History 1301: History Of The United States From Colonization Through Reconstruction (1877) Course Syllabus: Fall 2013

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History 1301: History Of The United States From Colonization Through Reconstruction (1877) Course Syllabus: Fall 2013 Northeast Texas Community College exists to provide responsible, exemplary

1 History 1301: History Of The United States From Colonization Through Reconstruction (1877) Course Syllabus: Fall 2013 Northeast Texas Community College exists to provide responsible, exemplary learning opportunities. Melissa Weinbrenner, Ph.D. Office: Humanities I Phone: mweinbrenner@ntcc.edu Office Hours Monday Tuesday Wednesday Thursday Friday Online 9:00-11:00; 2:30-3:30 1:00-3:30 9:00-11:00; 2:30-3:30 1:00-3:30 The information contained in this syllabus is subject to change without notice. Students are expected to be aware of any additional course policies presented by the instructor during the course. Catalog Course Description (include prerequisites): This is a survey course focusing on the development of American characteristics and institutions. Topics include the forging of a new society from European, African, and Native American cultures; the colonial experience and revolution; the rise of a democratic spirit and way of life; the frontier experience; conflict with Mexico; sectionalism; and Civil War and Reconstruction. Three hours of class each week. Prerequisite: None Required Textbook: Experience History: Interpreting America s Past, Davidson et. Al. McGraw-Hill Companies, Inc. ISBN Recommended Readings: Eyewitness to America, Colbert ISBN X A Pocket Guide to Writing in History, Rampolla ISBN-13: The Elements of Style, Strunk and White ISBN X Student Learning Outcomes (and how assessed): 1. Students should be able to employ appropriate methods and technologies to conduct basic research on historical concepts, figures, events, and topics related to U.S. history prior to (required research project) 2. Students should be able to recognize and understand the significance of key historical figures, events and concepts related to U.S. history prior to (exams) 3. Students should be able to recognize and assume responsibility as a citizen by learning to think independently, by engaging in public discourse and debate, and obtaining information about and maintaining an understanding of current events and their relationship to the past. (class participation and discussion)

2 Lectures & Discussions (Tentative list of topics): First day of class. Meet and greet your fellow student historians. Group discussions of syllabus, history as a story, thinking outside the box, critical thinking. Why study history? What should be included and why? Where should this class start and WHY? Cellphone vote. Discussion of what makes up history. What s needed for ongoing trans-oceanic exploration? Why Europe to the New World and not vice-versa? Why not China or the Middle East colonization in the New World? What happens as a result of cultural interaction? What exchanges can take place? Discussion of the Columbian Exchange. Significance of timing and its impact. Compare Europe in 1000 with Europe in Compare the timing and difference of Spanish, Portuguese, British and French colonization. Impact of permanent interaction. What difference can one person make? Discuss connecting the dots concept. John Smith, John Rolfe, Pocahontas. What was it like to live in Jamestown? Who were the Puritans? What was it like to live in New England? In-depth discussion and analysis of Salem Witchcraft Trials. Understanding them in context and how they are still relevant today. Who were the Quakers? Comparing and contrasting the various colonies by exploring their diversity. Class discussion and debate are the colonies more alike or different? Debate positions will be assigned. Changes taking place in the 18 th century wars of Empire, Great Awakening, French and Indian War, aftermath. How did these event impact the British colonies in North America? Homework: read trial testimony from the Boston Massacre. Exploration of the power of propaganda. Case study: the Boston Massacre and Paul Revere s engraving. The American Revolution why? Class discussion and debate. Debate positions will be assigned. Discussion of the conflict as a war for independence, a civil war and a world war. Major turning points of the war and factors in the colonies eventual victory. Exam #1 covering the Colonial Period. Be able to compare and contrast Spanish and English colonization. Compare and contrast the 13 British colonies. Explore the deep roots and immediate causes of the American Revolution. Lectures plus chapters 1 through 7 of the textbook. How is this new nation going to rule itself? What form of government will it have? Discussion of the Articles of Confederation the nation s first form of government. Why did some people come to believe it to be an inadequate form of government. Homework: read the Constitution. It is found in the back of the textbook. Highlight and make notes in the margin in preparation for upcoming class discussion. Articles of Confederation written during a time of war; Constitution written during a time of peace. How do these documents differ from one another? Class discussion of specific elements of each. Discussion of the Bill of Rights. How did political parties develop? Rise of the first political party system. Alexander Hamilton versus Thomas Jefferson. What allowance did the Constitution make for political parties? None at first. What was the attitude toward political parties at the time? Life under the first political party system. Why did the first political party system come to an end? War of 1812 and aftermath. Market revolution.

