In this course we will examine the social and cultural development of the British American colonies from the founding of Virginia to the end of the Seven-Years' War. The course will center on the development of Massachusetts and Virginia, but will touch on the founding and subsequent history of other colonies as well. A basic knowledge of American history is assumed, and students wishing a general overview should consult a good survey such as Robert Divine, et. al., America Past and Present. By the end of the course, students will have gained general knowledge of the problems and issues of colonial history, exposure to significant writings in the field, familiarity with some of the major primary resources available to historians of colonial America, and experience in writing effective interpretive essays on selected subjects.
 

Objectives

On completion of the course students will have

1) gained a substantial exposure to major themes and problems of colonial American history;
2) gained a working knowledge of major book-length works and major journals in the field;
3) gained experience in reading and analyzing historical argumentation;
4) gained experience in analyzing primary sources;
5) improved their capacity for thinking historically;
6) improved their facility for communicating their findings verbally and in writing.

In addition, graduate students will have

7) engaged in in-depth criticism of recent literature on a selected topic in colonial history;
8) explored each topic in greater depth than undergraduates through additional reading;
9) where appropriate, begun to frame a topic for research in a spring-semester seminar.

Required Books

Fred Anderson, A People's Army: Massachusetts Soldiers and Society in the Seven Years War
T.H. Breen and Stephen Innes, Myne Owne Ground: Race and Freedom on Virginia's Eastern Shore
William Byrd II, Histories of the Dividing Line
Richard Godbeer, The Devil's Dominion: Magic and Religion in Early New England
Barry Levy, Quakers and the American Family
Philip Morgan, Slave Counterpoint
Ian K. Steele, Warpaths: Invasions of America
Harry S. Stout, The Divine Dramatist: George Whitefield and the Rise of Modern Evangelicalism

Assignments and Evaluation

The following assignments and point allocations will be used to determine both the amount of work assigned during the term and the system for evaluating it. Undergraduates in the course must attempt a total of 800 points; graduates must attempt 900. Attempting a given assignment will not guarantee full credit for it; each item will be evaluated on how well it addresses the question, on completeness, and on the quality of the preparation. Assignments meeting the minimum can expect 70%; first-rate assignments will be characterized by fullness, accuracy and polish. Students may not accumulate points by attempting more than the total allotted for undergraduates or graduates. Assignments must be presented at the beginning of class on the due date; an assignment may not be made up once its due date has passed.

Required Assignments

Each assigned reading must be completed by the date specified in the course schedule. Graduate students will select one additional reading from the "Additional Readings" list appended to the syllabus, and should come to class prepared to contribute additional insights gained from that reading. The final, a comprehensive essay examination, will cover these readings as well as lectures and class discussion.

Final Exam: 200 points
Readings & participation 150 points

Participation will be assessed on the basis of how well you contribute to group discussions of assigned readings and other in-class activities, as well as whether your contributions in class discussion and on EARLAM-L evidence preparation by completing the readings for that week. Your silence in any given week's class will be construed as evidence that you did not complete the readings for that week.

In addition, each student will be subscribed to EARLAM-L, an e-mail discussion list where you can exchange class-related messages, raise class-related questions, and carry on class-related discussions. Each student in the class must post three substantive messages to the list during the semester (two precis and one critique statement--see below), and must log on weekly to read that week's postings by fellow-students. Postings will be due by midnight the Sunday before class so that everyone may read comments by class time. Each student must register having read that week's postings by responding briefly but substantively to at least one. Mere agreement or disagreement with a post or response does not constitute a substantive response. If you agree or disagree you must state your reason(s) why in a way that 1) demonstrates that you have read the assigned reading thoughtfully and 2) moves the overall discussion forward. Additional online discussion of issues raised either on-line or in class is encouraged.

Discretionary Assignments

These assignments are designed to provide you a variety of experiences in historical thinking and investigation, while providing some flexibility to tailor assignments to your needs and schedule. You should submit a schedule of those you propose to do by Tuesday, September 7. You may wish to talk with me further about them since most are briefly described.

