Higher Education

Thinking Through the Past, Volume I, 5th Edition

  • John Hollitz Community College of Southern Nevada
  • ISBN-10: 1285427432  |  ISBN-13: 9781285427430
  • 368 Pages
  • Previous Editions: 2010, 2005, 2001
  • © 2015 | Published
  • College Bookstore Wholesale Price = $83.25
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About

Overview

This reader for the U.S. history survey course gives students the opportunity to apply critical thinking skills to the examination of historical sources, providing pedagogy and background information to help them draw substantive conclusions. The careful organization and the context provided in each chapter make the material accessible for students, thereby assisting instructors in engaging their students in analysis and discussion.

Features and Benefits

  • Both primary and secondary sources are used to give students the opportunity to analyze primary documents and historians' arguments together, and to use one of the documents to help understand and evaluate the other.
  • The book advances chronologically and pedagogically through different skill levels. This provides students the opportunity to work with primary sources in the early chapters, before they evaluate secondary sources in later chapters or compare historians' arguments in the final chapters. Using this method, students are able to build on the skills acquired in previous chapters by considering such questions as motivation, causation, and the role of ideas and economic interests in history.
  • Each chapter is divided into five parts: Introduction, which sets forth the problem in the chapter; Setting, which provides background information pertaining to the topic; Investigation, which asks students to answer a short set of questions revolving around the problem discussed in the Introduction; Sources, which in most chapters comprise a secondary source and a set of primary sources related to the chapter's main problem; and Conclusion, which offers a reminder of the chapter's main pedagogical goal and looks forward to the next chapter's problem.

