This course will primarily be run as a seminar in which we discuss the assigned readings and your research projects.  As such, your active participation in our discussions is absolutely necessary for the course to work well.

A Note on How We Should Approach this Semester

Most generally, I am committed to the principle that my aims as an undergraduate history instructor should be to push (and to help) you to develop the skills, capacities, and modes of interpretation and understanding that will allow you to engage critically with the human past, the traces it has left, the ever-renewing knowledge we have of it, and its meanings for our present.  My role is that of a ‘coach,’ not a performer playing a show or a talking head telling you what’s what (although sometimes I will suggest my understandings of that too).  With this approach, you will without doubt learn more and develop abilities that are useful in academic and other settings more fully than if I simply lectured and asked you to repeat that material on exams, and you will likely find what we do more interesting too. However, for this approach to work, we all need to commit ourselves to meeting the following expectations:

1.  Do the course reading (and especially the discussion reading) on a timely basis. You absolutely must complete it before the class in which we are discussing it and (if relevant) the deadline for making a related forum post (if you can finish it even earlier and thus have a bit more time to think about it, that’s even better).  At times this course will involve a significant amount of out-of-class reading.  I know that this may be a challenge for some of you, but we collectively need an ample amount of solid material to work with to make our discussions meaningful.  Also, do know that with practice you will develop your abilities to deal with larger amounts of reading in limited time frames.  If you wish, we can talk more about how to do the reading and the kinds of things you should be looking for in doing it in class.

2.  When you are present, be present.  We should make the most of the 2 ½ hours we meet each week to engage with the course materials and learn together.  During that time, we should all be focused on that effort and not other things such as checking social media, catching up on e-mail, studying for other courses or whatever else may distract us from the matters at hand.  Doing otherwise is disrespectful to the other members of the class, including me.  As such, if you really, really need to be doing something else, just don’t come to class.

3.  Maintain a respectful, professional tone in your responses and posts, but don’t be afraid to experiment with ideas and interpretations out of fear that they may be controversial (just work on clearly expressing your reasoning).  On this note, I think our discussions will function best if we all work on the assumption that each of us is openly and forthrightly attempting to grapple with the complexities and ambiguities of our shared human past and its relationship to our present (and as such that the things we say and write are never intended to harm or to insult).  Engaging with that past often forces us to look at the many horrid and ugly things that humans have done to and thought about (and continue to do to and think about) one another, which can be a difficult and painful experience.  Frank and open discussion is the best way both to seek to understand that past and to forge civil and tolerant ways of interacting and living with it and one another in the present.

4.  Give credit where credit is due and be sure that all work you hand in is your own.  Not only does plagiarism or any other form of cheating defeat the whole purpose of going to university to learn and to improve one’s abilities, it undermines the basic trust any community needs to learn and work together.

5.  Try not to be too nervous about grades.  We learn through practice, we all fall short of our aims sometimes, and we sometimes learn more from falling short than anything else.  I purposefully keep many assignments fairly open in terms of the types of topics and arguments you may develop to give you the freedom to present your ideas and sharpen your abilities, and such freedom always entails risks.  Know that I put mechanisms in place to weigh the improvement that you make over the course into the calculation of your final course grade.

6.  Keep lines of communication open.  Please know that the ways in which I structure classroom sessions and on-line discussion activities in this syllabus remain experimental and may change.  Please share your thoughts on them and feel free to suggest approaches, ways of organizing discussions (in-person or on-line), or other activities that you believe may help you and your classmates to better engage with the course material.  I cannot neglect my responsibility to set the rules for the game that is our course in ways that I believe best assure both academic rigor and fairness across the class, but you can be assured that I will value and carefully consider any suggestions you may make. More generally, if you have questions or concerns regarding any matters relating to the course, please do feel free to share them with me.

In successfully completing this course, you will further develop your abilities to:

• Evaluate/analyze differing scholarly arguments/ interpretations of historical problems (including ethnohistorical approaches)
• Understand how context and audience contribute to shape historical interpretation/perspective
• Formulate a research question about a historical topic
• Assemble and critically evaluate primary and secondary sources
• Be aware of the importance of finding, using and producing reliable information
• Respect academic integrity and ethical standards
• Effectively communicate information and ideas orally and in writing in accurate, polished, and persuasive English

Course Readings

The books should be available at the Almost Corner Bookshop (Via del Moro, 45) or directly from the publishers' websites in eBook form.  You also may be able to find copies of some of them through the STAND Book Fundraiser sale at the beginning of the semester.  All course readings provide the basis for our discussions. You must read and think about those assigned for a particular class period.  Otherwise, you will be unable to participate adequately and your participation grade will suffer. You should also bring this material to class on the days that we are discussing it.

