HIST 510-7-2 Final Project Part 2 Rough Draft
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7-2 Final Project Part II Milestone One: Comparative Historical Paper Draft
Michelle Snyder
SNHU
HIS
510
Dr.
Glenn Reynolds
Feb 10, 2019
1
II
. Historiography: In this historiographical section, you will discuss the historiography of your topic.
A. Evaluate your sources for credibility, strength of argument, and relevance in supporting your topic. Be sure to discuss the validity of opposing
viewpoints in terms of this evaluation.
B. Analyze the comparative frameworks applied to your secondary sources. How do the frameworks used fit the interpretations made by the
authors?
C. Connect the sources used into the broader themes of the Atlantic Revolutions debate. Use specific examples to support your connections. D.
Evaluate your position on aspects of the Atlantic Revolution debate that impact your topic.
E. Explain how your topic advances some aspect of historiographical debate and is not a rehash of what has been done before. Support your
explanation with specific examples.
F. Analyze gaps in the historiography that need to be addressed. (You might consider gaps in the historiography holistically or within specific
works.)
III. Comparative History: In this section, you will make your comparative historical argument.
A. Present a well-organized comparative historical argument.
B. Support your historical argument with relevant primary and secondary sources.
C. Compare your historical argument with others made concerning the same topic.
D. Justify the framework you used in your research paper in contrast to those used in your secondary sources. E
. Analyze how your topic connects to broader questions in the Atlantic Revolutions debate.
As a child growing up in America, the American Revolution was a broad topic that we
learned about in history every year. I was taught, throughout our textbooks, that the taxation
without representation was the cause of the American Revolution. After studying the revolution
in depth in my undergraduate and graduate programs, I have come to find that the reason the
American colonies revolted cannot be simplified with one phrase or cause. What are the causes
then of the Atlantic Revolutions, which includes the American, French and Haitian Revolution?
Many historians and scholarly textbooks have made the argument for the idea of equal rights,
economic exploitation, or taxation for the causes of the revolutions. It can be concluded, that the
French Revolution changed all of Europe and became an example for equal rights around the
2
world. I was led to believe the French Revolution began because the king was spending the
country’s money wildly. Thus, the French peasants were suffering from high taxation to keep up
with the king’s spending. That situation is similar to the idea of taxation without representation
from the American Colonies. While both reasons for the American and French Revolution I had
previously learned are true. I believe the underlining cause of both revolutions is the rate of
taxation of the American colonials and the French peasants. I will compare writings from many
different authors, both primary and secondary sources to find if the high taxation rate was the
main pushing point to begin both the American and French Revolution. Since there are many
historians concluding several different causes of the revolutions, I will research if there is one
cause for the revolutions or many underlying factors that led to war.
II
. Historiography: In this historiographical section, you will discuss the historiography of your topic.
A. Evaluate your sources for credibility, strength of argument, and relevance in supporting your topic. Be sure to discuss the validity of opposing
viewpoints in terms of this evaluation.
B. Analyze the comparative frameworks applied to your secondary sources. How do the frameworks used fit the interpretations made by the
authors?
C. Connect the sources used into the broader themes of the Atlantic Revolutions debate. Use specific examples to support your connections. D.
Evaluate your position on aspects of the Atlantic Revolution debate that impact your topic.
E. Explain how your topic advances some aspect of historiographical debate and is not a rehash of what has been done before. Support your
explanation with specific examples.
F. Analyze gaps in the historiography that need to be addressed. (You might consider gaps in the historiography holistically or within specific
works.)
My most valuable sources were my primary newspaper articles that I discovered from the
late 1700s about the public’s reaction to the American and French Revolution. Primary sources
are always a great view of the attitudes of the masses at the time of the event. While primary
sources are full of bias and temperament it is easy to discover the problems and search within the
article to find the relevant information. Several of these newspapers were published in the
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3
American colonies and reflect the emotions of the people at the time of the war. One article
recounts the struggle of everyday people that just want peace and to stay out of the war. The
article titled appropriately, the Present Unhappy War in America gives another disenchanting
view of the war from the British point of view that is not present in my other sources. My
secondary sources variety from college history textbooks, that dryly report the events of each
revolution in order and stick to the facts; to other sources warning research historians against the
use of the “history from below” approach in their writing about the revolutions. All of my
sources believe that the world was changed politically and culturally after the French Revolution
but disagree about what caused the revolutions and how historians interpret the data.
