Chesapeake and New England Colonies

Sunday, February 8, 2015

Chesapeake and New England Colonies

This week we'll discuss the development of British colonies in the Chesapeake region (Virginia and Maryland) and New England (Massachusetts, Connecticut and Rhode Island). Read this essay by historian Kathleen Brown about women in the Jamestown colony and consider the following questions:

How were colonists' experiences similar or different in the different regions?

How were women's experiences similar or different?

Consider how Brown constructs her argument? What role do primary sources play in helping her prove her point? Would her argument be as effective without primary sources?

UPDATE: 2/13/15

Read the transcript of the Trial of Anne Hutchinson, and consider our class discussion from today. What does the transcript reveal about the Puritan settlement? How does this document relate to the Brown essay?

***Note: you do not need to answer every question in a single comment. Please DO NOT write multi-paragraph, essay-like comments. Limit yourself to one idea per comment, and check back in a few hours or a few days to follow up. The goal is conversation, not monologue!

This post will be available for comments until Sunday, February 15.

Course Objectives

This is a broad survey course designed to introduce students to basic themes and events in American History, as well as college-level research and study skills. As this is a writing intensive course, students will develop critical writing skills through online discussion, essay writing and document analysis. We will cover material beginning with the Civil War and Reconstruction and extending through the Presidential election of 2000.

By the end of this course students will have experience evaluating historical materials, constructing and supporting an argument, and performing basic research. Students will also work collaboratively in-class and online to discuss material, analyze primary documents and develop note-taking and study skills.

Accessibility

Hunter College complies with the standards set forth in Section 504 of the Rehabilitation Act to include all policies, procedures, and practices that impact the treatment of students with disabilities. The Office of AccessABILITY helps to ensure a comprehensively accessible college experience for all students with disabilities and helps to promote access and awareness as a resource to all members of the Hunter College community.

“In compliance with the American Disability Act of 1990 (ADA) and with Section 504 of the Rehabilitation Act of 1973, Hunter College is committed to ensuring educational parity and accommodations for all students with documented disabilities and/or medical conditions. It is recommended that all students with documented disabilities (Emotional, Medical, Physical and/or Learning) consult the Office of AccessABILITY located in Room E1124 to secure necessary academic accommodations. For further information and assistance please call (212-772-4857)/TTY (212-650-3230).” You can also locate them at:

http://www.hunter.cuny.edu/studentservices/access/welcome

Course Learning Outcomes

During this course, students will:

• identify and apply the key historical concepts of change-over-time, cause-and-effect, agency, historical empathy, and continuity and discontinuity, and recognize how these concepts are employed in the historical method

• analyze and interpret primary sources with attention to audience, authorship and context

• recognize some of the ways in which historians have conflicting interpretations of the past

• produce a paper with a clear thesis and appropriate citations based on strong evidence drawn from historical sources

• identify and discuss the importance of contact and conquest, colonial foundations, revolution and Constitution, immigration, geographic expansion, experiences of native peoples, role of women, slavery and African American experiences and the sectional crisis leading to the Civil War