summary and the playlist should be submitted together as a Word or PDF file. There is no need to select interviews from other sources. Your summary and playlist should come only from the CCRB website: https://crbb.tcu.edu/

Analyze the effectiveness of post-delum policies by explaining if reconstruction succeeded or failed in areas of economics including the rebuilding of the Southern economy and improving the economic status of free demand, and politics-including the unification the North and south, restoring Southern loyalty to the union, and establishing political rights for African americans.

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Unit 1.1 D. B: reconstruction

Analyze the effectiveness of post-delum policies by explaining if reconstruction succeeded or failed in areas of economics including the rebuilding of the Southern economy and improving the economic status of free demand, and politics-including the unification the North and south, restoring Southern loyalty to the union, and establishing political rights for African americans. Make sure to include examples to support your claims of success or failure and cite all sources used to develop your answer

Readings and resources

Hamby, A. L., Neely, M. S., & Clack, G(2009). Outline of us history. New York: Nova Scotia science publishers.
Chapter 7 page 111 through 116 read the following sections with malice towards none, radical reconstruction, the end of reconstruction
Chapter 8 the growth and transformation pages 121 through 125 read the following sections revolution and agriculture, the divided south, the last frontier, flight of The Americans
Klarman, M. J (2004). From Jim Crow to civil rights: supreme Court and the struggle for racial equality. Oxford: Oxford University press.
Chapter 1 the plessy era pages 8 through 60
Articles websites and videos
Our documents Dawes act (1887)(.2020) our documents.gov
PBS(2001) our tribes of the West from 1877 to 1887.CPTV.
These selections from with the nez Perez detail accounts and opinions regarding the Dawes act
Gay, e. J. (1981). Alice Fletcher in the fields, 1889 through 1892 CPTV

How did the Teapot Dome scandal lead to J.Edgar Hoover becoming head of the FBI? How did Hoover change the culture of the FBI?

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Historical Question

1. How did the Teapot Dome scandal lead to J.Edgar Hoover becoming head of the FBI?

2. How did Hoover change the culture of the FBI?

3. What is the evidence to suggest that there is a conspiracy and not just a serial killer or a couple of white supremacists?

4. What was Tom White’s dad like and what does Tom White share with his dad’s character?

5. Why was Tom White White want to protect Ernst Burkhart?

How was history changed by this event? If you were to imagine a different outcome or reaction to your event, what do you suppose might have been a different outcome in the short- and long-term?

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History 1301 Essay Assessment Assignment

General Information and Instructions:
The purpose of this assignment is to use different historical methods you have learned about during this course to complete a historical research project. Your research project should start with your developing a historical question, that you then research, and then attempt to answer using both primary and secondary sources to

Research Option #1: History Turning Points
General Overview: Select an event, incident, a legislative action, or related marked historical moment in the years up until the American Civil War (Pre-Columbian Era to 1865), that marks an important transition in American History. This historical event can lead to a social, economic, or political transition that shaped the country’s history. Additionally, you will conclude this research project with a supposition of how history might
have been shaped had this event never occurred or of another possible outcome could have been possible.

Examples: The effect of the Salem Witchcraft Trials on the colonial religious goals of Massachusetts; The post-French & Indian War colonial taxation policies of the British government; The failure of the indentured servitude system to provide an ample labor source in the pre-Revolutionary American South; The passing of the Kansas-Nebraska Act & its relationship the impending crisis that becomes the American Civil War.

Research Objectives & Questions to be Discussed in Your Essay: (Incorporate these questions in the writing of your essay.)
● Why did you select this event?
● What were both the short- and long-term effects of this historical event?
● Who all were impacted/affected by this historical event?
● How was history changed by this event?
● If you were to imagine a different outcome or reaction to your event, what do you suppose might have been a different outcome in the short- and long-term?

Do these projects differ in how they approach early American History? If yes, how? What are the significant differences between these projects’ overarching narratives of the nation’s founding?

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History Question

For your Reflection Paper assignment, You will:

  • Read The 1619 Project and listen to its companion Podcast
  • Read The 1776 Report (Chapters 1-4)
  • Produce a one to two-page paper, which should include addressing the questions below. Your paper should also consider the materials (readings, videos, documents, etc.) presented throughout this course.
  1. Do these projects differ in how they approach early American History? If yes, how?
  2. What are the significant differences between these projects’ overarching narratives of the nation’s founding?
  3. Do you agree or disagree with either project, as a whole or in part? If in part, specify which part(s).
  4. Provide your overall assessment/critique of both projects.
  5. Why do you think these projects sparked a nationwide debate about how we teach American History in this nation?