Important Course Policies

All assignments should be handed in as hard copies in class and electronically through the Moodle portal for the assignment--I encourage you to double-check on the Moodle to be sure that work has been submitted after you believe you have done so.  If for some reason it is not working, send them to me as e-mail attachments. 

All late work will suffer a grade penalty. No late work will be accepted following the final examination.

Any documented case of academic dishonesty on any assignment will result in a failing grade for the assignment in question and may also result in a failing grade for the course as a whole, regardless of the assignment's weight in terms of the final course grade. Please remember that, as the University's policy states, "Plagiarism can be deliberate or negligent; students are responsible for ensuring that any work submitted with their name on it is properly referenced."  If you have questions about how to cite material properly, refer to the appropriate sections of the MLA Style Manual or Chicago Manual of Style--if you have questions as to whether particular pieces of material should be cited, ask me. Note that submitting work that you have previously submitted (or plan to submit) for credit in another course is also a form of academic dishonesty, unless you obtain explicit approval from both instructors to do so. For this course, no such double submission is allowed. Please note that your papers are to be submitted to turnitin.com to check their content for plagiarism.  I am setting up the turintin submission options so that you can see the similarity reports the service generates and resubmit your papers up until the due date.

The University’s Academic Integrity policies were recently updated to include “[t]he unauthorized use of generative AI” as one of the forms that academic dishonesty can take.  In light of this change, here are the policies for this course regarding generative AI (e.g., ChatGPT). The use of generative AI for the direct composition of course assignments (e.g., papers and exam essays) is not permitted.  Simply put, your papers and essays should not include text generated by Artificial Intelligence unless that text is placed in quotation marks and identified as such.  Any papers handed in that appear to contain unauthorized AI generated text (as detected by detection software or otherwise) will not receive a grade and cannot be used to fulfill course requirements.  As the detection software can produce 'false positives,' in such cases you will be allowed to write an additional reaction paper or revised draft to fulfill those requirements.  Depending on the specifics of the individual cases, a late penalty may be applied to additional papers handed in for these reasons.

Other uses of AI (e.g., as “idea generators,” bibliographic or source-finding assistants, proof-readers) are discouraged as they may limit the fuller development of the skills, capacities, and habits of mind that constitute some of the primary aims and benefits of university education, but do not necessarily fall into the category of “unauthorized use.”  If you do use generative AI in any of these or other manners, however, you must identify that you have done so explicitly in the paper or exam essay in question. 

Office Hours, Scheduling Appointments, E-mail Guidance, and So Forth

My drop-in office hours are on Tuesdays and Thursdays from 11:30 a.m.  to 12:30 p.m..  I am also available by appointment--to set one up, simply e-mail me or ask me just after class.  My office is on the Frohring/ex-Tiber Roof.

Please know that I do not normally respond to e-mails during the weekend or after 6:30 p.m. (but feel free to write me whenever you wish--I'll respond as soon as I can the next week or the next day).  We all need to set aside time to work on other things, disconnect, recharge, and 'stay human.'  I encourage you to do the same in ways that work with your schedule and try to do what I can to provide you with as much flexibility as possible in structuring out-of-class activities.

Course Schedule (Please note that the following is subject to change--any updates will be made directly to the course Moodle page.)

Part 1:  Introductions

9/3.  Introductions:  What is "history from below"?  What is the Atlantic World?

9/5.  Introductions, Part 2 (Strauss, "The Dilemma of Popular History," 130-149; Beik, "The Dilemma of Popular History," 207-215; Strauss, "The Dilemma of Popular History: Reply," 215-219; Satiya, "The Forgotten Dream of History-From Below," 420-430)

Part 2: Settler Communities, Patriarchs, Goodwives, and Witches

9/10.  Witches and Witch Panics in Colonial New England (Moyer, Detestable and Wicked Arts, “Preface,” “Introduction,” and Ch. 1 (xi-xiv, 1-35); Primary Sources on "The Hartford Witch-hunt" from Hall, ed., Witch-hunting in Seventeenth Century New England, Ch. 9 (147-163)); Possible Due Date Reaction Paper 1

 9/12.  What (and Who) was a “Witch” (Moyer, Ch. 2-3 (36-91); Primary Sources on "The Hartford Witch-hunt" from Hall, ed., Witch-hunting in Seventeenth Century New England, Ch. 9 (147-163)); Possible Due Date Reaction Paper 1

9/17.  Gender, Religious Belief and Witchcraft (Moyer, Ch. 4 (92-115); Cotton Mather, "The Character of a Virtuous Woman," and Samuel Willard, "Two Sermons on Women and the Devil"); Possible Due Date Reaction Paper 1

9/19. The Dynamics of Suspicion and Accusation (Moyer, Ch. 5 (116-142); Primary Sources on the Case of Mary Parsons ("A Long-Running Feud") from Hall, ed., Witch-hunting in Seventeenth Century New England, Ch. 6 (99-114)); Possible Due Date Reaction Paper 1