3 What was the second political party system and how did it develop? Andrew Jackson. Whigs versus Democrats. How were the attitudes towards political parties different at this time? The expansion of democracy. Political, economic and social changes taking place in the first few decades of the new nation. Exam #2 covering the early national period. From one political system (Articles of Confederation) to another (Constitution), from no political parties to a two-party system, and the gradual extension of democracy to more people. Lectures plus material in chapters 8 through 11. Religion, Romanticism and Reform. The Second Great Awakening and the transcendentalists. What changes were taking place in religious and secular thought? The Old South. Discussion of stereotypes, myths and misconceptions regarding. Life as a planter, yeoman farmer and slave. Discussion of census of Abolitionist movement and arguments made by both sides. Westward expansion. The concept of manifest destiny and how the United States had grown since its origin. Events surrounding the acquisition of Texas, Oregon and California. Discussion of colliding ideas in our nation s growth. Begin walk through of events of the 1850s. Leading up to the broken union in the aftermath of the election of Discussion of items mentioned in the Declaration of Causes of Secession. Civil War (known in the north as the War of the Rebellion and in the south as the War of Northern Aggression). Discussion of rhetoric. Highlights and turning points of the war. Reconstruction. Did the states really leave the Union? What difference does that make? Differences between presidential and congressional reconstruction. Jeopardy! Play game and review for final exam. Last class day. All online work must be completed by midnight tonight. Wed, December 11. 1:00. H111. Final Exam. Comprehensive review of material covered in course. Lectures plus material in chapters 1 through 17. Evaluation/Grading Policy: Grading consists of a total points system points apiece: 200 Final exam: 200 Research Project: 200 Online quizzes: 200 In-class activities (written): 200 Total points: 1000 Tests/Exams: 2 exams plus comprehensive final. One covers the colonial period, the other the early national period, and the final is comprehensive covering material from the colonial period through reconstruction. Exams will require a scantron and a #2 pencil. Make-up exams will not be given. The grade made on the final exam will replace a missed exam. Assignments include the following:

4 Research Project: Each student will complete one written paper. The paper will be 3-5 pages in length, doublespaced, with one inch margins and written in point font. The paper must be submitted online through Blackboard. Plagiarism will be checked so do your own work. A plagiarized paper will receive a grade of 0. The paper will be graded on both content as well as spelling and grammar. Paper needs to be well-written, using the rules of formal written English. Consult the recommended books The Elements of Style and Writing in History for advice on formal writing in history. Paper also will be graded for content and demonstration of thought. The paper needs to be an argumentative paper - not a simple encyclopedia entry. Research your topic, do some reading, then decide what unique argument you would like to make. You cannot decide upon your argument without doing the reading first. Students can select from a list of topics and due dates. Online quizzes: This class has chapter quizzes on Blackboard. They are intended to help you study for the exams and to learn the material. Quizzes are open book, open note and can be taken only once. In-class activities: These will vary throughout the semester. Most will require a written paragraph on a certain topic or question. They will be hand written and turned in each day. By the nature of the work, in-class activities cannot be made up. Students are expected to participate in class. This means asking questions as well as contributing to discussions, including being part of staged debates and sharing of research items. Other Course Requirements: Students will need #2 pencils and Scantron answer sheets, which are available in the NTCC Bookstore. Student Responsibilities/Expectations: 1. Regular attendance is vital. If you miss a class, contact one of your classmates for notes, schedule or assignment changes, exam information, etc. 2. This is a college classroom. Proper behavior is expected and required. This includes having respect for others, being on time for class, and maintaining an atmosphere in which all students may learn without interference from others. Standards of behaviors are detailed in the NTCC Student Handbook. 3. Cheating and plagiarizing will not be tolerated in any form (For example, cutting and pasting large sections of Internet articles into your essay is plagiarism). Essays must be submitted online to be considered Essays that are not submitted will receive a zero. 4. Use: Your instructor will communicate certain messages to you and the class by NTCC . Please check your regularly. Empty your box often. 5. Assignment Grades and course information are posted on Blackboard. Students need to check regularly to make sure all their assignments have been submitted and graded. 6. Withdrawal from Course: If the student cannot finish the course due to illness, job transfer or another reason, it is the student s responsibility to withdraw from the course by the published deadline to avoid receiving an F in the course. The instructor reserves the right to drop a student from the course for excessive absences or for behavior disruptive to the teaching/learning process. NTCC Academic Honesty Statement: Students are expected to complete course work in an honest manner, using their intellects and resources designated as allowable by the course instructor. Students are responsible for addressing questions about allowable resources with the course instructor. NTCC upholds the highest standards of academic integrity. This course will follow the NTCC Academic Honesty policy stated in the Student Handbook. Academic Ethics The college expects all students to engage in academic pursuits in a manner that is beyond reproach. Students are expected to maintain complete honesty and integrity in their academic pursuit. Academic dishonesty such as cheating, plagiarism, and collusion is unacceptable and may result in disciplinary action. Refer to the student handbook for more information on this subject.

5 ADA Statement: It is the policy of NTCC to provide reasonable accommodations for qualified individuals who are students with disabilities. This College will adhere to all applicable federal, state, and local laws, regulations, and guidelines with respect to providing reasonable accommodations as required to afford equal educational opportunity. It is the student s responsibility to arrange an appointment with a College counselor to obtain a Request for Accommodations form. For more information, please refer to the NTCC Catalog or Student Handbook. Family Educational Rights and Privacy Act (FERPA): The Family Educational Rights and Privacy Act (FERPA) is a federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education. FERPA gives parents certain rights with respect to their children s educational records. These rights transfer to the student when he or she attends a school beyond the high school level. Students to whom the rights have transferred are considered eligible students. In essence, a parent has no legal right to obtain information concerning the child s college records without the written consent of the student. In compliance with FERPA, information classified as directory information may be released to the general public without the written consent of the student unless the student makes a request in writing. Directory information is defined as: the student s name, permanent address and/or local address, telephone listing, dates of attendance, most recent previous education institution attended, other information including major, field of study, degrees, awards received, and participation in officially recognized activities/sports. Other Course Policies: Turn off cell phones and other devices that unnecessarily cause distractions. Texting in class is not acceptable. If you have an emergency call, then step outside the classroom to answer it so as not to be a distraction. If texting becomes a problem, the offending student will be asked to leave. If the problem continues, offending students will be withdrawn.

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