II
. Historiography: In this historiographical section, you will discuss the historiography of your topic.
A. Evaluate your sources for credibility, strength of argument, and relevance in supporting your topic. Be sure to discuss the validity of opposing
viewpoints in terms of this evaluation.
B. Analyze the comparative frameworks applied to your secondary sources. How do the frameworks used fit the interpretations made by the
authors?
C. Connect the sources used into the broader themes of the Atlantic Revolutions debate. Use specific examples to support your connections. D.
Evaluate your position on aspects of the Atlantic Revolution debate that impact your topic.
E. Explain how your topic advances some aspect of historiographical debate and is not a rehash of what has been done before. Support your
explanation with specific examples.
F. Analyze gaps in the historiography that need to be addressed. (You might consider gaps in the historiography holistically or within specific
works.)
My first primary source is article, 13 Observations, has no author, but the letter talks
negatively about the taxes and laws that the British government has levied on the American
colonies. The letter states "In every free state every man is his own legislator. All taxes are free-
gifts for public services. All laws are particular provisions or regulations established by
4
COMMON CONSENT for gaining protection and safety."
1
This displays the feelings of the time
in revolutionary colonies. This shows that the idea of a republic was spreading fast throughout
the colonies within letter, newspapers and pamphlets.
A. Evaluate your sources for credibility, strength of argument, and relevance in supporting your topic. Be sure to discuss the validity of opposing
viewpoints in terms of this evaluation.
B. Analyze the comparative frameworks applied to your secondary sources. How do the frameworks used fit the interpretations made by the
authors?
C. Connect the sources used into the broader themes of the Atlantic Revolutions debate. Use specific examples to support your connections. D.
Evaluate your position on aspects of the Atlantic Revolution debate that impact your topic.
E. Explain how your topic advances some aspect of historiographical debate and is not a rehash of what has been done before. Support your
explanation with specific examples.
F. Analyze gaps in the historiography that need to be addressed. (You might consider gaps in the historiography holistically or within specific
works.)
This letter was a conversation between two women Mrs. Light and Mrs. Hampden. Mrs.
Light was born and raised in America. Mrs. Hampden was born in London. Mrs. Light speaks
about the unfair taxation and the unfair treatment that the British government is taking out on the
colonies. Mrs. Light writes, “There is not a woman breathing, who has a stronger affection for
liberty than I have: there is no woman in America more willing to enjoy liberty than I am; and it
is because I am debarred of my freedom, that I complain.”
2
The first names or titles of the
women are not given so creditability is hard to establish.
II
. Historiography: In this historiographical section, you will discuss the historiography of your topic.
1
“13. Observations on the Nature of Civil Liberty, the Principles of Government, and the Justice
and Policy of the War with America. To Which Is Added, an Appendix, containing a State of the National
Debt, an
Estimate of the Money Drawn from the Public by the
Taxes, and an Account of the National
Income and
Expenditure since the Last War.” 1776.
Gentleman’s Magazine/ by Sylvanus Urban, Gent
46
(February): 83.
2
DIALOGUE III. The AMERICA WIVES.” 1775.
Westminster Magazine or, The Pantheon of Taste
3 (27): 89.
5
A. Evaluate your sources for credibility, strength of argument, and relevance in supporting your topic. Be sure to discuss the validity of opposing
viewpoints in terms of this evaluation.
B. Analyze the comparative frameworks applied to your secondary sources. How do the frameworks used fit the interpretations made by the
authors?
C. Connect the sources used into the broader themes of the Atlantic Revolutions debate. Use specific examples to support your connections. D.
Evaluate your position on aspects of the Atlantic Revolution debate that impact your topic.
