HIST 1100 Study Notes

HIST 1100 UNDERSTANDING HISTORICAL CHANGE AMERICAN HISTORY

Course Information

  • Course Title: HIST 1100 Understanding Historical Change American History. This course offers an in-depth exploration of key periods and themes in American history, emphasizing how historical changes have shaped the nation's identity and diverse experiences.

  • Course Objectives:

    • Analyze key periods, events, and themes in American history.

    • Evaluate primary and secondary sources critically to understand diverse historical perspectives.

    • Articulate well-supported arguments about historical change, continuity, and causation.

    • Recognize the impact of historical events on contemporary American society and identity.

    • Apply ethical considerations in discussing historical narratives, particularly regarding marginalized groups.

  • Instructor: Lisa Betty

  • Schedule: Monday/Thursday, 8:30am - 9:45am

  • Location: Dealy Hall 206

  • Duration: August 2025 - December 2025

Introductory Elements

  • Introductions: Opportunity for students and instructor to get acquainted and set a collaborative tone for the semester.

  • Syllabus Discussion: Comprehensive review of course objectives, expectations, grading criteria, and academic policies.

  • Grading Breakdown:

    • Participation & Attendance: 15%

    • Group Project & Presentation: 25%

    • Reflection Assignment (1619 Project): 20%

    • Midterm Exam: 20%

    • Final Paper: 20%

  • Academic Policies:

    • Attendance: Regular attendance is expected. More than two unexcused absences may affect the participation grade.

    • Late Submissions: Assignments are due on the specified date. Late work may be penalized 10% per day unless prior arrangements are made with the instructor.

    • Academic Integrity: All work must adhere to the university's policies on academic honesty. Plagiarism or any form of cheating will result in a failing grade for the assignment and potential disciplinary action.

    • Accommodations: Students requiring accommodations due to a disability should contact the Disability Services office and inform the instructor at the beginning of the semester.

  • Community Agreements: Collaboratively established guidelines to foster an inclusive, respectful, and productive learning environment among students.

  • Formation of Groups: Assignment to small groups for collaborative projects, presentations, and discussions throughout the semester.

  • LINKS: Provision of online resources, digital archives, and supplementary materials essential for research and coursework.

  • Course Chronology: A structured overview of the semester's historical topics, including major events, movements, and figures, presented with illustrative examples.

  • “Writing the Who” Exercise: Practical methods and principles for accurately and respectfully discussing diverse identities and experiences across American and African history.

  • Office Hours: Dedicated time for individual student consultations, seeking clarification on course material, assignments, or engaging in deeper historical discussions with the instructor individually.

Writing the “Who” Guidelines

General Principles:

When discussing continental Africa, the African Diaspora, Indigenous Nations, and American History:

  1. Name nations and ethnicities clearly rather than generalizing, to ensure historical accuracy and respect for specific cultural identities.

  2. Always name regions of the continent and the Diaspora accurately, moving beyond broad, often misleading, geographical labels.

  3. Avoid using the terms “tribes” or “tribal”; these terms carry colonial connotations and can inaccurately essentialize or limit complex identity groups.

  4. Use “indigenous” instead of “natives,” to acknowledge the original inhabitants of a land in a decolonized and respectful manner.

  5. The “B” in “Black” is always capitalized, reflecting its status as a proper noun and a distinct cultural and racial identity.

  6. Blank out any profanity or discriminatory language in direct quotes where necessary, to maintain an academic environment while acknowledging historical text.

Reading Aloud and Writing Practices:

  1. During readings and discussions, refrain from using profane or discriminatory language, promoting a respectful and safe discursive space.

  2. Use language that is chronologically relevant when discussing historical quotes; however, utilize current terminology defined by the Africana field when analyzing that material, to balance historical context with contemporary understanding.

  3. Reference the kidnapping and bartering of human beings as “human trafficking”, and avoid using the term “slave trade” in a formal legislative context, to emphasize the inherent violence and dehumanization of the coerced movement of people.

