II. Endorsement/Approvals Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name
Phone/ email :
Other affected programs
Are other departments/programs affected by this modification because of
(a) required courses incl. prerequisites or corequisites,
(b) perceived overlap in content areas
(c) cross-listing of coursework
Please obtain signature(s) from the Chair/Director of any such department/ program (above) before submission
III: To Add a New Course Syllabus and assessment information is required (paste syllabus into section V or attach). Course should have internal coherence and clear focus.
Common Course Numbering Review (Department Chair Must Initial): Does an equivalent course exist elsewhere in the MUS? Check all relevant disciplines if course is interdisciplinary. (http://www.mus.edu/Qtools/CCN/ccn_default.asp)
If YES: Do the proposed abbreviation, number, title and credits align with existing course(s)? Please indicate equivalent course/campus. ß
If NO: Course may be unique, but is subject to common course review. Be sure to include learning outcomes on syllabus or paste below. The course number may be changed at the system level.
See attached syllabus
Exact entry to appear in the next catalog (Specify course abbreviation, level, number, title, credits, repeatability (if applicable), frequency of offering, prerequisites, and a brief description.) ß
U 327 The Rise and Fall of Atlantic World Slavery 3 cr. (AM) Offered alternate years.
This course will examine the development and demise of slavery in the early modern Atlantic world, from the late fifteenth to the late nineteenth centuries. Specifically, we will explore the ways the transatlantic slave trade forged economic and cultural connections between Europe, Africa, and the Americas, thereby causing immeasurable suffering while conditioning conceptions of race, reshaping politics and religion, and transforming the ecology of nearly a third of the globe.
Justification: How does the course fit with the existing curriculum? Why is it needed?
This is the only course that examines slavery from an Atlantic world perspective, and it is the only course that begins with the rise of the plantation complex in the fifteenth century.
Are there curricular adjustments to accommodate teaching this course?
Complete for UG courses (UG courses should be assigned a 400 number).
Describe graduate increment - see procedure 301.30 http://umt.edu/facultysenate/committees/grad_council/procedures/default.aspx
Complete for Co-convented courses Companion course number, title, and description (include syllabus of companion course in section V)
See procedure 301.20 http://umt.edu/facultysenate/committees/grad_council/procedures/default.aspx.
New fees and changes to existing fees are only approved once each biennium by the Board of Regents. The coordination of fee submission is administered by Administration and Finance. Fees may be requested only for courses meeting specific conditions according to Policy 940.12.1 http://mus.edu/borpol/bor900/940-12-1.pdf . Please indicate whether this course will be considered for a fee.
If YES, what is the proposed amount of the fee?
IV. To Delete or Change an Existing Course – check X all that apply
Course Number Change
Level U, UG, G
Change in Credits
Cross Listing (primary program initiates form)
Is there a fee associated with the course?
1. Current course information at it appears in catalog (http://www.umt.edu/catalog) ß
2. Full and exact entry (as proposed) ß
3. If cross-listed course: secondary program & course number
4. If co-convened course: companion course number, title, and description
(include syllabus of companion course in section V) See procedure 301.20 http://umt.edu/facultysenate/committees/grad_council/procedures/default.aspx.
5. Is this a course with MUS Common Course Numbering? http://www.mus.edu/Qtools/CCN/ccn_default.asp
If yes, please explain below whether this change will eliminate the course’s common course status.
6. Graduate increment if level of course is changed to UG. Reference procedure 301.30:
(syllabus required in section V)
Have you reviewed the graduate increment guidelines? Please check (X) space provided.
7. Other programs affected by the change
8. Justification for proposed change
V. Syllabus/Assessment Information (must include learning outcomes)
Required for new courses and course change from U to UG. Paste syllabus in field below or attach and send digital copy with form.ß
VI Department Summary (Required if several forms are submitted) In a separate document list course number, title, and proposed change for all proposals.
VII Copies and Electronic Submission. After approval, submit original, one copy, summary of proposals and electronic file to the Faculty Senate Office, UH 221, firstname.lastname@example.org.