All written work should reflect your best writing style, and all must be typed (or printed out). All except the precis should be double spaced, with one-inch margins all around, and must adhere strictly to the page limit specified. Proportionally-spaced fonts must be no smaller than 12-point. Each essay should exhibit thorough reflection on relevant readings, lectures and primary materials. References to all sources should be documented with footnotes or endnotes as specified in Turabian's Manual for Writers of Term Papers, Theses and Dissertations. Parenthetical citation within the text is unacceptable. You will receive one warning if you forget to cite properly, after which improper citation form will result in a full 2-letter grade reduction for each paper thus submitted. Papers will be graded according to the following criteria: The intelligence of their purpose, the logic of their development, the strength of their factual substantiation, and their expression in good prose style. You may rewrite the short essays to improve style, content and argumentation. Rewrites must reflect thorough revision to receive an improved grade. They will be due one week after the graded original is returned.

All assignments must be turned in at the beginning of class on the due date. Late assignments will not be accepted, but must be replaced with a later comparable assignment. Such substitutions must be arranged at least 48 hours in advance. Computer-related excuses are unacceptable, so plan ahead accordingly.

Students with less experience in researching and writing historical subjects should consult an introduction to historical research and writing such as F.N. McCoy's Research and Writing in History. Those wishing to improve style can profit from Strunk and White's Elements of Style. Sanford Kaye's Writing Under Pressure: The Quick Writing Process offers a helpful approach to generating effective written work quickly.

Summary of discretionary assignments

Precis: 25 points each, 2 required, limit 4.
Book Review: 75 points each, 1 required, limit 2
Primary Assignments: 75 points each, 3 required, limit 4
Synthetic essay (Undergraduate): 100 points
Review essay (graduate): 200 points

Precis (25 points each): 2 required, limit 4

Each student will post to EARLAM-L a 50-line precis of at least two of the scheduled readings marked "precis option due." Precis must synthesize the arguments of the day's readings around the question of the day, providing a short summary evaluation and critique that addresses evidence presented and issues raised by the readings. Graduate students must also incorporate the additional reading selected for the day. The best strategy for accomplishing this task is to develop your own thesis to argue. You should emphasize issues and critique, as each precis will form the starting point for in-class discussion of relevant readings. Consult schedule for readings and due dates.

Book Review-75 points each: 1 required, limit 2

Each student will write a critical review on at least one of the monographs assigned for the course. At minimum, the review will identify the book's thesis, set it within the historiographical context, and evaluate the author's argument, evidence and presentation. Consult course schedule for books and due dates. In addition to turning in a polished review on the due date, each student completing a review must post to EARLAM-L a statement of her or his main critique--either positive or negative--of the book by midnight Sunday before the review is due.

PAGE LIMIT: 4 Double-spaced. Rewrites permitted.

Primary source papers--75 points each: 3 required, limit 4

Every student will write primary option below on William Byrd's Histories of the Dividing Line. In addition, each will select at least two of the remaining 5 options. Materials are available on reserve or in microform at Finch.
 

Primary option 1: Analyze Father Le Jeune's account of his winter experience among the Montagnais (Thwaite, ed., Jesuit Relations, vol. 6, pp. 35-65). Why did he winter among the Indians as he did? How would you characterize his attitude toward them? What would the presence of this very odd foreigner mean for the Montagnais, and how might it affect their relations among themselves? Given these factors, how would you use this account in a history of the period? Address these questions in an essay exploring a theme or set of themes arising from the narrative.

or: Compare an excerpt written by the "Gentleman of Elvas" recounting the 1540-41 segment of Hernando De Soto's expedition through southeastern North America with Rodrigo Rangel's diary of the same period (heavily edited by Gonzalo Fernández de Oviedo; Quinn, ed., New American World, vol. 2, pp. 109-27; 166-79). What can you learn about the population of the southeastern North America from this segment? What can you tease out of the narrative about the state of Native American society, culture, and technology? How did Spanish culture and expectations shape their perceptions of Indian culture? What did the Spanish want? Given the Spanish reputation for violence (Oviedo reports earlier in his narrative that De Soto was "much given to the sport of slaying Indians"), why did all the Indians not either fight or flee? What purposes did Indians pursue in their interaction with the Spanish? Address these questions in an essay exploring a theme or set of themes arising from your comparisons.
LIMIT 3 PAGES. Due September 14.

Primary option 2: From a transcription of Virginia court documents ca. 1640 which will be placed on library reserve, answer the following question: How did Thomas Wood die? LIMIT 3 PAGES. Due September 28.

Primary option 3: Using the Evans bibliography, choose a seventeenth-century Massachusetts election sermon for reading and analysis. Discuss the minister's ideas. What are they? Does the speaker provide attribution for his ideas? What is the speaker's tone? What is his relationship with his audience? How useful is this source as a window onto seventeenth-century New England society? LIMIT: 3 PAGES. Due October 12.

Primary option 4: Choose a theme from William Byrd's Histories of the Dividing Line and explore what they reveal about how Byrd sees himself within eighteenth-century culture? Does he see himself primarily as "American," "Virginian," "English," "Christian," "planter," "gentleman," "Royal official"? What is the relationship among these and other aspects of his identity? You may want to select one or two themes to follow in exploring the facets of Byrd's identity, e.g. his characterization of one of his comrades (Dr. Humdrum, Firebrand, etc.); his accounts of the Indians; his observations of the natural world; his comparisons between Virginians and North Carolinians.
LIMIT 3 PAGES. Due November 2.

Primary option 5: Analyze 1 month (4 issues) of a colonial newspaper published before 1760. What in these papers would appeal to colonists? You may want to concentrate on a single theme such as advertisements or foreign news. Whatever you decide, approach the newspaper as a good social historian. What do the papers reveal about American habits, tastes, activities, social relations, perspectives on the world? What is the newspaper's significance as an artifact in its own right? A number of papers are available in microtext at the library.
LIMIT 3 PAGES. Due November 30.

Primary option 6: Read the microfilm copies of the Rev. John Cleaveland to his wife (Cleaveland Papers, microfilm 110) written while he was serving as chaplain to Massachusetts soldiers stationed at Lake St. George and later Louisbourg during 1758 and 1759. What do these personal letters reveal about a provincial army at war? About New England society in general? What might be the strengths and biases of their author's clerical perspective? LIMIT 3 PAGES. Due December 7.

Synthetic essay (undergraduate)--100 points

Undergraduates may write a synthetic essay addressing some aspect of change and/or persistence through the colonial period of an aspect or theme of colonial history addressed in the course. You should focus on a particular theme or historical phenomenon and how it develops over the colonial period. Examples of such themes would include colonial religious and/or intellectual life, colonial labor, colonial slavery, colonial family life, the interaction of races and ethnic groups across cultural boundaries, colonial political development, colonial economic growth, colonial military experience, colonial elites, common people in colonial America. Depending on the theme chosen, you may wish to focus on a specific region or explore development throughout all the colonies. You may propose a theme not listed here, but should obtain my approval of whatever theme you choose.

The essay should advance a specific thesis and argue that thesis with evidence draw primarily from course readings and assignments. You may revise and incorporate material from your earlier work, including precis, book reviews and primary readings. You may in fact wish to structure your course assignments to build on one another toward this synthetic investigation of a particular theme.

Undergraduates who plan to teach may, under this option, develop a 10-day unit of lectures, activities and assignments exploring an aspect of colonial American history.

6-8 PAGES. DUE DECEMBER 7

Graduate Review Essay, and Option in Lieu of Exams

Review essay (graduate)--200 points

Graduates will write a ten-page synthetic review essay exploring a major theme of colonial history introduced in the course that particularly interests you. The essay should be historiographical in nature, advancing a critical assessment of current work in this field. You may incorporate course readings, precis and book reviews into your essay but should also go beyond them by incorporating significant examples of the most recent work you can find into your essay. An excellent starting-point for this exercise is the "Forum: The Future of Early American History," William and Mary Quarterly, 3d ser., 50 (1993): 298-424 (several of the articles here provide excellent models for a review essay, though surveying a far broader range of literature than you are required to do). You should incorporate relevant portions of this forum as well as a minimum of four additional monographs or twelve additional articles written by a major scholars in the field within the last 10 years. Textbooks and synthetic works are unacceptable for this assignment. LIMIT: 10 PAGES. DUE DECEMBER 7

Option in lieu of exam

Graduate students may opt out of the final exam by attempting an equivalent number of points in other assignments.

ACCOMMODATION OF DISABILITY

CMU provides students with disabilities reasonable accommodation to participate in educational programs, activities, or services. Students with disabilities requiring accommodations to participate in class activities or meet course requirements should contact me as early as possible.

