Hist 340		MICHAEL R. H. SWANSON Ph. D
*Critical Periods: Colonial America*		OFFICE: Feinstein College 111
ROGER WILLIAMS UNIVERSITY		Hours: M, T, Th, F 9:00-10:00
CAS 123		Or By Appointment
M W F 12:00 - 12:55		PHONE: (254)-3230
Spring, 2001		E-mail: mrhs@alpha.rwu.edu

Week of February 26, 2001

Take-Home Examination 1

Due: Monday, March 5

Total Length: 5-6 pp. typed, should be plenty.

Part I. Answer either question.

1. Is it fair to say that colonization of North America by the English was as much a product of improvisation as it was of foresight and planning? If so, give examples which prove your point: if not, give instances where planning beforehand best explains the results achieved. Hint: in considering your answer be broad in your scope. Don't exclude either private or governmental considerations.

2. If it is true that the present has its roots in the past, then one should be able to identify patterns within American life and culture which were given shape in colonial times. I'd like to have you broadly identify contributions to "American Character" established by the way that colonies evolved in the three principal regions of English North America: The Chesapeake bay colonies, New England, and the Middle Atlantic Colonies.

Part II. Based on the source readings from Kupperman and the Internet.

On the basis of what you've read, identify three characters from Colonial America whom you'd enjoy meeting, and explain why you would enjoy meeting them, and what you'd like to question them about. Hint: these don't have to be people with whom you particularly agree.

For Monday, February 6 Town, and Farm

Read, in Hawke:
Chapter 2: Settling In pp. 16-30
Chapter 3: The Farm pp. 31-46
The three sub-sections of chapter 2 echo the division between New England, the South, and the Mid-Atlantic region... you will want to think about the difference in technique between Hawke and Reich. Don't let the familiar sound keep you from learning something new from our new author.
Hawke remarks in Chapter 1 that most early settlers were not farmers in our traditional understanding of the word. As one might imagine, when men and women of these sorts put their hand to farming the farm that develops is significantly different from its European counterpart. We'll want to discuss that difference.

ON the INTERNET: Primary materials on Colonial American Agriculture are available, but not as easily uncovered as materials on other subjects. This stands to reason, as farming was hardly a literate trade in the 17^th century. Tracts and treatises on farming and natural history become much more prominent in the middle and late 18^th century. For visual images of the American Landscape visit http://darkwing.uoregon.edu/~helphand/homepage.html

NOTE: It is my intention to take us into the psychology lab at least two sessions next week. However, at the time I write this I haven't been able to firm up the details. Hopefully, I will have them ready to announce by class time Friday the 23^rd. Rather than confuse issues by changing a lot of dates, I'm going to abbreviate this syllabus. I'll make additions to it based on what I learn in school tomorrow. In the meantime, you have the examination assignment and something to work on for Monday if I'm not able to get us on computers that day.