9/20. OFFICIAL UNIVERSITY MAKE-UP (FRIDAY)  TBA

9/24.  Understanding Confessors and the "Bewitched"? (Moyer, Ch. 6 (143-170); Reis, Excerpts from Damned Women; Primary Sources TBA); Possible Due Date Reaction Paper 1; Paragraph Outlining Research Question and Topic and Preliminary Bibliography Due

9/26.  “How Do You Know She Is A Witch”—Trials and Legal Procedures (Moyer, Ch. 7 and “Conclusion,” (171-205); Primary Sources TBA); Last Possible Due Date Reaction Paper 1

 
Part 3:  Seaborne Empires, Sailors, Privateers, and Pirates

10/1.  Atlantic Empires, War, and the Making of the “Golden Age” of Piracy (Rediker, Villains of All Nations, Ch. 1-2 (1-37); TBA); Possible Due Date Reaction Paper 2

10/3.  Between the Devil and the Deep Blue Sea:  Sailor's Lives and the Social Origins of Piracy (Rediker, Ch. 3 (38-59); TBA); Possible Due Date Reaction Paper 2

10/8.   "Brethren of the Coast?":  Pirate Justice and Politics (Rediker, Ch. 4-5 (60-102); Snelgrave, "Captain Snelgrave's Captivity, 1719;" Johnson, "Articles of Bartholomew Robert's Crew/Pirate Articles"); Possible Due Date Reaction Paper 2

10/10.  "Brethren of the Coast?" Part 2:  Gender and Sexuality Beneath the Jolly Roger (Rediker, Ch. 6 (103-126); Appleby, "The Victims of Pirate Violence," in Women and English Piracy, 169-188; Johnson, "The Life of Mary Read" and "The Life of Anne Bonny" 106-118); Possible Due Date Reaction Paper 2

10/15. "Brethren of the Coast?" Part 3:  Pirates, Black Sailors, and the Slave Trade (Review Rediker, 52-56; Bialeuschewski, "Black People Under the Black Flag;" Bolster, "The Emergence of Black Sailors in Plantation America," 7-16; Recommended: Bolster, "The Emergence of Black Sailors," 16-43); Possible Due Date Reaction Paper 2

10/17.  "A First War on Terror?":  The End of an Era (Rediker, Ch. 7-8 (127-169); Johnson, "The Life of Captain Teach," 42-56; Johnson, "A short ABSTRACT of the Statute and Civil Law, in Relation to Piracy," 337-340); Last Possible Due Date for Reaction Paper 2    

Part 4:  Plantations, Runaways, and Maroon Societies

10/22.  Oral History, Anthropology and the Jamaican Maroons (Required:  Bilby, 1-65 (Chs. 1-2); Recommended:  Bilby, xi-xix);; Possible Due Date for Reaction Paper 3

10/24.  Out of Africa and Out of Slavery (Bilby, 69-128 (Chs. 3-4)); Possible Due Date for Reaction Paper 3

10/29.  Survival (Bilby, 129-180 (Ch. 5); Edwards, "Observations on the...Maroon Negroes of the Island of Jamaica"); Possible Due Date for Reaction Paper 3

10/31.  Making War, Making Peace (Required:  Bilby, 181-213, 247-288 (first sections of Ch. 6, Chs. 7-8); Edwards, "Observations on the...Maroon Negroes of the Island of Jamaica;" Recommended:  Bilby, 213-246 (remainder of Ch. 6)); Possible Due Date for Reaction Paper 3

11/5.  The On-Going Struggle, Part I (Required:  Bilby, 341-378 (Ch. 10, first sections of Ch. 11); Recommended:  Bilby, 289-340 (Ch. 9)) Possible Due Date for Reaction Paper 3; Draft of Research Paper Due

11/7.  The On-Going Struggle, Pt. II (Bilby, 378-421 (Remaining Sections of Ch. 11, Ch.12, Epilogue)); Last Possible Due Date for Reaction Paper 3

Part 5:  Your Research

11/12.  Research Presentations and Discussions

11/14.  Research Presentations and Discussions 

11/19.  Research Presentations and Discussions 

11/21.  Research Presentations and Discussions 

11/26.  Research Presentations and Discussions 

Part 6:  Legacies

12/3.  Reverberations Today, Part I: Pirates, Historians, Films, and Video Games (Ritchie, "Living With Pirates," 411-418; Web Articles on the 'History' in Assassin's Creed IV: Black Flag)

12/5.  Reverberations Today, II: Early Modern Witches, Historians, and Wicca (Purkiss, "Modern Witches and their Past"); Final Draft of Research Paper Due

Final Exam Date TBA