Sept. 7 Two Old Worlds Meet
Reading for discussion: Steele, Warpaths: Invasions of North America, 3-174
Precis option due: Was the destruction of Native American cultures an inevitable result of European settlement?

14 New World-Old World Exchanges
Guest lecturer Tom Hahnenberg, educational curator, CMU Museum of Cultural and Natural History
Meet Rowe Hall 101
Reading for discussion: Steele, Warpaths, 175-247; James Axtell, "The First Consumer Revolution," in Beyond 1492, 125-51.
Review option due: Warpaths
Primary option due: Le Jeune narrative or De Soto narratives
Precis option due: How did encounter change the cultures of both Europeans and Indians?

21 Adventurers in the Chesapeake
Reading for discussion: Edmund S. Morgan,"The Jamestown Fiasco," ch. 5 in American Slavery American Freedom, pp. 71-91; Engel Sluiter, "New Light on the '20. And Odd Negroes" Arriving in Virginia, August, 1619," WMQ 3^rd ser., 54 (1997): 395-98; Martin H. Quitt, "Trade and Acculturation at Jamestown, 1607-1609: The Limits of Understanding,"WMQ 3^rd ser., 52 (1995): 227-58.
Precis option due: Which factors-Indian relations, European work habits, or the unhealthy environment-made the first years at Jamestown so difficult?

28 Tobacco, Servants, and Slaves in Virginia
Reading for discussion: Breen and Innes, Myne Owne Ground; Lois G. Carr and Lorena S. Walsh, "The Planter's Wife: The Experience of White Women in Seventeenth-Century Maryland," WMQ 3^rd ser., 34 (1977): 542-71.
Review option due: Myne Owne Ground
Primary option due: Death of Thomas Wood
Precis option due: How would you compare the early experience of Chesapeake women with those of their male counterparts?

Oct. 5 Transferring to the New World
Reading for discussion: Virginia DeJohn Anderson, "Migrants and Motives: Religion and the Settlement of New England, 1630-1660," WMQ 3^rd ser., 48 (1985): 339-83; Perry Miller, "Errand into the Wilderness," in Errand into the Wilderness, ed. Miller, 1-15; Peter Lake, "Defining Puritanism-again?" in Puritanism: Transatlantic Perspectives on a Seventeenth-Century Anglo-American Faith, ed. Francis Bremer, 3-29.
Precis option due: Define Puritanism in no more than 50 words.

12 Puritans and Their Discontents
Reading for discussion: Richard Godbeer, The Devil's Dominion
Review option due: Devil's Dominion
Primary option due: Election sermon analysis
Precis option due: assess H.L. Mencken's characterization of Puritanism as the "suspicion that somebody, somewhere is having fun," or write a 50-line movie review of Three Sovereigns for Sarah (video available at Media Services and at Blockbuster)

19 William Penn's New World
Reading for discussion: Barry Levy, Quakers and the American Family
Book review option due: Quakers and the American Family
Precis option due: How did Quakers differ from Puritans?

26 No Class-MCHE Conference

Nov. 2 Rethinking the Eighteenth Century
Readings for discussion: William Byrd II, Histories of the Dividing Line betwixt Virginia and North Carolina; T.H. Breen, "An Empire of Goods: The Anglicization of America, 1690-1776," JBS 25 (1986): 467-99.
Primary essay due (required of all): William Byrd's identity.

9 The British Caribbean and the Anglo-American Connection
Readings for discussion: Bernard Bailyn New England Merchants in the Seventeenth Century, TBA; Richard S. Dunn, Sugar and Slaves: The Rise of the Planter Class in the British West Indes, 46-83;David Eltis, "New Estimates of Exports from Barbados and Jamaica, 1665-1701," WMQ 3^rd ser., 52 (1995): 631-48.
Precis option due: From the perspective of London, which colonies, the Caribbean or the North American mainland, held the greatest importance?

16 Slave Counterpoint
Philip D. Morgan, Slave Counterpoint
Book review option due: Slave Counterpoint
Precis option due: What would colonial American society have been like without slaves?

