History 101/ 2305 Fall 2011 Mon/Wed - 9:30-10:55 El Camino Compton Center History of the United States to 1877 Course Syllabus Instructor: Maria Elena Martinez Office: by appointment Email: memartinez@elcamino.edu Classroom: Soc Science Bldg 209 El Camino College Mission Statement: El Camino College offers quality, comprehensive educational programs and service to ensure the educational success of students from our diverse community. I. REQUIRED TEXT: Available at the Compton Center Bookstore or online booksellers A. MAKING AMERICA Volume 1, 5 th Edition 2009 BERKIN ISBN: 9780618994854 B. Hand outs - Primary Source Documents II. Course Description: This course is a chronological survey of American historical development from the first Americans to 1877. Focus is placed on the understanding of American social, intellectual, political, economic and diplomatic institutions. The expansion of the young nation within the scope of war and diplomacy and the influence of culture and ethnicity in American history will also be discussed. III. Course Prerequisites: Recommended: Eligibility for English 1A IV. Course Objectives: Students will learn to: A. Compare and contrast the cultural traditions, values and lifestyles of Europeans and native Americans that clashed in the early colonial period B. Assess the American colonial experience under English domination through the political, social, economic, and cultural forces that shaped its development. C. Analyze the major events that gave rise to the American Revolution against English rule. D. Explain the struggle for national unity and identity within the context of cultural diversity in the nineteenth century E. Compare and contrast the political philosophies of Alexander Hamilton, Thomas Jefferson, and Andrew Jackson F. Differentiate and analyze the strengths and weaknesses of the Articles of Confederation and the United States Constitution of 1787. G. Define the basic principles of American foreign policy from 1789 through the Civil War era. H. Evaluate the evolution of liberty and authority within institutions of family, school, workplace, and community from the colonial era through the Civil War period.
I. Identify and describe the impact of early nineteenth century European immigration on American culture and society. J. Analyze the forces that gave rise to sectionalism in the nineteenth century. K. Define the concept of manifest Destiny and evaluate the consequences of westward expansion in international, national, and regional terms. L. Analyze nineteenth century social reforms in American society that influenced the nation s democratic creed in racial, social, and gender relations. M. Identify and explain the nineteenth century reform movements aimed at the eradication of social ills in American society. N. Analyze the causes, course, and outcome of the Civil War. O. Compare and contrast the Presidential and Radical Reconstruction plans of the post-civil War Era. P. Describe and assess the impact of African slavery on American economic, political, and social development. V. Student Learning Outcomes: Upon completion of the course, students should demonstrate the following skills: A. Upon completion of History 1A, students will identify and explain major social, economic and cultural patterns in the United States history prior to 1877 in a written or oral assignment. B. Given primary sources and/or secondary source(s) pertaining to a significant aspect of economic, political, social or cultural patterns in United States history prior to 1877, students will develop and persuasively argue an historical thesis in a written or oral assignment that effectively uses the sources as evidence. VI. Assessment Activities: The following activities will be used to assess mastery of student learning outcomes: A. Two in-class Exams (20, 30) 50 B. One take home Essay 20 C. Home work Chapter Questions 15 D. In-class group assignments 15 Total Possible Points 100 VII. Evaluation Criteria 1) Your grade will be computed based on 100 points. There are no make ups for missed exams. 2) Late Policy: Essays will be marked down one full letter grade for every day they are late. 3) Exams will consist of short answers and an essay question. The first exam will be worth 20 points and the second exam will be worth 30 points. The essay portion will be weighted the heaviest. See How to write an essay and the essay rubric.
