Course Notes from Syracuse University

Overview: The story of a young woman enslaved by George Washington.
- Themes: Personal history of the individual intersects with the history of the nation’s founding.
- Creation of national institutions.
- Contests over free versus slave states.
- Questions of autonomy and independence.
Historiography: Offers insight into how historians approach and interpret history.
Final Paper:
- Accounts for 20% of the final grade.
- Students must thoroughly read the book.
- Paper prompts will be distributed in sections.
- In-class graded exercises will also be conducted.

The New United States: Key focus on the formation of the United States and its sociopolitical landscape.

Considerations for the New Republic:
- What would the new republic look like?
- What roles would different groups occupy within this republic?
- What form of government would govern the new republic?

Influences: Leaders drew from classical republican ideals from Greece and Rome.
- Impacted various facets of society, including:
- Government structure.
- Art, literature, music.
- Architecture, naming conventions, fashions (e.g., hairstyles).
Citizen Characteristics: Expected to exhibit certain virtues:
- Naturally virtuous and patriotic.
- Property ownership (land).
- Self-sufficiency and resilience.
- An idealized image of an independent “yeoman” farmer.
Discussion: Reflection on who and what elements are celebrated within this society.

Perception of Indigenous People:
- Viewed as lacking qualities of a good republican citizen:
- Did not engage in agriculture as envisioned by the Western ideals.
- Did not conform to Western land ownership concepts.
- Lacked patriarchal familial values.
Consequences:
- Indigenous people were treated as subjects, not full citizens.
- Designated as conquered nations, forced to accept limited land concessions.
- More land was ceded between 1780-1810 than during the entire colonial period.

Role of Women:
- Women were not recognized as republican citizens.
- The legal principle of coverture rendered women dependent on fathers and husbands.
- Women could serve as ‘republican mothers’:
- Tasked with educating sons in civic virtues.
- Encouraged to learn skills like reading, writing, and accounting to assist their husbands.
Activism:
- Some women, such as Abigail Adams, advocated for formal political power.
- Their influence remained predominantly behind the scenes, though.
Visual Depictions:
- Representation of good republican women includes actions and dress.

Abolition Movement: African Americans, particularly Revolutionary War veterans, called for abolition and inclusion in political processes.
- Example laws:
- States like Vermont outlawed slavery entirely.
- States such as Pennsylvania, New York, and New Jersey adopted gradual emancipation laws:
  - No new enslaved individuals could enter these states.
  - Children of enslaved mothers to serve until age 21.
  - Current enslaved individuals retained their status until death.
Key Figures: Prince Hall, founder of the first Black Masonic Lodge - his representation explored.

Development Timeline:
- Articles created in 1777, enacted in 1781 (prior to independence).
- Functioned due to necessity as the Continental Congress was already engaged in critical operations:
- Issuing currency, commanding armies, negotiating with states.
Nature of Confederation:
- Emphasized a ‘firm league of friendship’ among states.
Limitations of Congress:
- Authority was severely restricted:
- Inability to levy taxes, raise armies, or enforce treaties.
- Initially effective during the Revolutionary War but lacked post-war cohesion.

Need for Change: Acknowledgment that a new government format was essential.
Constitutional Convention (May-September 1787):
- Convened in Philadelphia with George Washington presiding.
- 55 delegates representing 12 states (Rhode Island excluded).
- Delegates characterized as 'natural aristocrats': educated, experienced politicians, with a substantial number being veterans of the Continental Army and slave owners.
Constitution Signing: Signed but not yet ratified by September 17, 1787.

Changes in Authority:
- Individual states restricted from previously allowed activities under the Confederation:
- Engaging in foreign relations.
- Imposing tariffs/customs duties.
- Issuing currency and credit.
- Engaging in debt relief.
Representation:
- Each state was allotted two Senate representatives, irrespective of size or population.
- Representation in the lower house was population-based.
- Enslaved individuals counted as three-fifths of a person in determining representation.
Ratification Process:
- Constitution submitted for state debates and ratification from autumn 1787 to summer 1788.

Federalists:
- Advocated for a strong federal government.
- Attracted urban elite support, particularly in the Northeast.
Anti-Federalists:
- Desired to preserve power with state and local governments.
- Gained traction among planters and farmers located in the South and West.

Initial Ratification:
- Nine states ratified swiftly, establishing the new law in June 1788.
- Virginia’s ratification: 89-79, with a request for 20 amendments.
- New York’s ratification: 30-27, requesting 33 amendments.
- Rhode Island’s process took until May 1790: 34-32, with a request for 21 amendments.
Political Commentary: A political cartoon illustrated the debates surrounding the signing of the Constitution, humorously questioning whether to highlight the intelligence of the signers to ensure permanence of the document.

Definition: The first 10 amendments to the Constitution.
- Adoption Timeline:
- Submitted in September 1789, ratified on December 15, 1791.
- Developed in response to proposed amendments from state committees.
Historical Context: Only 17 amendments have been passed in the 225 years since the Bill of Rights was ratified, with only one amendment (the 18th, prohibiting alcohol production/sale) ever being repealed.

Constitutional Provisions Regarding Slavery:
- Article 1 Section 9: “The migration or importation of such persons as any of the States now existing shall think proper to admit, shall not be prohibited by the Congress prior to the Year 1808…"
- Article 4 Section 2: “…No person held to Service or Labour in one State, under the Laws thereof, escaping into another, shall, in Consequence of any Law or Regulation therein, be discharged from such Service or Labour, but shall be delivered up on Claim of the Party to whom such Service or Labour may be due.”
Statistical Context: Reference to a data source highlighting the number of enslaved individuals trafficked to the U.S. between 1783-1808.

Reflection Points:
- What were the distinctive features of the U.S. republic?
- How did various demographic groups fare in terms of inclusion or exclusion?
- What was the structure of the governing body?
Action Items:
- Attend history open house for further exploration (scheduled for tomorrow 3:30-5:15, Eggers 151).
- Ensure consistent reading of "Never Caught" for the impending final paper.