23 Multiculturalism, Eighteenth-Century Style?
Readings for discussion: A.G. Roeber, "'The Origin of Whatever Is Not English Among Us': The Dutch-speaking and German-speaking Peoples of Colonial British America," in Strangers in the Realm, ed. Bailyn and Morgan, 220-83; Maldwyn A. Jones, "The Scotch-Irish in British America," in idem, 284-313; Michael McConnell, A Country Between: The Upper Ohio Valley and Its Peoples, 1724-1774, TBA
Precis option due: Diversity is one thing, multiculturalism another. To what extent can colonial society be termed "multicultural?" Defend your response with at least one example.

30 Consumption, Enlightenment, and Awakening
Readings for discussion: Stout, Divine Dramatist; T.H. Breen and Timothy Hall, "Structuring Provincial Imagination," AHR 103 (1998): 1411-39.
Review option due: Divine Dramatist
Precis due: To what extent was George Whitefield's ministry a product of its age?
Primary option due: Colonial newspapers.

Dec. 7 The Seven-Years' War and the Emergence of "British Americans"
Reading for discussion: Fred Anderson, A People's Army: Massachusetts Soldiers and Society in the Seven Years' War
Review option due: People's Army
Primary option due: Cleaveland correspondence
Precis option due: When did colonists cease being "English" and become "American"?
Synthetic and review essays due.

14 FINAL EXAM DUE by 5:00 p.m.
 
 

Sept. 7 Two Old Worlds Meet
 

American Indians

Kathleen Bragdon, "Gender as a Social Category in Native Southern New England," Ethnohistory 43 (1996): 573-

James Axtell, "Columbian Encounters: 1992-1995," WMQ 3d ser., 52 (1995): 649-96

James Merrell, "'The Customes of Our Countrey': Indians and Colonists in Early America," in Strangers in the Realm, ed. Bailyn and Morgan, 117-156

Neal Salisbury, "The Indians' Old World: Native Americans and the Coming of Europeans," WMQ 3d ser., 53 (1996): 435-58
 

Europe and Colonization

Andrew Fitzmaurice, "Classical Rhetoric and the Promotion of the New World," JHI 58 (1997): 221-

Carol Shammas, "English Commercial Development and American Colonization, 1560-1620," in The Westward Enterprise, ed. K.R. Andrews et al.
 

Spanish Borderlands

Kathleen A. Deagan, "Spanish-Indian Interaction in Sixteenth-Century Florida and Hispaniola," in Cultures in Contact, ed. William W. Fitzhugh, 281-318

Ramon Gutierez, When Jesus Came, the Corn Mothers Went Away, TBA

David J. Weber, The Spanish Frontier in North America, 172-203
 

New France

James Axtell, The Invasion Within, 91-127

Catharine M. Desbarats, "The Cost of Early Canada's Native Alliances: Reality and Scarcity's Rhetoric," WMQ 3d ser., 57 (1995): 609-30

Bruce Trigger, Natives and Newcomers: Canada's "Heroic Age" Reconsidered, 226-97.
 

Sept. 14 New World-Old World Exchanges
 

T.H. Breen, "Creative Adaptations: Peoples and Cultures," in Colonial British America, ed. Greene and Pole, 195-232

Steven W. Hackel, "The Staff of Leadership: Indian Authority in the Missions of Alta California," WMQ 3d ser., 54 (1997): 347-76

Anne Keary, "Retelling the History of the Settlement of Providence: Speech, Writing and Cultural Interaction on Narragansett Bay," NEQ 69 (1996): 250-

Peter C. Mancall, Deadly Medicine: Indians and Alcohol in Early America, 29-62

Timothy Silver, A New Face on the Countryside: Indians, Colonists, and Slaves in South Atlantic Forests, 1500-1800, 67-103
 

Sept. 21, Adventurers in the Chesapeake
 

Bernard Bailyn, "Politics and Social Structure in Virginia," in Seventeenth-Century America, ed. James Morton Smith, 90-115

Karen Ordahl Kupperman, "The Founding Years of Virginia--and the United States," VMHB 104 (1996): 103-

Stephen Nicholas, "Theory and History: Seventeenth-Century Joint-Stock Chartered Trading Companies," JEH 29 (1996): 916-

Helen C. Rountree, "The Powhatans and the English: A Case of Multiple Conflicting Agendas," in idem, ed., Powhatan Foreign Relations 1500-1722, 173-205