  4. Use “enslaved people” rather than just “slaves.” to highlight the personhood and agency of individuals who were subjected to slavery, rather than solely defining them by their condition.

  5. When discussing power dynamics, use “captors” or “enslavers,” rather than “masters,” to accurately describe the perpetrator's role and avoid language that normalizes or dignifies the oppressive relationship.

African Burial Ground

Historical Context

  • Location: Initially established in New Amsterdam under Dutch control (1626-1664), where enslaved Africans played a crucial role in building the early infrastructure of the colony. The area was later renamed New York City under British control (1664-1776), continuing the institution of slavery and the use of the burial ground.

  • The burial ground was active until the 1790s, serving as a final resting place for tens of thousands of free and enslaved Africans, as well as Indigenous Americans, until its closure due to urban expansion and new burial regulations.

Excavation and Ethics

  • Between 1991 and 1993, extensive excavations revealed 419 burials during the planned construction of a federal office building, which brought to light the immense historical significance of the site.

  • Many removals were labeled unethical by historians and community advocates due to insufficient consultation with the descendant community, disrespectful handling of remains, and inadequate preservation protocols initially.

  • Andrea Frohne's work and subsequent community activism prompted national discussions on how Africa and the African Diaspora are represented in American urban narratives, particularly in sites like New York, and explored the complex iterations of African heritage found in North America.

Location Specifications

  • Boundaries of the Burial Ground:

    • Northern: Duane Street

    • Southern: Chambers Street

    • Eastern: Centre Street/Lafayette Street

    • Western: Broadway

  • A GSA office building was constructed nearby at 290 Broadway, a project costing 276million276 million, which inadvertently led to the rediscovery and subsequent preservation of the historic site.

  • More information can be found on the National Park Service website.

The 1619 Project Overview

Conceptual Shift

  • The 1619 Project, a groundbreaking initiative spearheaded by Pulitzer Prize-winning journalist Nikole Hannah-Jones for The New York Times Magazine, included significant contributions from various writers, poets, artists, and historians.

  • It fundamentally shifts the American historical narrative from traditional focus points like the idealized forefathers of democracy (e.g., George Washington and Thomas Jefferson) to the year 1619 as the true inception of the American ideology. This ideology is presented as intrinsically intertwined with the reality of chattel slavery and its foundational impact on the nation's development.

Historical Connections

  • 1619 specifically marks the pivotal arrival of approximately 20-30 African captives from Angola, originally aboard the Portuguese slave ship San Juan Bautista, which was intercepted by English privateers, the White Lion and the Treasurer. These individuals were then brought to the English colony of Virginia, setting a new and enduring foundation for understanding American democracy, its economic system, and its deep connection with enslavement.

  • The text suggests that the institution of slavery was deeply entrenched in the societal and legal structures, directly evolving into post-Civil War segregation, Jim Crow laws, and the ongoing civil rights struggles, demonstrating a continuous legacy of racial injustice shaped by this founding moment.

Implications of the Narrative

  • Social Constructs: The project emphasizes that language becomes crucial in shaping historical understanding and perception; historians are actively encouraged to shift terminology to reflect a more accurate and humane understanding of the past:

    • Enslaved (instead of slave): Highlights the individual's humanity and status as a victim of circumstance, not an inherent condition.

    • Enslaver (instead of slaveholder): Identifies the active perpetrator of the institution, rather than a passive owner.

    • Chattel slavery (instead of slavery): Specifies the dehumanizing system where enslaved people were treated as personal property, not human beings.

  • The language employed within historical discourse profoundly reflects and influences both historical narratives and contemporary social contexts, encouraging introspection on how we frame the past.

Ethical and Political Ramifications

  • The 1619 narrative directly challenges many long-established historical myths deeply embedded in American educational materials and national identity, particularly regarding the nation's founding principles.

  • This has invoked intense discussions and debates about existing educational gaps, the curriculum's portrayal of slavery, and the enduring legacy of racial inequality in the United States, leading to significant political and academic contention.