DEPARTMENT OF HISTORY
UNIVERSITY OF MONTANA
Instructor: Christopher Pastore
Office: Liberal Arts 261
Office Hours: HSTA 327
The Rise and Fall of Atlantic World Slavery This course will examine the development and demise of slavery in the early modern Atlantic world, from the late fifteenth to the late nineteenth centuries. Specifically, we will explore the ways the transatlantic slave trade forged economic and cultural connections between Europe, Africa, and the Americas. In the name of empire and the pursuit of profit, millions of humans moved and were moved around the Atlantic basin, fomenting conflict while conditioning conceptions of race, reshaping politics and religion, and transforming the ecology of nearly a third of the globe. Acknowledging that slavery was never monolithic, we will explore the nature of slavery in Africa and among the major European powers and how it changed over time. Finally, we will examine the ways the Age of Revolutions and the Atlantic world movement of ideas fueled the abolition of the British slave trade in 1808.
Required Books (available at the university bookstore):
Olaudah Equiano, The Interesting Narrative of the Life of Olaudah Equiano. (New York: Penguin Classics, 2003).
Ira Berlin, Many Thousands Gone: The First Two Centuries of Slavery in North America (Cambridge: The Belknap Press of Harvard University, 1998).
John Thornton, Africa and Africans in the Making of the Atlantic World, 1400-1800 (New York: Cambridge University Press, 1992).
Marcus Rediker, The Slave Ship: A Human History (New York: Penguin, 2007)
Jon F. Sensbach, Rebecca’s Revival: Creating Black Christianity in the Atlantic World (Cambridge: Harvard University Press, 2005).
Philip Curtin, The Rise and Fall of the Plantation Complex: Essays in American History (New York: Cambridge University Press, 1990).
Sue Peabody and Keila Grinberg, eds. Slavery, Freedom, and the Law in the Atlantic World: A Brief History with Documents (Boston: Bedford/St. Martin’s, 2007)
To understand the various sources historians have used to construct the history of Atlantic world slavery.
To understand the physical and psychosocial complexities of slavery.
To gain an understanding of how historians work—their questions, methods, and perspectives—and how interpretations of slavery have changed over time.
To develop your own skills in writing, reading, and reasoning.
The reading should be done before each class, and you should come to class prepared for discussion with questions in mind. Any readings not in one of the above books will be posted to Moodle.
Four 300-word responses to the assigned reading, to be handed in at the end of four pre-determined classes. (I will circulate a sign-up sheet.). This is to help you focus your thoughts and contribute to the discussion. The reports should be 2 to 4 paragraphs in length. You should aim to make an analytical point about the text under discussion, not to describe its contents. Find an “angle” on the reading and develop it briefly. I will give you the opportunity to draft your first report. (I will provide feedback and allow you to resubmit an edited copy.) All subsequent reports will be simply submitted for a grade.
NOTE: On the day you hand in each of these papers, you will give a brief, informal presentation to the class, explaining the analytical point you discussed. These presentations will be factored into your participation grade.
You will write a 10-page research paper on any topic related to Atlantic world slavery. I will provide more information on these in class.
There will also be a mid-term exam for which you should expect to write 10 pages.
Attendance and Participation:
This class will be a mix of lecture and discussion, so I expect you to be active participants. I reserve to right to call on people to jump start discussion. Discussion is an important part of learning. In discussion you learn to make a good case for yourself, and you open yourself to alternate ideas and challenges. Because it is so important, a student who fails to participate will receive, at best, 12 out of 20 points.
A missed exam or late paper can be made up only if you make prior arrangements with me, or if you have a note from a doctor, your dean, or residence life. I reserve the right to check on the validity of any note. You must complete all assignments to pass the course.
Reading Response 1 5%
Reading Response 2 10%
Reading Response 3 10%
Reading Response 4 10%
Mid-term take-home exam 20%
Final paper 20%
Final paper presentation 5%
I am strongly opposed to giving incompletes except in emergencies.
Students with Disabilities:
If you are a student with a disability and wish to discuss reasonable accommodations for this course, contact me privately to discuss the specific modifications you wish to request. Please be advised I may request that you provide a letter from Disability Services for Students verifying your right to reasonable modifications. If you have not yet contacted Disability Services, located in Lommasson Center 154, please do so in order to verify your disability and to coordinate your reasonable modifications. For more information, visit the Disability Services website at http://life.umt.edu/dss or call (406) 243-2243.