Irmina Wawrzyczek, "The Women of Accomack versus Henry Smith: Gender, Legal Recourse, and the Social Order in Seventeenth-Century Virginia," VMHB 105 (1997): 5-
 

Sept. 28 Tobacco, Servants and Slaves in Virginia
 

Robin Blackburn, "The Old World Background to European Colonial Slavery," WMQ 3d ser., 54 (1997): 65-102

Kathleen Mary Brown, Good Wives, Nasty Wenches, and Anxious Patriarchs, TBA

Philip R. Coelho and Robert A. McGuire, "African and European Bound Labor in the British New World: The Biological Consequences of Economic Choices," JEH 57 (1997): 83-

Christopher Hanes, "Turnover Cost and the Distribution of Slave Labor in Anglo-America," JEH 56 (1996): 307-

John Kukla, "Order and Chaos in Early America: Political and Social Stability in Pre-Restoration Virginia," AHR 90 (1985): 275-98

Carole Shammas, "English-Born and Creole Elites in Turn-of-the-Century Virginia," in The Chesapeake in the Seventeenth Century, ed. Tate and Ammerman, 274-96
 

Oct. 5, Transferring to the New World
 

David Grayson Allen, In English Ways: The Movement of Societies and the Transferal of English Local Law and Custom to Massachusetts Bay in the Seventeenth Century, 82-116

Theodore Dwight Bozeman, "The Puritans' 'Errand into the Wilderness' Reconsidered," NEQ 59 (1986): 231-51

Gloria L. Main, "Gender, Work and Wages in Colonial New England," WMQ, 3d ser., 51 (1994): 39-66

John Frederick Martin, Profits in the Wilderness: Entrepreneurship and the Founding of New England Towns in the Seventeenth Century, 111-28
 

Oct. 12, Puritans and Their Discontents
 

Puritans and Indians

Virginia DeJohn Anderson, "King Philip's Herds: Indians, Colonists, and the Problem of Livestock in Early New England," WMQ, 3d ser., 51 (1994): 601-24

James Drake, "Restraining Atrocity: The Conduct of King Philip's War," NEQ 70 (1997): 33-

Jill Lepore, The Name of War: King Philip's War and the Origins of American Identity (New York, 1998), 173-90.

Ronald Dale Karr, "'Why Should You Be So Furious?': The Violence of the Pequot War," Journal of American History 85 (1998): 876-909
 

Gender and Witchcraft

Carol Karlsen, The Devil in the Shape of a Woman, 117-52

Jane Kamensky, Governing the Tongue: The Politics of Speech in Early New England (New York, 1998), 150-80.
 

Puritan Intellectual Life

Michael P. Winship, "Prodigies, Puritanism, and the Perils of natural Philosophy: The Example of Cotton Mather," WMQ, 3d ser., 51 (1994): 92-105
 

Pleasures Licit and Illicit

Bruce Daniels, Puritans at Play

Richard Godbeer, "The Cry of Sodom: Discourse, Intercourse, and Desire in Colonial New England," WMQ, 3d ser., 52 (1995): 259-88

Mark Valeri, "Religious Discipline and the Market: Puritans and the Issue of Usury," WMQ 3^rd ser., 54 (1997): 747-68.
 

Oct. 19 William Penn's New World
 

Middle Colonies

Wayne Bodle, "Themes and Directions in Middle Colonies Historiography, 1980-1994," WMQ, 3d ser., 51 (1994): 355-88
 

Gender

Cornelia Hughes Dayton, Women before the Bar: Gender, Law, and Society in Connecticut, 1639-1789, 69-104

Susan Juster, Disorderly Women, 46-74

Barbara E. Lacy, "The World of Hannah Heaton: The Autobiography of an Eighteenth-Century Connecticut Farm Woman," WMQ 3d ser., 45 (1988): 280-304

Gloria L. Main, "Gender, Work, and Wages in Colonial New England," William and Mary Quarterly 3d ser., 51 (1994): 39-66

Carole Shammas, "Anglo-American Household Government in Comparative Perspective," WMQ 3d ser., 52 (1995): 104-44

Jean R. Soderlund, "Women's Authority in Pennsylvania and New Jersey Quaker Meetings, 1680-1760," WMQ 3d ser., 44 (1987): 722-49

