US History Unit 9
The Foundations of American Imperialism and Ideas of Exceptionalism
March 22 - May 3, 2011
Unit Main Themes:
1. The Divine Mission - Protestantism and the Puritan Tradition
2. The Liberal Mission - American Ideas of Democracy and Freedom
3. The Capitalist Mission - Economic Nationalism and Ideas of Opportunity
4. The Racist Agenda - American Racism and its Application in Imperial Efforts
Lesson 1: Read the introduction to Patrice Higgonet's Attendant Cruelties (available online)
1. What two themes have structured the "American sense of self" (American national identity)? Be sure to not only list these two themes but describe and define them.
2. Why is the "porcupine" a good example of Americans? Those of you who are international students should have a particularly interesting take on this analogy.
3. Why is the American adherance to the Consitution so "absurd"?
4. What are the three "ancient images of America's larger sense of self"?
5. Thought Questions (To be discussed in Thursday's class): Do you agree with Monsieur Higgonet, that America's identity is one of exceptionalism with elements of inclusiveness? Are Americans more inclusive (including into the community) or more exclusive? How does a sense of exceptionalism drive expansion and imperial efforts?
Lesson 2: Read excerpt from Philbrick, Nathaniel Mayflower pp. 8-10 AND Winthrop, John "City Upon a Hill" (available online)
1. What causes Puritans to break from (abandon altogether in some instances) the traditions of the Church of England? What would create a desire to do so?
2. Why does belief in the concept of predestination provide Puritans with a call to action and sense of destiny and not a loss of hope and lack of meaning?
3. Where in Winthrop's "A City Upon a Hill" are their examples of predestination? Give quotes and explain why.
Lesson 3: Read these two primary sources: "An Election Sermon" delievered by Johnathan Mayhew on May 29th, 1754 and "Government Corrupted by Vice" by Samuel Langdon (available online)
Background on Samuel Langdon (PLEASE READ): from Wikipedia
Samuel Langdon (January 12, 1723 – November 29, 1797) was a U.S. Congregational clergyman and educator. After serving as pastor in Portsmouth, New Hampshire, he was appointed president of Harvard University in 1774. He held that post until 1780.
Born in Boston, Massachusetts in 1723, Langdon attended Boston Latin School and graduated from Harvard in 1740. While teaching in Portsmouth, New Hampshire, he studied theology, and was licensed to preach. In 1745, he was appointed chaplain of a regiment, and was present at the capture of Fortress Louisbourg. On his return, he was appointed assistant to Reverend James Fitch of the North Church of Portsmouth. He was ordained as pastor in 1747, and continued in that charge till 1774, when he became president of Harvard.
At Harvard, his ardent patriotism led him to adopt measures that were obnoxious to the Tory students, and although he endeavored to administer the government of the college with justice, his resignation was virtually compelled in 1780. The following year, he became pastor of the Congregational church at Hampton Falls, New Hampshire.
In 1788, he was a delegate to the New Hampshire convention that adopted the Constitution of the United States, often led its debates, and did much to remove prejudice against the Constitution.
Langdon was distinguished as a scholar and theologian, and exerted a wide influence in his community. The University of Aberdeen gave him the degree of Doctor of Divinity in 1762. He was a member of the American Academy of Arts and Sciences from its foundation. He published "Summary of Christian Faith and Practice" (1768); "Observations on the Revelations " (1791); "Remarks on the Leading Sentiments of Dr. Hopkins's System of Doctrines" (1794)" and many sermons. In 1761, in connection with Colonel Joseph Blanchard, he prepared and published a map of New Hampshire.
Note Headings:
1. What, according to Mayhew, is the source of civil power?
2. How is it that government must be of the consent of the governed according to Mayhew? (And also Langdon)
3. To what group of people does Langdon compare "Americans?"
4. What happens "when a government is in its prime?"
5. Thought Question (Answer as much as you can for homework but we will discuss in class) How does Langdon's speech demonstrate the presence of the four key concepts of Puritanism discussed in class, in particular the use of typology and elect/redeemer nation?
Lesson 4: Read the "Declaration of Independence" (available online)
While reading the Declaration look for uses of the four key concepts of Puritanism discussed in class. They are "visible sainthood," "Elect/redeemer nation," "federal covenant," and "typology." Give at least 3 quotes and explain how each represents these concepts. Also please summarize the declaration in terms of what "renewed errand" is being presented.
In class we will be writing our own "Mission Statements" - You are a Mass. pastor writing a declaration of independence for the United States and you must use all four of the Puritan principles.
Lesson 5: Read "Cato's Letters, Number 38" written by Thomas Gordon on July 22, 1721. (available online)
Note Headings:
1. What does Gordon mean by "In most parts of the earth there is neither light nor liberty?"
2. What does Gordon say government is like?
3.
What is the "duty of every individual?"
4. What is one of Gordon's words to the wise about what happens to governments and how they go bad?
Lesson 6: Read "Federalist No. 1" (1787) by Alexander Hamilton and "Shall Liberty or Empire be Sought?" (1788) which is an excerpt from a speech given by Patrick Henry.
Note Headings:
1. How does Hamilton suggest the importance of passing this Consitution in the first paragraph?
2. What word does Hamilton continue to use in describing the United States? In your mind why?
3. Two overarching fears facing politicians of the time. What are they? One esposed by Hamilton (fear of below) and one esposed by Henry (fear of above). Describe
4. What's wrong, according to Patrick Henry, with having a "great and mighty empire, an army, navy, etc . . ."
5. Henry is worried about the demise of republicanism but we know that the Consitution is adopted. Thought Question: What big shift in the American understanding of governance is occuring in the adoption of the Consititution?
Lesson 7: Read the excerpts from speeches given by Alexander Hamilton and Thomas Jefferson on Popular Rule and the involvement of government in the economy. (available online)
Note Headings/Questions:
1. What were Hamilton and Jefferson's different views about what types of individuals should govern society?
2. Why did Hamilton favor a commercial and industrial model for the U.S. economy? Why did Jefferson favor an agrarian model?
3. How do Jefferson's and Hamilton's respective views of representation reflect differing interpretations of republicanism?
4. There are also a few thought question at the beginning of each excerpt, please answer them.
Lesson 8: Read from "Notes on the State of Virginia" by Thomas Jefferson (1787) and an excerpt from "Slavery and Freedon: The American Paradox" (1972). (available online)
Unit 10 is a research paper assignment. To start thinking of research topics and get an idea of what will be entail please read the assignment sheet (available online)