Division of Liberal Arts, Humanities, and Education History Department https://www.hccs.edu/programs/areas-of-study/liberal-arts-humanities-- education/history/
HIST 1301: United States History I | Lecture | #10730 Spring 2020 | 5 Weeks (06.08.2020-07.12.2020) HCC Online | Katy | M-F TBA 3 Credit Hours | 48 hours per semester
Instructor Contact Information Instructor: Michael Dennis, MA. Office Phone: N/A Office: N/A Office Hours: N/A HCC Email: [email protected] Office Location: N/A
Instructor’s Preferred Method of Contact The best way to contact me is through e-mail. Please use the HCC e-mail account rather than the Canvas messaging system. I will respond to emails within 24 hours Monday through Friday; I will reply to weekend messages on Monday mornings.
What’s Exciting About This Course
If history is to have meaning and relevancy for students today instruction must go beyond the mere presentation of facts. Students should leave a history course knowing why historical events came to be recorded in the manner that they are presented in their textbook and other secondary sources. They should know that the past is open to many interpretations. To understand this one needs to learn how historians piece together various types of evidence to reconstruct the past and present it to the public in a narrative form. Often disputes over interpretation spill over into the public domain. In 1994 a disagreement arose over how the Smithsonian Air and Space Museum would interpret the dropping of the atomic bomb on Japan. This would be associated with the unveiling of the refurbished B-29 Enola Gay. The controversy became so heated that plans were dropped.
Personal Welcome
Welcome. Students who succeed in my class will come away with a better understanding of how we, as Americans, have reached our present global position. You will also have developed analytical skills to help sift through the ever increasing amount of information that bombards you every day. I see it as my job to teach you how to think rather than what to think.
Eagle Online Canvas Learning Management System
This class will use Eagle Online Canvas (http://eagleonline.hccs.edu as the distributive hub for the class. All PowerPoint lectures, discussion documents, test reviews’ and grades will be uploaded to Canvas.
HCC Online Information and Policies Here is the link to information about HCC Online classes including the required Online Orientation for all fully online classes: http://www.hccs.edu/online/
Eagle Online Canvas Gradebook Notice The gradebook tool in Canvas may not accurately reflect your current or final course grade. Consult your syllabus and your assignment grades to calculate your course grade and speak with the professor if you have questions.
Instructional Material Textbook Information
The textbook The Unfinished Nation: A Concise History of the American People(Volume 1 8th edition) by Alan Brinkley (McGraw Hill) is require for the course.
Tutoring HCC provides free, confidential, and convenient academic support, including writing critiques, to HCC students in an online environment and on campus. Tutoring is provided by HCC personnel in order to ensure that it is contextual and appropriate. Visit the HCC Tutoring Services website for services provided.
Libraries The HCC Library System consists of 9 libraries and 6 Electronic Resource Centers (ERCs) that are inviting places to study and collaborate on projects. Librarians are available both at the libraries and online to show you how to locate and use the resources you need. The libraries maintain a large selection of electronic resources as well as collections of books, magazines, newspapers, and audiovisual materials. The portal to all libraries’ resources and services is the HCCS library web page at http://library.hccs.edu
Supplemental Instruction Supplemental Instruction is an academic enrichment and support program that uses peer- assisted study sessions to improve student retention and success in historically difficult courses. Peer Support is provided by students who have already succeeded in completion of the specified course, and who earned a grade of A or B. Find details at http://www.hccs.edu/resources-for/current-students/supplemental-instruction/
Course Overview HIST 1301 is a survey of the social, political, economic, cultural, and intellectual history of the United States from the pre-Columbian era to the Civil War/Reconstruction period. United States History I includes the study of pre-Columbian, colonial, revolutionary, early national, slavery and sectionalism, and the Civil War/Reconstruction eras. Themes that may be addressed in United States History I include American settlement and diversity, American culture, religion, civil and human rights, technological change, economic change, immigration and migration, and creation of the federal government is a survey course of the basic principles underlying human behavior.
Core Curriculum Objectives (CCOs) HIST 1301 satisfies an American History requirement in the HCCS core curriculum. History courses • Critical Thinking Skills—to include creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information. • Communication Skills—to include effective development, interpretation and expression of ideas through written, oral and visual communication. • Personal Responsibility—to include the ability to connect choices, actions, and consequences to ethical decision-making. • Social Responsibility—to include intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities.