Laurel Thatcher Ulrich, Good Wives, 146-63
 

November 2 Rethinking the Eighteenth Century
 

David Armitage, "Making the Empire British: Scotland in the Atlantic World 1542-1717," Past and Present 155 (May, 1997): 34-

Eric Hinderaker, "The 'Four Indian Kings' and the Imaginative Reconstruction of the First British Empire," WMQ 3d ser., 53 (1996): 487-526

Richard R. Johnson, "The Imperial Web: The Thesis of Garrison Government in Early America Considered," WMQ 3d ser., 43 (1986): 408-30

Stephen Saunders Webb, "Army and Empire: English Garrison Government in Britain and America, 1569-1763," WMQ 3d ser., 34 (1977): 1-31

William A. Starna, "The Treaties of 1701: A Triumph of Iroquois Diplomacy," Ethnohistory 43 (1996): 209-
 

November 9 The British Caribbean & the Anglo-American Connection
 

Caribbean

Trevor Burnard, "European Migration to Jamaica, 1665-1780," WMQ 3d ser., 53 (1996): 769-96

Richard S. Dunn, "Experiments Holy and Unholy, in The Westward Enterprise, ed. K.R. Andrews et al.

David Eltis, "New Estimates of Exports from Barbados and Jamaica, 1665-1701," WMQ 3d ser., 52 (1995): 631-48

Karen Ordahl Kupperman, "Errand to the Indies: Puritan Colonization from Providence Island through the Western Design," WMQ 3d ser., 45 (1988): 70-99

Philip D. Morgan, "Slaves and Livestock in Eighteenth-Century Jamaica: Vineyard Pen, 1750-1751," WMQ 3d ser., 52 (1995): 47-76

Nuala Zahedieh, "The Merchants of Port Royal, Jamaica, and the Spanish Contraband Trade, 1655-1692," WMQ 3d ser., 43 (1986): 570-91
 

Anglo-American Connection

T.H. Breen, "War, Taxes, and Political Brokers: The Ordeal of Massachusetts Bay, 1675-1692," in Puritans and Adventurers, 81-105

Michael G. Hall, Edward Randolph and the American Colonies, 1676-1703, TBA

Alison Gilbert Olson, Making the Empire Work, 51-75
 

The Glorious Revolution

Lois Green Carr, "Sources of Political Stability and Upheaval in Seventeenth-Century Maryland," Maryland Historical Magazine 79 (1984): 44-70

Lois Green Carr and David W. Jordan, Maryland's Revolution of Government, 1689-92, 46-83

John Murrin, "English Rights as Ethnic Aggression: The English Conquest, the Charter of Liberties of 1683, and Leisler's Rebellion in New York," in Authority and Resistance in Early New York, ed. Pencak and Wright, 95-113

David William Voorhees, "The 'Fervent Zeale' of Jacob Leisler," WMQ 3d ser., 51 (1994): 447-72
 
 

Nov. 16 Slave Counterpoint
 

Judith Carney, "Rice Milling, Gender, and Slave Labour in Colonial South Carolina," Past and Present 153 (Nov., 1996): 108-

Joyce E. Chaplin, An Anxious Pursuit: Agricultural Innovation and Modernity in the Lower South, 1730-1815, 131-84

Peter Coclanis, The Shadow of a Dream: Economic Life and Death in the South Carolina Low Country, 27-47

Alan Gallay, The Formation of a Planter Elite: Jonathan Bryan and the Southern Colonial Frontier. 1-29

Robin Law and Kristin Mann, "West Africa and the Atlantic Community: The Case of the Slave Coast," WMQ 3^rd ser., 56 (1999): 307-34

Daniel C. Littlefield, Rice and Slaves, 115-73

Russell R. Menard, "Financing the Lowcountry Export Boom: Capital and Growth in Early Carolina," WMQ, 3d ser., 51 (1994): 659-76

Kenneth Morgan, "The Organization of the Colonial American Rice Trade," WMQ 3d ser., 52 (1995): 433-52

Betty Wood, Women's Work, Men's Work: The Informal Slave Economies of Lowcountry Georgia, 31-52
 

Nov. 23 18th-century Multiculturalism
 

Indians and Europeans in the Eighteenth Century

Donald Keith Baron, J. Edward Hood, and Holly V. Izard, "They Were Here All Along: The Native American Presence in Lower-Central New England in the Eighteenth and Nineteenth Centuries," WMQ 3d ser., 53 (1996): 561-86

