COURSE SYLLABUS and DESCRIPTION HISTORY 101: U.S. History to 1877 SECTIONS 2318 and 2324 SPRING SEMESTER, 2016 PROFESSOR EMILY RADER OFFICE: SOCS 116 EMAIL: erader@elcamino.edu TELEPHONE: 660-3593, x3757 OFFICE HOURS: Mon. & Wed. 10:00-11:00 and 1:00-1:45; Tues. 2:30-3:30; Thurs. 2:30-3:00. 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. This is a special package for my classes. 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Promise A History, Vol. 1, 2 nd edition (2) LaunchPad access number (3) Johnson, Reading the American Past: Selected Historical Documents, Vol. 1, 5 th edition Copies of the course books are available for on-campus use in the Reserves Section of the library and in my office.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 and have adequate writing skills and reading ability. 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.
OFFICIAL COURSE DESCRIPTION History 101 United States History to 1877 3 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
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 (LC) assignment in LaunchPad (LP). 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 Jan. 20 Introduction to the Course and Course Materials Why Study History? WEEK 2 Understanding Ancient America Jan. 25 Read UAP, Chap. 1 Important note about reading the schedule: Reading assignments and other assignments are listed alongside the date they are due before class. For example, students will read UAP, Chap. 1 before class on Mon., Jan. 25. Jan. 27 Deadline to register on LaunchPad and complete Chap. 1 LearningCurve. **Friday, Jan. 29 Last day to add a class or drop a class with no notation and to get a full refund for dropped classes.** WEEK 3 Europeans Encounter the New World, 1492-1600 Feb. 1 Read UAP, Chap. 2 complete LearningCurve. Feb. 3 Download and print chart for Study Guide Step 2, and bring to class. WEEK 4 Founding the Southern Colonies in the Seventeenth Century, 1601-1700 Feb. 8 UAP, Chap. 3. Learning Curve. Feb. 10 Bring Study Guide Step 3 chart (blank) to class. WEEK 5 Founding the Northern Colonies, 1601-1700 No class on Mon., Feb. 15 Washington s Day Feb. 17 UAP, Chap. 4. LearningCurve. Preparation for Salem Witch trials discussion and paper. WEEK 6 The Salem Witch Trials and The Changing World of Colonial America, 1701-1770 3
Feb. 22 Salem Witch Trials graded discussion. Feb. 24 UAP, Chap. 5. LearningCurve. SWT Paper due. WEEK 7 The British Empire and the Colonial Crisis, 1754-1775 Feb. 29 UAP, Chap. 6. LearningCurve. March 2 Map Test WEEK 8 Fighting the American Revolution, 1775-1783 March 7 UAP, Chap. 7. LearningCurve. March 9 Declaration of Independence. **March 12-18 Spring Break** **March 19 Midterm class begin.** WEEK 9 Building a Republic, 1775-1789 March 21 UAP, Chap. 8. LearningCurve March 23 U.S. Constitution. Dec. of Ind. and Const. homework due. WEEK 10 Forming the New Nation, 1789-1800 March 28 UAP, Chap. 9. LearningCurve. March 30 WEEK 11 A Maturing Republic, 1800-1824 April 4 UAP, Chap. 10. Learning Curve. April 6 WEEK 12 The Expanding Republic, 1815-1840 Nov. 4 Indian Removal graded discussion and Map Test WEEK 12 The New West and the Free North, 1840-1860 April 11 UAP, Chap. 12. LearningCurve. Preparation Assignment #1 due. April 13 **Friday, April 15 Last day to drop a class with a W. ** WEEK 13 Understanding the Slave South, 1820-1860 April 18 UAP, Chap. 13. LearningCurve. Preparation Assignment #2 due. April 20 WEEK 14 The House Divided, 1846-1861 April 25 UAP, Chap. 14. LearningCurve. April 27 WEEK 15 The Crucible of War, 1861-1865 May 2 Final Paper Workshop May 4 UAP, Chap. 15. LearningCurve. Final Paper due. WEEK 16 Reconstructing a Nation, 1863-1877, Destroying Other Nations, and Return to the Present 4
May 9 May 11 UAP, Chap. 16. LearningCurve. COURSE GRADE Students course grades will be based on the following accumulation of points: SWT Paper = 30 points Dec. of Ind. and Const. homework =40 points Graded Discussions = 20 points each = 40 points LC = 15 points each X 14 LCs = 210 pts. Prep. Assigns. for Final Paper = 25 points each Other objective assignments on LP=points vary = 50 Approx. 10 points each X ~10 assigns. 100 pts Final Paper = 100 Map Tests 30 points each 60 pts. Subtotal 310 points Subtotal = 320 points Various written homework and in-class assignments = ~10 points each X ~5 assigns. = ~50points ATTENDANCE POLICIES See the ECC Catalog, 2014-2015, 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. If you are unable to come to class for more than a week, please contact me by email or telephone and leave a message. 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.). Excused absences will not count towards regular absences. 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 classes, arrive late or leave early 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. Notwithstanding my policies, you have the ultimate responsibility for dropping a course. WHAT ARE OFFICE HOURS, AND WHY ARE THEY IMPORTANT? 5
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 emails 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. There are some days when I don t have time to check my email messages, so please be aware that it may be hours or sometimes a day or two until I read your message. MY WEEKLY SCHEDULE MONDAY 10:00 11:00 Day MW Location SOCS 116 Activity OFFICE PERIOD Section 11:15 12:40 HIST 108 2380 1:00 1:45 SOCS 116 OFFICE PERIOD 2:00 3:25 4:00 5:25 HIST 101 HIST 101 2318 2324 TUESDAY 9:30 10:55 TTh HIST 101 2308 11:15 12:40 TTh HIST 108 2384 2:30 3:30 T SOCS 116 OFFICE PERIOD WEDNESDAY 10:00 11:00 11:15 12:40 MW SOCS 116 OFFICE PERIOD HIST 108 2380 1:00 1:45 2:00 3:25 SOCS 116 OFFICE PERIOD HIST 101 2318 4:00 5:25 HIST 101 2324 THURSDAY 9:30 10:55 TTh HIST 101 2308 11:15 12:40 TTh HIST 108 2384 2:30 3:00 Th SOCS 116 OFFICE PERIOD 6
ADDITIONAL SYLLABUS ITEMS COURSE ASSIGNMENTS 1. Full descriptions of each graded assignment will be distributed in class and be available on the Team Site on MyECC. 2. Homework and specific reading assignments that are not listed on this syllabus will be announced in class but not usually posted on the course page. LATE ASSIGNMENTS and MISSED CLASS DISCUSSIONS and QUIZZES 1. You may turn in the Worksheet/Paper for the two discussions and the Final Project late. However, I deduct points for lateness, according to the following scale: --Assignment turned in more than 15 minutes after the start of class and until I leave campus the same day = -2 points. --Assignment turned in the next day, and for each calendar day thereafter = -3 points. 2. You may turn in homework assignments late, but I deduct 1 point for each day they are late, starting 15 minutes after the start of class. 3. Students who miss a graded class discussion forfeit those points, with the following exceptions: --Students who have an important, previously scheduled activity, may be assigned a substitute assignment IF they speak with me at least a week before the scheduled discussion. --Students who are unexpectedly unable to attend class on the day of a graded class discussion may be allowed to make up the assignment IF they contact me, in person, by phone, or by email, within 2 days of the absence, and they have some proof or evidence for their absence. 4. Students who miss a class discussion are still expected to turn in the written work. 5. Students who miss a quiz or in-class assignment can take a make-up quiz one time only, within one week of the original date (or later if seriously sick or other significant reason).