Program Student Learning Outcomes (PSLOs) Upon successful completion of this course, students will be able to: 1. Create an argument through the use of historical evidence. 2. Analyze and interpret primary and secondary sources. 3. Analyze the effects of historical, social, political, economic, cultural, and global forces on this period of United States history.
Course Student Learning Outcomes (CSLOs) Upon successful completion of this course, students will be able to: 1. Discuss the Age of Exploration 2. Explain Colonization 3. Identify the Causes and effects of the American Revolution 4. Explain the origins and impact of Slavery 5. Analyze the formation of the Republic 6. Summarize the effects of Expansion and Innovation 7. Explain Nationalism and Sectionalism 8. Discuss the Civil War 9. Evaluate the effects of Reconstruction
Student Success Expect to spend at least twice as many hours per week outside of class as you do in class studying the course content. Additional time will be required for written assignments. The assignments provided will help you use your study hours wisely. Successful completion of this course requires a combination of the following: • Reading the textbook • Attending class in person and/or online • Completing assignments and participating in class activities There is no short cut for success in this course; it requires reading (and probably re- reading) and studying the material using the course objectives as your guide.
Instructor and Student Responsibilities As your Instructor, it is my responsibility to: • Provide the grading scale and detailed grading formula explaining how student grades are to be derived • Facilitate an effective learning environment through learner-centered instructional techniques • Provide a description of any special projects or assignments • Inform students of policies such as attendance, withdrawal, tardiness, and make up • Provide the course outline and class calendar which will include a description of any special projects or assignments • Arrange to meet with individual students before and after class as required
As a student, it is your responsibility to: • Attend class in person and/or online • Participate actively by reviewing course material, interacting with classmates, and responding promptly in your communication with me • Read and comprehend the textbook • Complete the required assignments and exams • Ask for help when there is a question or problem • Keep copies of all paperwork, including this syllabus, handouts, and all assignments • Be aware of and comply with academic honesty policies in the HCCS Student Handbook
Assignments, Exams, and Activities
UNIT EXAMS: The four unit exams will be essay. The last exam will not be cumulative. The UNIT EXAM average will count 40% of the the final semester average.
Chap. Quizzes: During the semester you will take five quizzes over the chapters and PowerPoint lectures. The quizzes will be multiple choice and true/false. The average of the five quizzes will count 20% of the final semester average Book Reviews: You must choose one book from the attached book list and write one analytical review. The book review will count 40% of your final semester average. Grading Formula: Grading Scale: Average of quizzes 20% A=100-90 Average of Unit Tests 40% B=89-80 Average of Two Book Reviews 40% C=79-70
Total 100% D=69-60
F=59-Course Calendar
Class Calendar:
Date Class Activity Textbook Chapters
June 8 First American/Exploration Chap. 1
June 9 Settlement of the Chesapeake Chaps. 2 & 3
June 10 Settlement of New England
June 11 French & Indian War Chap. 4
June 12 Unit One Test
June 15 The American Revolution Chap. 5
June 16 Constitution & New Republic Chap. 6
June 17-18 Federalists in Power
June 19 Jeffersonian Revolution Chap. 7
June 22 Mr. Madison’s War
June 23 Unit Two Test
June 24 Era of Good Feeling Chap. 8
June 25 Jacksonian Democracy Chap. 9
June 26 Reform Movements Chaps. 10 & 12
June 29 Manifest Destiny Chap. 13
June 30 Unit Three Test
July 1 Expansion of Slavery Chaps. 11 & 13 Book Review
July 2 Civil War Chap. 14
July 3 Holiday
July 6-7 Civil War/Reconstruction Chap. 15
July 10 Unit Four Test/Final
Syllabus Modifications The instructor reserves the right to modify the syllabus at any time during the semester and will promptly notify students in writing, typically by e-mail, of any such changes.