Honesty is a core value of this class. It is required that you conduct yourself with integrity. This means that each member will adhere to the principles and rules of the University and pursue academic work in a straightforward and truthful manner, free from deception or fraud. Any attempt to deviate from these principles will be construed as acts of academic dishonesty and will be dealt with according to the rules of due process outlined in the University of Montana student conduct code, a copy of which is available at http://life.umt.edu/vpsa/student_conduct.php.
Assignment Schedule: Week 1: Defining the Atlantic Tuesday, January 24
Thursday, January 26
Week 2: Ancient Origins and Iberian Forays into Africa and America Tuesday, January 31
Alison Games, “Atlantic History: Definitions, Challenges, and Opportunities,” American Historical Review 111, no. 3 (June 2006): 641-757.
Peter Kolchin, “Slaveries in the Atlantic World Introduction: Variations of Slavery in the Atlantic World,” William and Mary Quarterly 59, no. 3 (July 2002): 551-554.
David Brion Davis, “The Ancient Foundations of Modern Slavery,” in Inhuman Bondage: The Rise and Fall of Slavery in the New World (New York: Oxford, 2006), 27-47.
Thursday, February 2
James Lockhart, “Encomienda and Hacienda: The Evolution of the Great Estate in the Spanish Indies,” The Hispanic American Historical Review 49, no. 3 (August 1969): 411-429.
Bartolomé de las Casas, selections from “A Brief Account of the Destruction of the Indies”
Philip Curtin, The Rise and Fall of the Plantation Complex, Chapters 1-5.
Week 3: Iberian Forays Continued and African Slavery Tuesday, February 7
John Thornton, Africa and Africans in the Making of the Atlantic World, Introduction, Chapter 1 “The Birth of an Atlantic World” and Chapter 2 “The Development of Commerce Between Europeans and Africans,” pp. 13-71.
Section on “Portuguese Atlantic and Brazil” in Part I of Peabody and Grinberg, Slavery, Freedom, and the Law + primary sources TBA.
Thursday, February 9
Thornton, Chapter 3 “Slavery and African Social Structure” and Chapter 4 “The Process of Enslavement and the Slave Trade”
Vincent Carretta, “Olaudah Equiano or Gustavus Vassa? New Light on an Eighteenth Century Question of Identity,” Slavery and Abolition 20, no. 3 (1999): 96-105.
Week 4: The Middle Passage Tuesday, February 14
Marcus Reddiker, The Slave Ship: A Human History, Introduction + Chapter 1, 2, and 4
Thursday, February 16
Marcus Reddiker, The Slave Ship: A Human History, chapters5-9.
Week 5: Slavery on the North American Continent Tuesday, February 21
Ira Berlin, Many Thousands Gone, Prologue through Chapter 4, pp. 1-92.
Thursday, February 23
Ira Berlin, Many Thousands Gone, Chapters 5-8, pp. 93-215.
Week 6: The Indian Slave Trade, Caribbean, and Environmental Change Tuesday February 28
Allan Gallay, “Carolina, The Westo, and the Trade in Indian Slaves, 1670-1685,” in The Indian Slave Trade: The Rise of the English Empire in the American South, 1670-1717 (New Haven: Yale University Press, 2002), 40-69.
T. Silver, A New Face on the Countryside: Indians, Colonists, and Slaves in the South Atlantic Forests, 1500-1800 (New York: Cambridge University Press, 1990), 104-138, 186-198.
Thursday, March 1
Curtin, The Rise and Fall of the Plantation Complex, Chapters 6-8, pp. 73-110.
Richard S. Dunn, Sugar and Slaves: The Rise of the Planter Class in the English West Indies, 1624-1713 (Chapel Hill: University of North Carolina Press, 2000), Chapter 6 “Sugar,” pp. 188-223.
David Watts, The West Indies. Patterns of Development, Culture and Environmental Change since 1492 (New York: Cambridge University Press, 1990), 382-405.
Week 7: MIDTERM EXAM Tuesday, March 6
MIDTERM EXAM REVIEW
I will pass out the midterm on this day. It will be due in class on Tuesday March 13.
Thursday, March 8
Individual Research Paper Meetings. We will meet in my office (LA 261). I will circulate a sign-up sheet.
WEEK 8: Creolization Tuesday, March 13
Randy J. Sparks, “Two Princes of Calabar: An Atlantic Odyssey from Slavery to Freedom,” William and Mary Quarterly 59, no. 3 (July 2002): 555-584.