Table of Contents

1. THE TRUTH ABOUT TEXTBOOKS: INDIANS AND THE SETTLEMENT OF AMERICA.
Secondary Sources: History of the American People (1927). The American Pageant (1966). A People and a Nation (2008).
2. THE PRIMARY MATERIALS OF HISTORY: CHILDHOOD IN PURITAN NEW ENGLAND.
Primary Sources: Elizabeth Eggington (1664). Henry Gibbs (1670). Letter of Samuel Mather (Age 12) to His Father (ca. 1638). Massachusetts Court Records. Lawrence Hammond, Diary Entry for April 23, 1688. Cotton Mather on Young Children (1690). An Arrow Against Profane and Promiscuous Dancing (1690). Samuel Sewall on the Trials of His Fifteen-Year-Old Daughter (1696). The Well-Ordered Family (1712). The Duty of Children Toward Their Parents (1727). A Puritan Primer Warns Against Frivolous Behavior (1671). The Roger Mowry House (ca. 1653). The Eleazer Arnold House (ca. 1864).
3. EVALUATING PRIMARY SOURCES: WAS PENNSYLVANIA “THE BEST POOR MAN''S COUNTRY”?
Primary Sources: An Historical and Geographical Account of Pennsylvania (1698). Plantations in Pennsylvania (1743). Journey to Pennsylvania (1756). Advertisement for a Runaway (1759). American Husbandry (1775). William Penn on House Construction in Pennsylvania (1684). Cabin, Berks County. Charles Norris''s Mansion, Chestnut Street. Early Settlements in Pennsylvania (1696). Wealth Distribution in Philadelphia, 1693-1774. Acquisition of Land by Former Indentured Servants, 1686-1720.
4. EVALUATING ONE HISTORIAN''S ARGUMENT: THE “HIDDEN SIDE” OF THE AMERICAN REVOLUTION.
Secondary Source: The Unknown American Revolution (2005). Primary Sources: An Account of a Stamp Act Riot (1765). A Mob Punishes Merchants (1766). A Gentleman Comments on the Mob (1774). Mecklenburg County Resolves (1775). The Alternative of Williamsburg (1775). “A Dialogue Between Orator Puff and Peter Easy” (1776). Antislavery Petition of Massachusetts Free Blacks (1777). Blacks Protest Taxation (1780). Chief Thayendanegea Pledges His Loyalty (1776). “The Sentiments of an American Woman” (1780). “On the Equality of the Sexes” (1790).
5. MOTIVATION IN HISTORY: THE FOUNDING FATHERS AND THE CONSTITUTION.
Secondary Source: Unruly Americans and the Origins of the Constitution (2007). Primary Sources: “Honesty is the Best Policy” (1786). “Half Our Inhabitants. . . Will Become Bankrupt” (1786). George Washington Reacts to Shay''s Rebellion (1786). The Founding Fathers Debate the Establishment of Congress (1787). An Anti-Federalist Mocks the “Aristocratic” Party (1786). A Founder Defends the Constitution''s Restraints (1787). An Antifederalist Defends Paper Money (1787). Federalist #10 (1788). Federalist #15 (1788).
6. IDEAS IN HISTORY: RACE IN JEFFERSON''S REPUBLIC.
Secondary Source: Within the “Bowels” of the Republic (1979). Primary Sources: Thomas Jefferson on Indians and Blacks (1784). Address of Little Turtle (1802). Jefferson''s Reply (1802). Thomas Jefferson on the Indians'' Future (1803). A Jeffersonian Treaty with the Delaware Indians (1804). Indian Land Cessions and Indian Treaties (1800-1812). A Denunciation of White Tyranny (1811). Thomas Jefferson on Black Colonization (1801). The Virginia Legislature Debates an Emancipation Prohibition (1806). A Letter from a Man of Colour (1817). A Black Response to Colonization (1817).
7. THE PROBLEM OF HISTORICAL CAUSATION: THE SECOND GREAT AWAKENING.
Secondary Source: The Second Great Awakening and the Transformation of American Christianity (1989). Primary Sources: “The Methodist Discipline” (1798). “On Predestination” (1809). A Defense of Camp Meetings (1814). Book of Mormon (1830). “Plea for the West” (1835). A Methodist “Circuit-Rider” Discusses Education and the Ministry (1856). Negro Methodists Holding a Meeting in Philadelphia (ca. 1812). A Former Slave Discusses the Appeal of Methodism (1856). Frances Trollope''s Account of a Camp Meeting (1829). Harriet Martineau on the Condition of American Women (1837). Rebeccah Lee on the Appeal of Christianity (1831). Philadelphia Journeymen Protest Their Conditions (1828). Occupations of Methodist Converts in Philadelphia (1830s). Alexis de Tocqueville on the Condition of Americans (1835).
8. GRAND THEORY AND HISTORY: DEMOCRACY AND THE FRONTIER.
Secondary Source: The Significance of the Frontier in American History (1893).
Primary Sources: Sketch of Trappers (1837). N. J. Wyeth''s Instructions for Robert Evans at the Fort Hall Trading Post (1834). Mission Life in California (1831). Autobiography (1833). View of the Valley of the Mississippi (1832). Stump Speaking (1854). Brigham Young on Land Distribution (1848). Life in the Gold Fields (1849). A San Francisco Saloon (1855). A Call for Mexicans to Resist (1859). A New Home-Who''ll Follow? (1839). The Pioneer Cowpen (1849). Six Months in the Gold Mines (1850). Hydraulic Mining in California''s Gold Fields (1862).
9. HISTORY AS BIOGRAPHY: HISTORIANS AND OLD HICKORY.
Secondary Source: American Lion (2008). Primary Sources: Jackson on His Experiences During the Revolution (n.d.). Andrew Jackson to Charles Henry Dickinson (1806). Andrew Jackson to Rachel Jackson (1813). Andrew Jackson to William Blount (1812). Andrew Jackson (1817). Old Hickory (1819). Andrew Jackson''s Second Annual Message to Congress (1830). Andrew Jackson on the Second Bank of the United States (1830). Andrew Jackson to John Coffee (1832). Andrew Jackson to Joel Poinsett (1832). Andrew Jackson''s Nullification Proclamation (1832).
10. HISTORY “FROM THE BOTTOM UP”: HISTORIANS AND SLAVERY.
Secondary Source: Community, Culture, and Conflict on an Antebellum Plantation (1980). Primary Sources: Leaves from a Slave''s Journal of Life (1842). Harry McMillan, Interviewed by the American Freedmen''s Inquiry Commission (1863). Charity Bowery (1847-1848). Uncle Ben (1910). Sarah Fitzpatrick (1938). A Slave''s Letter to His Former Master (1844). Lynchburg Negro Dance, an Artist''s View of Slavery (1853). A Slave Spiritual (ca. 1863). Brer Rabbit Outsmarts Brer Fox. A Slave Child''s Doll (ca. 1850). A Plantation Plan (ca. 1857).
11. IDEOLOGY AND SOCIETY: THE BOUNDS OF WOMANHOOD IN THE NORTH AND SOUTH.
Secondary Sources: The Bonds of Womanhood (1997). Domestic Ideology in the South (1998). Primary Sources: Woman in America (1841). Treatise on Domestic Economy (1841). Lowell Offering (1845). The Evils of Factory Life (1845). The Times That Try Men''s Souls (1837). A''n''t I a Woman (1851). Address to the Daughters of Temperance Assembly (1852). The Ideal Southern Woman (1835). Memorial of the Ladies of Augusta to the General Assembly of Virginia (1832). “Woman''s Progress” (1853). “Memoir on Slavery” (1853).
12. GRAND THEORY, GREAT BATTLES, AND HISTORICAL CAUSES: WHY SECESSION FAILED.
Secondary Sources: Blue over Gray: Sources of Success and Failure in the Civil War (1875). Why the North Won (1988). Primary Sources: The Impending Crisis (1857). The Cotton Kingdom (1861). An Account of the Battle of Gettysburg (1863). General Ulysses S. Grant to Edwin M. Stanton (1865). Affidavit of a Tennessee Freedman (1865). Reverend Garrison Frazier on the Aspirations of His Fellow Blacks (1865). Destruction of the Coloured Orphan Asylum (1863). Merchants Report on the Impact of the New York Riots (1863). Southern Women Feeling the Effects of Rebellion and Creating Bread Riots (1863). Excerpt from Diary of Margaret Junkin Preston (1862). “Kate,” A Letter to a Friend (1862).
13. THE IMPORTANCE OF HISTORICAL INTERPRETATION: THE MEANING OF RECONSTRUCTION.
Secondary Sources: Seeds of Failure in Radical Race Policy (1966). America''s Reconstruction (1995). Primary Sources: Colored Rule in a Reconstructed (?) State (1874). The Ignorant Vote-Honors Are Easy (1876). Black Response to a South Carolina White Taxpayers'' Convention Appeal to Congress (1874). Statement of Colored People''s Convention in Charleston, South Carolina (1865). Testimony of Abram Colby (1872). Testimony of Emanuel Fortune (1872). Testimony of Henry M. Turner (1872). A Former Slave Recalls Her Post-Emancipation Struggle (1937).