Instructor’s Practices and Procedures Missed Assignments Missed assignments will receive a grade of “0.” Late work will not be accepted
ANALYTICAL BOOK REVIEWS
The analytical book review will critically examine an important scholarly book covering some aspect of United States History before 1877. The purpose of the review is twofold: first, to acquaint the student with a classic volume of historical scholarship and second to allow the student to think critically about an important facet of American history and to express those thoughts in clear, cogent, and organized prose. You should not view this as a hurdle, which you must overcome, but rather approach it as an opportunity to expand your creativity in thinking and writing like a historian. Because this is a very important aspect of the course your reviews will be graded very carefully. Each book review will be at least 1500 words in length, typed and double-spaced. There is no one way to format a book review but here is a common format that can be varied according to what you think needs to be highlighted. 1. Introduce the author, the historical period and topic of the book. Tell the reader what genre of history this work belongs to or what approach the author has used. Set out the author’s thesis or main argument. 2. Summarize the book’s organization and give a little more detail about the author’s sub-arguments. Here you would also work in your assessment of the evidence and sources used. 3. Strengths and weaknesses or flaws in the book are usually discussed next. It is up to you to decide in what order these should come, but if you assess the book positively overall, do not spend inordinate space on the book’s faults and vice versa. 4. In the conclusion, you may state your recommendations for readership unless that has been covered in your discussion of the book’s strengths and weaknesses. You might review how convincing the argument was, say something about the importance or uniqueness of the argument and topic, or describe how the author adds to our understanding of a particular historical question.
The analytical book review is due on July 6. The following books may be read for the analytical book reviews. The book you choose must come from the Book List without exception. Once a book is chosen it will not be available for anyone else to choose.
YOU MUST SUBMIT YOUR BOOK REVIEWS TO TURNITIN ON CANVAS.
Academic Dishonesty, Plagiarism, Cheating Plagiarism, cheating, and other forms of academic dishonesty are prohibited by HCCS policy. Plagiarism is the use of the ideas or words of another person (either in whole or in part) without crediting the source. Plagiarism amounts to the theft of another person’s work and its appropriation as one’s own. Students are also prohibiting from self- plagiarism or turning in work for one class in another class. Cheating involves fraud and deception for the purpose of violating legitimate testing rules. Cheating includes but is not limited to: copying from another student’s test paper, using materials not authorized by the instructor during an exam; collaborating with another student during an exam; knowingly using, buying, selling, etc. whole or part of an un-administered test. Any questions about academic dishonesty should be referred to the Student Conduct section of the College System catalogue. Students caught violating standards of academic honesty will be given an F for the assignment and may be given an F for the course.
Here’s the link to the HCC information about academic integrity (Scholastic Dishonesty and Violation of Academic Scholastic Dishonesty and Grievance): http://www.hccs.edu/about-hcc/procedures/student-rights-policies--procedures/student- procedures/
Attendance Procedures If you exceed four absences you may be dropped from the course. June 29 is the last day to withdraw from classes by 4:00 pm. If you stop attending classes after the “Last day to withdraw”: If you stop attending classes after the “Last day to withdraw”:
• Academic consequence – grade of “FX” (same impact on your GPA as an “F”) • Financial consequence – required to repay all or a portion of your financial aid **Future financial aid eligibility may be affected no matter when you withdraw.
Student Conduct
HCC Policies Here’s the link to the HCC Student Handbook http://www.hccs.edu/resources-for/current- students/student-handbook/ In it you will find information about the following:
Academic Information Libraries/Bookstore Incomplete Grades Childcare Academic Support Police Services & Campus Safety International Student Services disAbility Support Services Attendance, Repeating Courses, and Student Life at HCC Withdrawal Electronic Devices Health Awareness Student Rights and Responsibilities Career Planning and Job Search Equal Educational Opportunity Student Services Transfer Planning Financial Aid TV (FATV) Grade of FX Testing Veteran Services General Student Complaints
EGLS3 The EGLS3 (Evaluation for Greater Learning Student Survey System) will be available for most courses near the end of the term until finals start. This brief survey will give invaluable information to your faculty about their teaching. Results are anonymous and will be available to faculty and division chairs after the end of the term. EGLS3 surveys are only available for the Fall and Spring semesters. EGLS3 surveys are not offered during the Summer semester due to logistical constraints. http://www.hccs.edu/resources-for/current-students/egls3-evaluate-your-professors/
Campus Carry Link Here’s the link to the HCC information about Campus Carry: http://www.hccs.edu/departments/police/campus-carry/
HCC Email Policy When communicating via email, HCC requires students to communicate only through the HCC email system to protect your privacy. If you have not activated your HCC student email account, you can go to HCC Eagle ID and activate it now. You may also use Canvas Inbox to communicate.
Housing and Food Assistance for Students Any student who faces challenges securing their foods or housing and believes this may affect their performance in the course is urged to contact the Dean of Students at their college for support. Furthermore, please notify the professor if you are comfortable in doing so.
This will enable HCC to provide any resources that HCC may possess.
Office of Institutional Equity
Use the link below to access the HCC Office of Institutional Equity, Inclusion, and Engagement (http://www.hccs.edu/departments/institutional-equity/) disAbility Services HCC strives to make all learning experiences as accessible as possible. If you anticipate or experience academic barriers based on your disability (including mental health, chronic or temporary medical conditions), please meet with a campus Abilities Counselor as soon as possible in order to establish reasonable accommodations. Reasonable accommodations are established through an interactive process between you, your instructor(s) and Ability Services. It is the policy and practice of HCC to create inclusive and accessible learning environments consistent with federal and state law. For more information, please go to http://www.hccs.edu/support-services/disability-services/
Title IX Houston Community College is committed to cultivating an environment free from inappropriate conduct of a sexual or gender-based nature including sex discrimination, sexual assault, sexual harassment, and sexual violence. Sex discrimination includes all forms of sexual and gender-based misconduct and violates an individual’s fundamental rights and personal dignity. Title IX prohibits discrimination on the basis of sex-including pregnancy and parental status in educational programs and activities. If you require an accommodation due to pregnancy please contact an Abilities Services Counselor. The Director of EEO/Compliance is designated as the Title IX Coordinator and Section 504 Coordinator. All inquiries concerning HCC policies, compliance with applicable laws, statutes, and regulations (such as Title VI, Title IX, and Section 504), and complaints may be directed to:
David Cross Director EEO/Compliance Office of Institutional Equity & Diversity 3100 Main (713) 718-8271 Houston, TX 77266-7517 or [email protected] http://www.hccs.edu/departments/institutional-equity/title-ix-know-your-rights/
History Department Chair Contact Information Department Chair Gisela Ables, PhD [email protected] (713) 718-5779
BOOK LIST 1301
Carl Bridenbaugh. Cities in the Wilderness______
Gary Nash. Red, White, and Black______
John E. Pomfret. Founding the American Colonies______
Wesley Craven. The Colonies in Transition______
Richard Francis. Judge Sewall’s Apology______
Alan Taylor. American Colonies______
Fred Anderson. Crucible of War______
Norman Gelb. Less Than Glory______
Piers Mackesy. The War For America______
Marshall Smelser. The Winning of Independence______
Don Higginbotham. The War of American Independence______
Peter Thomas. Tea Party to Independence ______
Pauline Maier. American Scripture: Making the Declaration of Independence______
John Ferling. A Leap in the Dark: The Struggle to Create the American Republic______
Joseph Ellis. American Creation: Triumphs and Tragedies at the Founding of the Republic______
Christopher Hibbert. Redcoats and Rebels: The American Revolution Through British Eyes______
William Dwyer. The Day is Ours______
William Randall. Benedict Arnold______
James Flexner. The Traitor and the Spy______
Charles Royster. A Revolutionary People at War______
William Fowler. Rebels Under Sail______
Catherine Drinker Bowen. The Most Dangerous Man in America______
James Flexner. The Young Hamilton______
James Flexner. Washington: the Indispensable Man______
Thomas Slaughter. The Whiskey Rebellion______
Joanne Freeman. Affairs of Honor: National Politics in the New Republic______
Thomas Fleming. Duel: Alexander Hamilton, Aaron Burr, and the Future of America______
Phyllis Levin. Abigail Adams______
Lynne Witney. Dearest Friend______
Fawn Brodie. Thomas Jefferson______
Dumas Malone. Jefferson and His Time (Any Volume)______