4) Homework Chapter questions prepare written answers for each question that includes a thesis statement and at least two examples, proof, or evidence. 5) Primary Source Exercises consist of reading primary documents- documents written by the people of the period we are studying. You will read, analyze and form some interpretation or idea about the meaning of such document and what it may reveal to enhance our understanding of history. Participation in these activities is required and assignments will be assessed to determine your understanding of course material and your progress towards achieving course goals. 6) Essay a take home written essay of about 5-7 pages, typed and double-spaced. You are required to use turnitin.com to get credit for this assignment. These assignments will require an analysis of course material, secondary sources and primary documents. They will be evaluated and graded according to the following criteria: Answer ------ Did you answer the question assigned? All parts? Evidence ---- Are your statements supported with evidence from class materials such as readings and lectures? Analysis ----- To what extent does your essay demonstrate your use of critical thinking? Is there depth to your analysis? Is your argument presented logically and convincingly? Does it show your ability to synthesize diverse material and concepts? Expression -- Is your essay coherent, well-organized and written with clarity? Is your use of grammar and spelling correct? VIII. Grading Scale 90-100 A 80-89 B 70-79 C 60-69 D 59-0 F IX. Attendance Requirements: (Include College Policy; attachment provided) 1. Attendance at first class Students who enroll in class but do not attend the first scheduled class meeting may be dropped from the roster. A student who registers for a class and never attends is still responsible for dropping the class. 2. If you miss more than three 93) class meetings, you may be dropped from the class. Three (3) tardies will equal one absence. Please notify my by email or phone before any missed classes. Excused absences will still count towards this total. X. CLASSROOM MISCONDUCT 1. Dishonesty, including but not limited to cheating, plagiarism or knowingly furnishing false information to the College. 2. Turn off and remove phones, Ipods, bluetooth components and other communication/electronic devices while in class. Do not leave class to accept any calls. You may not use text messaging devices while in class.
XI. Special Accommodations: Any student who has a disability and has special needs is to alert me of this by the second week of the semester so that special accommodations can be made. XII. Disclaimer Statement: Students will be notified ahead of time when and if any changes are made to course requirements or policies
Course Outline Reading Assignments and Examination Dates Week # 1 Introduction Early Americans 8/29 Review Syllabus Lecture on Early Americans 8/31 PSD Week # 2 Ch. 2: A Continent on the Move **9/5 NO CLASS - turn in on Wednesday What role did natural environments play in shaping the colonial enterprises engineered by the Spanish, the French, and the Dutch? 9/7 In what ways did Europeans seek to incorporate Africans and Native Americans into their world of understanding? Week # 3 Ch. 3: Founding the English Mainland Colonies, 1585-1732 9/12 What events illustrate the racial, class, and religious tensions in the Chesapeake? 9/14 What type of society did the founders of Carolina hope to create? Why did philanthropists create Georgia? PSD - colonists letters Week # 4 Ch. 4: The English Colonies 9/19 In which region, and for what reasons, did new immigrants seem to have the best economic choices? What motivated colonists to migrate to the backcountry? What conflicts arose between elites and poorer colonists? 9/21 Film: Anne of 1000 Days What was the result of the struggle for power between the colonial assemblies and the colonial governors? How did the English victory in 1763 affect people in North America? Week # 5 Chapter 5 9/26 Exam 9/28 How did the English victory in 1763 affect people in North America? How did mercantile theory affect the colonies trade with other nations? Week # 6 Ch. 5 & 6
10/3 How did the King hope to crush resistance in Massachusetts? How did the Continental Congress respond to the Intolerable Acts? 10/5 How did the Revolution affect Americans expectations regarding individual rights, social equality, and the role of women in American Society? What opportunities were open to African Americans during and after the Revolution? Week # 7 Chapter 7: Competing Visions of the Virtuous Republic, 1770-1796 10/10 All focus questions (prepare answers for four questions of your choice) 10/12 PSD : Ann Martin Case Week # 8 Ch. 8 10/17 How did Jefferson s vision for America differ from that of Hamilton, Adams, and other Federalists? How did the life of the average American change during Jefferson s presidency? 10/19 What place did Native Americans and African Americans have in the America Jefferson envisioned? Week # 9 Ch. 9 (Read pg. 225 262) 10/24 What impact did changes in the economy have on the institution of slavery and on the lives of slaves? 10/26 Essay #1 Due - August King Week # 10 10/31 Ch. 11 - The Great Transformation 11/2 PSD - The Laboring Classes Week # 11 Chapter 12 Responses to the Great Transformation 11/7 What did Jackson s opponents hope to accomplish when they built their coalition to oppose the Democrats? 11/9 What forces in American life contributed to the concept of manifest destiny? Week # 12 Ch. 13 11/14 All the questions 11/16 Week # 13 Ch. 14
11/21 11/23 Film Week # 14 Chapter 15 11/28 Why did Lincoln issue the Emancipation Proclamation when and in the way he did? 11/30 What sorts of responses did it elicit? What factors contributed to the union s adoption of a total war strategy after 1863? Week # 15 Chapter 15 12/5 12/7 PSD Week # 16 12/12 Review 12/14 Exam