Gregory Evans Dowd, A Spirited Resistance: The North American Indian Struggle for Unity, 1745-1815, 1-46

Gregory Evans Dowd, "The Panic of 1751: The Significance of Rumors on the South Carolina-Cherokee Frontier," WMQ 3d ser., 53 (1996): 527-60
 

Slavery and the Emergence of "Race" in the Eighteenth Century

Ira Berlin, "From Creole to African: Atlantic Creoles and the Origins of African-American Society in Mainland North America," WMQ 3d ser., 53 (1996): 251-88

Nicholas Hudson, "From 'Nation' to 'Race': The Origin of Racial Classification in Eighteenth-Century Thought," ECS 29 (1996): 247-

Michael Mullin, Africa in America: Slave Acculturation and Resistance in the American South and the British Caribbean, 1736-1831, 62-74
 

Nov. 30 Consumption, Enlightenment, and Awakening
 

Economy, Consumption, and Fashion

Lois Green Carr and Lorena Walsh, "The Standard of Living in the Colonial Chesapeake," WMQ 3d ser., 45 (1988): 135-59

David Hancock, Citizens of the World: London Merchants and the Integration of the British Atlantic Community, 1735-1785, 320-81

John J. McCusker and Russell R. Menard, The Economy of British America, 1607-1789, 51-70

Carole Shammas, The Pre-Industrial Consumer in England and America, 52-75

Timothy J. Shannon, "Dressing for Success on the Mohawk Frontier: Hendrick, William Johnson, and the Indian Fashion," WMQ 3d ser., 53 (1996): 13-42
 

Commerce, Communication and Enlightenment

T.H. Breen, "Narrative of Commercial Life: Consumption, Ideology, and Community on the Eve of the American Revolution," WMQ 3d ser., 45 (1988): 135-59

Richard Lyman Bushman, "Markets and Composite Farms in Early America," WMQ 3^rd ser., 55 (1998): 351-74.

Rhys Isaac, "Imagination and Material Culture: The Enlightenment on a Mid-Eighteenth-Century Virginia Plantation," The Art and Mystery of Historical Archaeology, ed. Yentsch and Beaudry, 401-23

Mark M. Smith, "Culture, Commerce, and Calendar Reform in Colonial America," WMQ 3^rd ser., 55 (1998): 557-84.

Michael Warner, Letters of the Republic: Publication and the Public Sphere in Eighteenth-Century America, 34-72
 

Communication, Mobility, and Awakening

Frank Lambert, "Pedlar in Divinity': George Whitefieldand the Great Awakening, 1737-1745," Journal of American History 77 (1990-91): 812-37

Jane T. Merritt, "Dreaming of the Savior's Blood: Moravians and the Indian Great Awakening in Pennsylvania," WMQ 3^rd ser., 54 (1997): 723-47.

Susan O'Brien, "A Transatlantic Community of Saints: The Great Awakening and the First Evangelical Network, 1735-1755," AHR 91 (1986): 811-32

Leigh Eric Schmidt, "'The Grand Prophet,' Hugh Bryan: Early Evangelicalism's Challenge to the Establishment and Slavery in the Colonial South," South Carolina Historical Magazine 87 (1986): 238-50
 

Dec. 7 The Seven Years War and British America
 

Colonists at War

Lawrence Delbert Cress, Citizens in Arms, 15-33

John Morgan Dederer, War in America to 1775, 112-46

Francis Jennings, Empire of Fortune, TBA

Douglas Edward Leach, Roots of Conflict: British Armed Forces and Colonial Americans, 1677-1763, 8-24
 

Anglicization and Identity

James Axtell, "The Indian Impact on English Colonial Culture," in The European and the Indian, 272-315

David Armitage, "The New World and British Historical Thought: From Richard Hakluyt to William Robertson," in America in European Consciousness, 1493-1750, ed. Kupperman, 52-75

Bernard Bailyn and Philip D. Morgan, "Introduction," in Strangers Within the Realm, ed. idem, 1-31

T.H. Breen, "Ideology and Nationalism on the Eve of the American Revolution: Revisions Once More in Need of Revising," JAH 84 (1997): 13-39