E. Explain how your topic advances some aspect of historiographical debate and is not a rehash of what has been done before. Support your
explanation with specific examples.
F. Analyze gaps in the historiography that need to be addressed. (You might consider gaps in the historiography holistically or within specific
works.)
Letter VI does not have an author, but the primary source speaks to the House of Lords
about the taxation of the American colonies. The writer tries to explain that blocking the Boston
port to punish the colonials for the Boston Tea Party event is not hurting the revolutionist it is
hurting the common merchant and people instead. “My lords, this country is little obliged to the
framers and promoters of this tea tax; the American had almost forgot, in their excess of gratitude
for the repeal of the stamp-act, any interest but that of the mother-country; there seemed an
emulation among the different provinces, who should be most dutiful and forward in their
expressions of loyalty to their royal benefactor.”
3
II
. Historiography: In this historiographical section, you will discuss the historiography of your topic.
A. Evaluate your sources for credibility, strength of argument, and relevance in supporting your topic. Be sure to discuss the validity of opposing
viewpoints in terms of this evaluation.
B. Analyze the comparative frameworks applied to your secondary sources. How do the frameworks used fit the interpretations made by the
authors?
C. Connect the sources used into the broader themes of the Atlantic Revolutions debate. Use specific examples to support your connections. D.
Evaluate your position on aspects of the Atlantic Revolution debate that impact your topic.
E. Explain how your topic advances some aspect of historiographical debate and is not a rehash of what has been done before. Support your
explanation with specific examples.
3
“Letter Vi.” 1774.
Town & Country Magazine, or, Universal Repository of Knowledge,
Instruction & Entertainment
6 (7): 351.
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6
F. Analyze gaps in the historiography that need to be addressed. (You might consider gaps in the historiography holistically or within specific
works.)
The Unhappy War outlines the discussion of a bill introduced to the House of Lords in
Britain from the American Continental Congress. The bill calls for the stop of specific taxes and
equal representation within the British government. The article states that the Lords laughed and
voted against the requests of the colonists. "The rebellious temper, and hostile disposition of the
Americans were much enlarged upon; that they were not disputing about words, but about
realities; that though the duty upon tea was pretense, the reflection upon their commerce, and the
hope of throwing them off, were the real motives of their disobedience. -- It was therefore
moved, and strongly supported by all the lords on each side, that the bill should be rejected in the
first instance."
4
Even though the article has no author this is a fantastic source for how the British
empire saw their American colonist.
Bullock stresses the need for a society to embrace its history. The Atlantic Revolutions do
not have a single cause and historians need to constantly be reviewing the details of the
American and French Revolution because he states, “A culture of society that turns its back on
the past fall into a cultural and historical amnesia which weakens its sense of identity. For
collectively as well as individually, our sense of our own identity is bound up with memory.”
5
If
historians determine a single cause of the revolutions than researching the events will cease and
Bullock states that a conclusion will be detrimental to story of history. While Bullock states my
ambitions to find a common reason for the American and French Revolution may be futile, at
least he states that the research should continue. Bullock was an Oxford University historian.
4
“The Rise and Progress of the Present Unhappy War in America.” 1777.
Town & Country
Magazine, or, Universal Repository of Knowledge, Instruction & Entertainment
9 (10):
539.
5
Alan Bullock. 1994. "Has History ceased to be relevant?"
The Historian
18.
7
Butterfield explores the research done about the revolutions as making a line across the
story of history. Scholars and historians really need to review who is writing the historical
accounts. As I learned in school that the American Revolution began because of taxation without
representation. Butterfield stated that I will seek out that information that has been ingrained into
me. “We will rejoice in an interpretation of the past which has grown up with us.”
6
He goes on to
write that after the French Revolution the writing of history changed, “French liberty springs
from a revolt against history and tradition- a revolt that suffered a serious handicap because it
was based on the abstract ‘rights of man’.”
7
Butterfield makes me think, perhaps taxation was not
the cause of the revolutions but the need of the abstract idea of equality. Butterfield is a
creditable author for his background as Regis Professor of History and Vice-Chancellor of the
University of Cambridge and a leading British historian and philosopher of history.
