Outline for Week 10 (week of Weds. 28 November 2007) Final Exam Scheduling:Scheduling 10:00 class scheduled for 10:00 Weds Dec 5 in HSS 235 2:00 class scheduled for 12:00 Weds Dec 5 in HSS Final Exam Guidelines: 2.Working for Democracy: Industrial Transformation & Community a. How did technological innovations influence American ideals of community and family in the first half of the 19th century? b. How did the idea of a “middle class” affect “popular politics” in the first half of the 19th century? c. How did the idea of a “middle class” compare with earlier ideas of republicanism, or with notions of the “common man”? Who was NOT “middle”?

Relevant weblinks and primary voices Critical Thinking Module “The Transportation Revolution” dex.htm Voices: Nathaniel Hawthorne Henretta voices: “Lucy Larcom” (p. 298); “John Gough” (p 318), The Expansion of White Male Suffrage, s/mod09/imap.htm

How did People experience the Nationalist Revival? How did the idea of “progress” affect family & community? Henretta voices: “Lucy Larcom” (p. 298); “John Gough” (p 318), Albert Bierstadt, “View on the Hudson” “a drunkard’s progress”, ca 1820s “Progress”, ca 1820s

Industrial networks and pastoral landscapes: How did the national system change the lives of rural people?

How did the changing experience of rural people relate to the expansion of taxpayer qualifications (vs. property qualifications) and religious revivalism? Where is universal white male suffrage most common and why there? Property qualifications in 1830?

What were the Political implications of the moral reform crusades of s? How did the ideal of “self making” relate to middle-class ideals? How did “self making” differ from republicanism? How did Jacksonian democracy differ from Jeffersonian republicanism?

What are the characteristics of “middle class” life ca. 1810s-1830s? 1.Occupation/status? (who is middle class and what do they do?) 2.Family structure? (what are components of respectable family life?) 3.Gender roles? (within and beyond the family?) 4.Residence patterns? (where, geographically, do they live?) How does “middle class” compare with “republicanism”? 1.Role of the individual in relation to the community? 2.Ideal of benevolence (vs. “self-making”)? 3.Role and purpose of education (educated citizenry vs self-making)? 4.Ideal occupation/goals (public service vs self improvement)? How does a middle class outlook represent landscapes of the era?

Erie Landscapes, 1820s-1840s: Industrial Integration & technocratic vision (professional/engineering style)— “Progress” a.Market/business orientation b.Cash economy (wages/salary/purchases) c.Planning/“improvements”

Thomas Cole, “Oxbow” (Hudson River School) Industrial Riverscapes, ca. 1820s-1830s “Realist” version— “porkopolis” “Romantic” version Interior Landscapes: “working class” vs “middle class” experiences

Emerging Industrial Landscapes, Lowell Mills, MA, s: Lucy Larcom, p. 298 (middle class or working class?)

Erie Landscapes: Disorientation and sensational experience Unexpected vs ordinary vistas

Erie Landscapes: Immigration and multicultural landscapes, 1820s (Gangs of New York vs piecework and “Chants Democratic”—Sean Wilentz)

Re-imagined Landscapes: “The West” in the Romantic Imagination Albert Bierstadt, “Rocky Mountains”

Political Landcapes: The Missouri “Compromise” and the pretense of “Free States”

Physical Landscapes: The “new” West

Economic Landscapes: “the South”?

Individualized Landscapes: The Self Asher Durand, “Kindred Spirits” Self-seeking Self-making Self-improvement Self-restraint Self-interest Self-against-nature Self-immersion Self-consciousness Self-awareness Walt Whitman: “I celebrate myself”—Leaves of Grass

Persistent Landscapes: Communities of Inclusion/Exclusion “The Power of Music”, William S. Mount ( )

The (final) word: “blue books” Final Exam Scheduling:Scheduling 10:00 class scheduled for 10:00 Weds Dec 5 in HSS 235 2:00 class scheduled for 12:00 Weds Dec 5 in HSS 111 Final Exam Guidelines: