COURSE SYLLABUS and DESCRIPTION HISTORY 101: U.S. History to 1877 SECTIONS 2327 and 2337 FALL SEMESTER, 2015

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1 COURSE SYLLABUS and DESCRIPTION HISTORY 101: U.S. History to 1877 SECTIONS 2327 and 2337 FALL SEMESTER, 2015 PROFESSOR EMILY RADER OFFICE: SOCS TELEPHONE: , x3757 OFFICE HOURS: Mon. & Wed. 10:00-11:00 and 3:00-3:30; Tues. & Thurs. 2:30-3:30; other times by appointment. I am not on campus on Fridays. (See my full schedule on the last page of this syllabus.) TEXTBOOKS Are Required You will need to buy a textbook package from the ECC bookstore. The package consists of (1) Roark, et al., Understanding the American Promise A History, Vol. 1, 2 nd edition (2) LaunchPad access number (3) Johnson, Reading the American Past: Selected Historical Documents, Vol. 1, 5 th edition The price you pay at the ECC bookstore is cheaper than you can get the 3 items elsewhere. That s because you are paying for the access to LaunchPad, and the textbooks are free. That s a good deal! I recommend that you buy the bundle at the ECC bookstore, so you know you are getting the correct items. Copies of the course books are available for on- campus use in the Reserves Section of the library and in my office. BRING Understanding the American Promise TO ALL CLASS MEETINGS. Bring Reading the American Past when you have a reading assigned in it. OTHER REQUIRED ITEMS 1. A 3- hole binder for UAP. (I recommend 1½.) 2. Regular access to a reliable computer and printer. 3. Current ECC ID card for computer use on campus and various services in the library. ABOUT THIS COURSE RECOMMENDED ACADEMIC PREPARATION Students who plan to transfer to a four- year college or university are required to take a survey course in U.S. history. This course is one of several that fulfills this requirement. The History Department recommends that students taking this course (or any history course) should be eligible for English 1A, in order to do well. While this is not a requirement, we encourage students who have tested below this level (ENG 80, 82, 84, ENG C, B, A; ESL 52A, B, C, 53A, B, C) to improve their reading and writing skills before taking a history class. Students need to know the basic structure of a college essay. International students should consult with me at the start of classes to determine whether their English language skills are adequate for this course. We emphasize the importance of students being ready for this course because reading, writing and critical thinking are fundamental skills for learning about history. STUDENT LEARNING OUTCOME or, What am I supposed to know by the end of this course? Upon completion of United States History to 1877, students will be able to develop and persuasively argue a historical thesis in a written assignment that identifies and explains major social, economic, political and/or cultural historical themes or patterns in United States history to 1877 and apply appropriate historical methods to analyze and use primary and/or secondary sources as evidence to support the thesis.

2 OFFICIAL COURSE DESCRIPTION History 101 United States History to units; 3 hours lecture Recommended Preparation: eligibility for English 1A Credit, degree applicable. Transfer CSU, UC This course is a chronological survey of American history from the first Americans to 1877, focusing on American social, intellectual, political, economic, and diplomatic institutions. Major topics in the course include colonization, slavery, the American Revolution, Native Americans, the Civil War and Reconstruction. COURSE OBJECTIVES or, What are the topics that this course covers? 1. Compare and contrast the cultural traditions, values and life styles of Europeans, Africans, and Native Americans in the early colonial period. 2. Assess the American colonial experience under English domination through the political, social, economic, and cultural forces that shaped its development. 3. Describe the institution of slavery and the experience of enslaved peoples during the colonial era; and explain why slavery became the dominant labor system in the southern colonies and how it impacted American social, political and economic systems. 4. Compare and contrast the Spanish, French and British colonies in North America. 5. Analyze the major events and ideas that gave rise to the American Revolution against English rule and assess the outcome of the war. 6. Identify the competing political philosophies in the early national period and explain how they impacted the creation of the Constitution and the expansion of democracy. 7. Define the basic principles of American foreign policy from 1789 through the Civil War era, and explain how those principles were applied to American interactions with foreign nations, including Native Americans in the West. 8. Evaluate the evolution of the institutions of family, school, workplace, and community from the colonial era through the Civil War period. 9. Identify and describe the impact of early nineteenth century European immigration on American culture, society, politics, and the economy. 10. Define the concept of Manifest Destiny and evaluate the process and consequences of westward expansion, including the impact of westward expansion on Native Americans and Mexicans. 11. Identify the nineteenth century reform movements aimed at the eradication of social ills in American society and assess how they influenced racial relations, gender roles and the social hierarchy. 12. Discuss the following issues in regards to the expansion of slavery in the nineteenth century: the evolving experiences and culture of enslaved peoples, the northern reaction to slavery, and the impact of slavery on southern economic and social systems. 13. Analyze the causes, course, and outcome of the Civil War. 14. Determine how political conflicts after the Civil War led to the creation of federal and State Reconstruction programs and assess the successes and failures of those programs. ADA Statement: El Camino College is committed to providing educational accommodations for students with disabilities, upon the timely request by the student to the instructor. A student with a disability, who would like to request an academic accommodation, is responsible for identifying herself/himself to the instructor and to the Special Resources Center. To make arrangements for academic accommodations, contact the Special Resource Center. 2

3 WEEKLY SCHEDULE OVERVIEW Every week, except for the first week, you will read a chapter in Understanding the American Promise (UAP) and complete the LearningCurve assignment in LaunchPad. You can see these assignments on the Weekly Schedule below. Students will complete UAP readings and LearningCurve before class on Mondays, unless the schedule shows otherwise. Most weeks you will also have some historical documents (primary sources) to read and additional homework assignments. These readings and assignments do not appear in the Weekly Schedule, except for the first 2 weeks. I will assign them in class. If you miss a class and do not get the added assignments, just read the scheduled chapter in UAP and complete LearningCurve. WEEK 1 Understanding Ancient America -- UAP, Chap. 1 Aug. 24 Aug. 26 UAP, Read How to Use This Book and Chap. 1. WEEK 2 Europeans Encounter the New World, UAP, Chap. 2 Aug. 31 Register on LaunchPad. Complete LearningCurve for Chap. 2. Sept. 2 Download and print chart for Study Guide Step 2, and bring to class. **Friday, Sept. 4 Last day to add a class or drop a class with no notation.** WEEK 3 Founding the Southern Colonies in the Seventeenth Century, Sept. 7 Labor Day Holiday No classes. But read UAP, Chap. 3 and do LearningCurve. Sept. 9 WEEK 4 Founding the Northern Colonies, Sept. 14 UAP, Chap. 4. LearningCurve. Sept. 16 WEEK 5 The Changing World of Colonial America, Sept. 21 UAP, Chap. 5. LearningCurve. Sept. 23 First graded assignment due. WEEK 6 The British Empire and the Colonial Crisis, Sept. 28 UAP, Chap. 6. LearningCurve. Sept. 30. WEEK 7 Fighting the American Revolution, Oct. 5 UAP, Chap. 7. LearningCurve. Oct. 7 WEEK 8 Building a Republic, Oct. 12 UAP, Chap. 8. LearningCurve. Oct. 14 3

4 **Saturday, Oct. 17 Midterm classes begin.** WEEK 9 Forming the New Nation, Oct. 19 UAP, Chap. 9. LearningCurve. Oct. 21 Midterm Paper due. WEEK 10 A Maturing Republic, Oct. 26 UAP, Chap. 10. Learning Curve. Oct. 28 WEEK 11 The Expanding Republic, Nov. 2 UAP, Chap. 11. LearningCurve Nov. 4 WEEK 12 The New West and the Free North, Nov. 9 UAP, Chap. 12. LearningCurve. Nov. 11 Veteran s Day holiday No classes. But complete Map Activity 1 and Timeline for Chap. 12 on LaunchPad. **Friday, Nov. 13 Last day to drop a class with a W. ** WEEK 13 Understanding the Slave South, Nov. 16 UAP, Chap. 13. LearningCurve. Nov. 18 Preparation Assignment #1 due. WEEK 14 The House Divided, Nov. 23 UAP, Chap. 14. LearningCurve. Nov. 25 Preparation Assignment #2 due. WEEK 15 The Crucible of War, Nov. 30 UAP, Chap. 15. LearningCurve. Dec. 2 Final Paper due. WEEK 16 Reconstructing a Nation, Dec. 7 UAP, Chap. 16. LearningCurve. Dec. 9 COURSE GRADE Students course grades will be based on the following accumulation of points: Midterm Paper = 50 points Final Paper = 100 LearningCurve = 15 points each X 14 LCs = 210 pts. Prep. Assigns. for Final Paper = 25 points each Other objective assignments = = points each X ~10 assigns. = pts Subtotal = 200 points Subtotal = points Various written homework and in- class assignments = ~10 points each X ~12 assigns. = ~120 points 4

5 ACCESS TO LAUNCHPAD Students who cannot buy Understanding the American Promise with the LaunchPad access number will still have temporary access to LaunchPad for three weeks. Therefore, ALL STUDENTS can read the textbook chapters and do the online exercises. What you need to get access to LaunchPad: 1. Know the course and section number. 2. Know my name. 3. Your access code that comes with UAP. OR 4. Temporary access. 5. Your address (ECC address or your personal one). 6. A password. URL: (Translation of this URL: MacMillan is the name of the publisher. Highered (ucation) refers to college textbooks. LaunchPad is the name of the website that is connected to a number of different textbooks. Roark is the last name of the first author of UAP. Understanding is the first word of the title of the textbook. 2e is the second edition of the textbook, and vol1 is the first volume. The seven- digit number at the end is the code number for your section of History 101.) ATTENDANCE POLICIES See the ECC Catalog, , p. 48, for more information. 1. I take attendance at the start of each class. If you are late, tell me at the end of class. 2. If you need to leave class early, please tell me before class begins. Sit in the last row, close to the door (if possible), so you can leave without disturbing other students. 3. Students who are in class for less than 45 minutes will be considered absent. 4. Two latenesses equal one absence. College policy allows instructors to drop students who have missed more than 10% of class time. For a 3- unit class, this is 3 absences. 5. Please contact me by or telephone message if you are unable to come to class for more than a week. I will record your absences as excused absences, which will not count towards regular absences. During your absence or as soon as you return to class, I will ask to speak with you and may ask you to provide written evidence for your excused absences (such as a doctor s note, notice for court attendance, etc.). 6. My policy for dropping students: If you miss a class during the first 2 weeks without notifying me and providing a good reason. If you miss 4 class meetings in a row, or your latenesses and absences add up to 4 classes in a row. If you miss 4 or more classes (including latenesses) regularly; for example, once a week. If I drop you but you want to remain in the class, I may reinstate you after meeting with you. 7. You have the ultimate responsibility for dropping a course. 5

6 WHAT ARE OFFICE HOURS, AND WHY ARE THEY IMPORTANT? All full- time instructors are required to be present during their office periods. (Part- time instructors are not required to have office periods, but many do, anyway.) The main purpose of these times is to talk with students and help them with their work for the course. There are good reasons for students to visit their instructors outside of class times. Recent studies and individual professors experiences indicate that students who talk with their professors (outside of class) not only do better in the classes, but also establish relationships that help students succeed in college more generally. Many professors write recommendations for students for scholarships, and college and job applications. While I understand that the majority of students have activities and responsibilities outside of my classes, I think that too many students have created such crowded schedules for themselves, that they don t leave time for visiting with their instructors. It is unfair to me and other instructors who are available during office periods (and often, at other times, as well) to expect us to read and respond to dozens of student s outside of our work hours. So please see me during my office periods or other times by arrangement, or telephone me during my office periods when you need to communicate with me about anything significant. Students may leave a voic or message for less important communications, especially ones that I don t need to respond to (for instance, to tell me you will be late to class). There are some days when I don t have time to check my messages, so please be aware that it may be hours or sometimes a day or two until I read your message. MY SCHEDULE--SPRING 2015 MONDAY 10:00 11:00am MW OFFICE PERIOD 11:15 12:40pm MW SOCS 209 HIST :00 02:25pm MW SOCS 209 HIST :00 03:30pm MW OFFICE PERIOD 04:00 05:25pm MW SOCS 209 HIST TUESDAY 09:30 10:55am TTH SOCS 209 HIST :15 12:40pm TTH SOCS 209 HIST :30 03:30pm TTH OFFICE PERIOD WEDNESDAY 10:00 11:00am MW OFFICE PERIOD 11:15 12:40pm MW SOCS 209 HIST :00 02:25pm MW SOCS 209 HIST :00 03:30pm MW OFFICE PERIOD 04:00 05:25pm MW SOCS 209 HIST THURSDAY 09:30 10:55am TTH SOCS 209 HIST :15 12:40pm TTH SOCS 209 HIST :30 03:30pm TTH OFFICE PERIOD 6

HISTORY 108: United States History: The American Indian Experience Course Syllabus, Spring 2016 Section 2384

HISTORY 108: United States History: The American Indian Experience Course Syllabus, Spring 2016 Section 2384 INSTRUCTOR: Emily Rader OFFICE: SOCS 116 EMAIL: erader@elcamino.edu TELEPHONE: 660-3593, x3757