McClellan researches the science theories that influenced the radial ideas pushed by the
revolutions. He concluded that taxation did not have anything to do with the revolutions, it was
the progress theories of the times that encouraged people to change the way they were governed.
“The forces associated with Newtonian science and the Newtonian Enlightenment were liberal,
progressive, reformist and even revolutionary, and they played major roles in the prehistory and
history of the American Revolution of 1776 and the French Revolution of 1789. Indeed, as
evidenced in the Declaration of Independence, with its proposition that ‘all men are created
equal’ the political realm can be represented as a Newtonian system of political equal citizens-
atoms moving in law-like patterns under the influence of a universal political gravity and a
6
Herbert Butterfield. 1944.
The Englishman and His History.
Cambridge: Cambridge University Press.
7
Ibid.
8
democratic impulse toward civic association.”
8
McClellan is a professor of history at Stevens
Institute of Technology and has authored several books about science in history.
Michelet researches documents that have went into hiding from revolutions. He states
that commonly important documents are lost or burned in revolutions. Some of these documents
have been saved by monasteries and private collectors that have never seen the light of day. As in
the French Revolution, revolutionary pamphlets were printed all over the country, but loyalist
opinions were not printed or distributed widely. When this happens, the victors get to write the
new history. Michelet cautions historians to look for the documents and accounts of the people
that have not been visible. Only by researching documents not previously known can historians
fully understand the reasons behind the American and French Revolutions. Michelet is a French
historian that wrote about the history of France that focused on approaching the past as an
outgoing struggle of the people for liberty against tyranny.
Rapport believes that the Terror caused by the masses in the French Revolution produced
the revolution itself. He states that without the Terror the institutional laws would have went
through and brought the relief that the peasants needed in France. Rapport researches that the
philosophical political fight between the Jacobins and the moderates created the storm that
became the French Revolution. “Local conflicts between Jacobins and moderates exacerbated by
the economic crisis, had already erupted in Marseille and Lyon. Now, important cities such as
Bordeaux, Caen and Toulon joined in an anti-Jacobin Federalist revolt. Faced with the daunting
task of coping with the military, social and political crisis, the Jacobin solution was the Terror.”
9
8
James E McClellan III, and Harold Dorn. 2006.
Science and Technology in World History: An Introduction.
Baltimore: John Hopkins University Press, 266.
9
Michael Rapport. 2005.
Nineteenth-Century Europe.
New York: Palgrave Macmillan, 18.
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9
Rapport is a professor of history at the University of Glasgow and has authored several books on
revolutions.
Roark, James L, Michael P Johnson, Patricia Cline Cohen, Sarah Stage, and Susan M
Hartmann. 2012.
The American Promise: A History of the United States.
Boston:
Bedford/St. Martin's.
Samuel’s article states that researchers need to look for facts from the “people’s history”
instead of what the elite interpret to be the history.
10
He makes it widely known that history is
written by the victors. Therefore, many of my primary sources are loudly and quickly producing
pamphlets and articles in the American and French newspapers in favor of revolution. Samuel
states that historians should focus on the facts from the dissents, the history from below approach
to comparative history is the most benefitable. He concludes that the French Revolution changed
the idea of who the people were, now everyone was writing about history just not the nobility.
Samuel’s ideas are creditable because of his background as a social historian, and his role in
establishing the History Workshop Movement, which aimed to involve ordinary people in
history. He was a professor of history at the University of East London.
Stone looks at the Atlantic Revolutions as a narrative historical account. He is noticing
that the narrative writing has a mode which also affected by the content and the method the
writer uses. Many writers of the revolutionary histories feel as if they must present a theme or
argument in their summary, but that is not true. “Consensus on the causes of the English, French
or American revolutions are as far away as ever, despite the enormous effort put into eluding
their social and economic origins.”
11
Stone played an important role in promoting the use of
social science methodologies as a historian of the Princeton History Department.