What's New

  • Chapters on the Constitution (Ch. 5), the American West (Ch. 8), and Andrew Jackson (Ch. 9) have been substantially revised with new source material and chapter elements to reflect recent scholarship and increase their accessibility.
  • New sources have also been added to the chapters on the American Revolution (Ch. 4), race in Jefferson's Republic (Ch. 6), the Second Great Awakening (Ch. 7), womanhood in the North and South (Ch. 11), the Civil War (Ch. 12), and Reconstruction (Ch. 13).
  • Based on feedback from U.S. history instructors, these new sources have been selected to make the chapters more informative and engaging for today's students. For example, in Chapter 9, a new biographical assessment of young Andrew Jackson introduces students to a “gambler” and a “carouser” who matures into a “formidable leader of men.”

Efficacy and Outcomes

Reviews

“The book exposes students to the skills used by historians for research and develops critical thinking. It fills a unique niche for survey level history courses.”

— Garth Swanson, Genesee Community College

“I have perused and used many different document anthologies. I found Hollitz's work to be particularly engaging.”

— Megan Seaholm, University of Texas at Austin

Meet the Author

Author Bio

John Hollitz

John Hollitz received his Ph.D from the University of Wisconsin in 1981 and has been professor of history at the Community College of Southern Nevada since 1992. Previously, he taught at California State University, Chico. In addition to CONTENDING VOICES, he has also authored a critical thinking reader, THINKING THROUGH THE PAST, 5th Edition (Cengage, 2014). Dr. Hollitz is a dedicated teacher of the U.S. History survey course.