Alexander Conde. This Affair of Louisiana______
Roger Kennedy. Mr. Jefferson’s Lost Cause: Land, Farmers, Slavery, and the Louisiana Purchase______
Michael Kitzer. Tripoli and the United States at War______
Larry Tise. Proslavery______
Merrill Peterson. The Great Triumvirate______
Robert Remini. Henry Clay______
Drew McCoy. The Last of the Fathers______
George Dangerfield. The Awakening of American Nationalism______
Marvin Meyers. The Jacksonian Persuasion______
Edward Pessen. Jacksonian America______
Irving Brandt. The Fourth President______
George Dangerfield. The Era of Good Feelings______
Samuel Flagg Bemis. John Quincy Adams and the Foundations of American Foreign Policy______
Robert Remini. Andrew Jackson and the Course of American Freedom______
Robert Remini. Andrew Jackson and the Course of American Democracy______
John Belohlavik. Let the Eagle Soar______
John Niven. Martin Van Buren______
R. Kent Newmyer. John Marshall and the Heroic Age of the Supreme Court______
H.W. Brands. The Age of Gold: The California Gold Rush and the New American Dream______
Richard McCaslin. Tainted Breeze______
Robert Johannsen. To the Halls of Montezuma______
John Weems. To Conquer a Peace______
Allan Nevins. Ordeal of the Union Vols. 1, 2, or 3______
Robert Ilsevich. Galusha A. Grow: The People’s Candidate______
Craig Simpson. A Good Southerner: The Life of Henry A. Wise of Virginia______
Henry Mayer. All On Fire______
Kenneth Stampp. And the War Came______
John Boles. Black Southerners: 1619-1869______
Eugene Genovese. Roll, Jordan, Roll______
Peter H. Wood. Black Majority______
Winthrop Jordan. The White Man’s Burden______
Martin Duberman. The Anti-Slavery Vanguard______
Robert Fogel & Stanley Engerman. Time on the Cross: The Economics of American Negro Slavery______
Gerda Lerner. The Grimke Sisters______
Richard Sewell. Ballots For Freedom______
Hans Trefousse. The Radical Republicans______
Robert Abzug. Passionate Liberator______
Doris Kearns Goodwin. Team of Rivals: The Political Genius of Abraham Lincoln______
Jean Baker. Mary Todd Lincoln______
Benjamin Thomas. Abraham Lincoln______
David Potter. The Impending Crisis______
William Davis. Jefferson Davis______
Clement Eaton. Jefferson Davis______
William Marvel. Burnside______
Byron Farwell. Stonewall______
Thomas Connelly. The Marble Man______
James Robertson, Jr. General A. P. Hill______
Emory Thomas. Bold Dragoon______
Bruce Catton. The Coming Fury______
Bruce Catton. Terrible Swift Sword______
Bruce Catton. Never Call Retreat______
Bruce Catton. This Hallowed Ground______
Allan Nevins. The War For the Union, Vols. 1, 2, 3, or 4______
Gerald Linderman. Embattled Courage______
Joseph Glatthar. Partners in Command______
Paul Escott. After Secession______
David Dewitt. The Impeachment & Trial of Andrew Johnson______
W. E. B. DuBois. Black Reconstruction in America______
Richard Abbott. The Republican Party and the South______
Richard Godbeer The Devil's Dominion: Magic and Religion in Early New England______
Akhil Reed Amar America's Constitution: A Biography______
Bernard Bailyn The Barbarous Years: The Peopling of North America 1600- 1675______
Joyce Appleby Inheriting the Revolution: The First Generation of Americans______
Benson Bobrick Angels in the Whirlwind______
Lawrence Goldstone The Activist, Marbury v. Madison, and the Myth of Judicial Review ______
Mary Beth Norton The Devil's Snare: The Salem Witchcraft Crisis of 1692______
Edmund S. Morgan Puritan Ideas: 1558-1794______
David Price Love and Hate in Jamestown: John Smith, Pocahontas, and the Heart of a Nation______
Leo Damrosch Tocqueville's Discovery of America______
Amy S. Greenberg A Wicked War: Polk, Clay, and the 1846 Invasion of Mexico______
Mark Grimsley The Hard Hand of War: Union Military Policy Toward Southern Civilians 1861- 1865______
David Herbert Donald Lincoln______
Edwin C. Bearss & J. Hills Receding Tide: Vicksburg and Gettysburg: The Campaigns That Changed the Civil War______
William C. Davis Lone Star Rising______
S. C. Gwynne Empire of the Summer Moon: Quanah Parker and the Rise and Fall of the Comanche's, the Most Powerful Tribe in American History______