10
Raphael Samuel. 1981. "People's History."
People's History and Socialist Theory,
xx.
11
Lawrence Stone. 1979. "The revival of narrative: reflections on a new old history."
Past and Present,
11.
10
The Editors study the American and French Revolutions and tries to explain the
transformations that society undergoes by its very nature of radical change. The article explains
that the main danger of historians researching these revolutions is the over-simplification of the
reasons of change. “Such a study cannot but prompt some general conclusions, whether or not
we call them ‘laws of historical development’ through we should be poor historians if we
underrate their complexity.”
12
My sources have cautioned me about assuming that taxation is the main cause of the
American and French Revolution. I understand now that the research in the Atlantic Revolutions
will continue into the next century. The ideas of the Enlightenment Era changed the course of
history through the revolutions. There is not one cause of the revolutions but many that came
together to push the right type and amount of people to change the world.
Bibliography:
“13. Observations on the Nature of Civil Liberty, the Principles of Government, and the Justice
and Policy of the War with America. To Which Is Added, an Appendix, containing a
State of the National Debt, an Estimate of the Money Drawn from the Public by the
Taxes, and an Account of the National Income and Expenditure since the Last War.”
1776.
Gentleman’s Magazine/ by Sylvanus Urban, Gent
46 (February): 82–85.
http://ezproxy.snhu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&d
b=h9h&AN=35695963&site=eds-live&scope=site.
Bullock, Alan. 1994. "Has History ceased to be relevant?"
The Historian
16-19.
Butterfield, Herbert. 1944.
The Englishman and His History.
Cambridge: Cambridge University
Press.
DIALOGUE III. The AMERICA WIVES.” 1775.
Westminster Magazine or, The Pantheon of
Taste
3 (27): 88–89. http://ezproxy.snhu.edu/login?url=https://search.ebscohost.com/
login.aspx?direct=true&db=h9h&AN=33973845&site=eds-live&scope=site.
12
The Editors, “Introduction”,
Past and Present
: inaugural issue
. Past and Present
1 (1952), iii.
11
“Letter VI.” 1774.
Town & Country Magazine, or, Universal Repository of Knowledge,
Instruction & Entertainment
6 (7): 350–52. http://ezproxy.snhu.edu/login?url=
https://search.ebscohost.com/login.aspx?direct=true&db=h9h&AN=35040634&site=eds-
live&scope=site.
McClellan III, James E, and Harold Dorn. 2006.
Science and Technology in World History: An
Introduction.
Baltimore: John Hopkins University Press.
Michelet, Jules (1798-1874), “Illustrations to Book the Fourth”, 1844,
History of France
. Trans.
Walter K. Kelly (London: Chapman and Hall, 1844), Vol. 1, 632, 634-6.
Rapport, Michael. 2005.
Nineteenth-Century Europe.
New York: Palgrave Macmillan.
Roark, James L, Michael P Johnson, Patricia Cline Cohen, Sarah Stage, and Susan M Hartmann.
2012.
The American Promise: A History of the United States.
Boston: Bedford/St.
Martin's.
Samuel, Raphael. 1981. "People's History."
People's History and Socialist Theory
xx-xxiii.
Stone, Lawrence. 1979. "The revival of narrative: reflections on a new old history."
Past and
Present
8-13, 21-24.
The Editors, “Introduction”,
Past and Present
: inaugural issue
. Past and Present
1 (1952), i-iv.
“The Rise and Progress of the Present Unhappy War in America.” 1777.
Town & Country
Magazine, or, Universal Repository of Knowledge, Instruction & Entertainment
9 (10):
537–41. http://ezproxy.snhu.edu/login?url=https://search.ebscohost.com/login
.aspx?direct=true&db=h9h&AN=33944821&site=eds-live&scope=site.
“Whether France Has Gained or Lost by the Revolution.” 1806.
Literary Magazine
6 (36): 216–
19.http://ezproxy.snhu.edu/login?url=https://search.ebscohost.com/login.aspx?direct
=true &db=h9h&AN=35395279&site=eds-live&scope=site.
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