1

History 109 Bump Summer 2011 for Weekender Hybrid

Course HIST 109: U.S. History I

Instructor Denise L. Bump Credits 3 Credit Hours Term Towanda II Summer 2011, Schedule B Meetings 45% of the class will be online and 55% in the classroom

Instructor’s Contact Information

Office Phone 570-265-9241

In the event of an emergency, contact the Towanda Campus office at 570-265-9241 or Emergency Contact Instructor at 570-265-1959

Office Location Towanda Campus

Email Address [email protected]

Office Hours Fridays, 4:00pm-5:00pm

Instructors reserve the right to make changes to the syllabus as needed, and you are responsible Syllabus Changes for keeping up with those changes. Please logon regularly to Blackboard to get the most current information.

The best way to reach me is by e-mail. I check my e-mail everyday, and usually respond Other Information within 24 hours. However, it is best when sending e-mails to allow at least two days for response to your e-mail.

Course Description & Information Learning Expectations: To be successful academically in this class, students must be able Pre-requisites, Co- to navigate and search the internet, use e-mail, attach and upload documents, download and requisites, & other save files, and have access to and use Microsoft Office. restrictions Course Description & U.S. History 109 examines the colonial, revolutionary and national history of the United Objectives States from the 16th century through the Civil War. HIST 109 explores European arrival and exploration of the New World and its resulting impact on native civilizations; the development of colonial political institutions; the American Revolution; the writing of the Constitution; the Federalist period; the impact of slavery; causes of the Civil War; and the Civil War.

The emphasis of this course will be on building student knowledge about, and awareness of, the factors that lead to change and the resulting impact that change has on the social, political, and economic structures of society. This course will not focus on the memorization of dates but will attempt to defy the timeline and relay the relevancy of cross-temporal studies to the development and appreciation of historical knowledge.

Updated January 7, 2011 2

COURSE OBJECTIVES As a result of engaging in this coursework, students will: (the competencies for middle and secondary school follow the objectives) 1. Identify major events and developments in United States history from European contact through the Civil War. (Middle: D.5.a., D.5.b, D.5.c., D.5.d, D.5.e, D.5.f, D.5.g) (Secondary:IA.a). Delineate the various interpretations of American historical events (Middle: d.5.b)

2. Analyze early industrialization in the United States and its effects on immigration and the development of American labor. (Middle: D.6.b, D.6.c) (Secondary: IA.d) 3. Evaluate the relationship between geography and political, social and economic development in eighteenth and nineteenth century America. (Middle: D.6.c) (Secondary: IA.f) 4. Discuss, debate, and evaluate the everyday lives of Americans of the past, who both shaped major events in American history and those who were affected by these events. (Middle: D.5.d.) (Secondary: IA.b, IA.c) 5. Analyze changes in American politics and government. (D.5.i, (IA.c) 6. Prepare essays which illustrate their understanding of common themes in America’s past. (Middle: D.5.i)

Education Students: The middle school competencies for social studies addressed by this course are: 1. Research and history a. Equip students with tools to comprehend, interpret, and conduct historical research; b. Outline and delineate historical developments; c. Make effective use of inquiry and analysis tools (documents, web resources, analyses, as well as relevant subject matter in other disciplines such as economics, political science, and the natural sciences); d. Differentiate the contributions of individuals and groups; e. Use and understanding documents, artifacts, and the significance of historical places; f. Describe historical implications of continuity and change; g. Distinguish between conflict and cooperation among groups; h. Categorize the discipline of history with key concepts such as time, change, cause and causation, evidence; i. Interpret historical accounts. 2. Economics a. Demonstrate proficiency in representing, clarifying and imparting the basic understanding of: 1. Markets; 2. Economic interdependence; 3. Government and citizenship: a. Represent, clarify and communicate the principles, structures, documents, and operation of government in a democratic society, United States of America

Updated January 7, 2011 3

Davidson, J. W., DeLay, B., Heyrman, C. L., Lytle, M. H., & Stoff, M. B. (2009). U.S.A Narrative History. New York: McGraw-Hill. Required Readings Kurlansky, M. (1998). Cod: A Biography of a Fish that Changed the World. London: Penguin Books.

Please note that the Keystone College Bookstore has the most complete and up-to-date Buying Textbooks information about your course textbooks. Be sure you are purchasing the correct edition and receive all the materials you need.

Recommended As Assigned by Instructor Readings Assigned Readings: Each student is expected to have assigned readings completed prior to class. The textbook and lecture work in tandem to create a comprehensive understanding of the early United States history. The textbook and its complimenting lecture, therefore, may provide different perspectives on the issues at hand. As a critically Assigned Reading and thinking student, it is in your best interest to make use of both your textbook and your Field Assignments lecture notes so that you may achieve an even greater understanding of the significance of (if applicable) the United States history and it’s impact on today’s society. Use APA style for text documentation and reference page. Students are expected to provide accurate documentation and proper citation of all quoted, paraphrased, or inspired material. There is APA information available on Miller Library’s web page. All students enrolled in this class are required to have active Keystone Blackboard and E- mail accounts. Students are expected to have basic computer skills such as word processing, use of e-mail including sending file attachments, and searching the Internet are Special necessary. Installed software should include a web browser, Microsoft Office (Microsoft Software/Hardware Word/Excel), Windows Media Player, and Adobe Acrobat Reader. Internet connection to Blackboard is only supported using Internet Explorer 5.0 or higher. Note: Javascript and Cookies must be enabled. For standard Browser/Plugin/Viewer visit this page: Browser/Plugin/Viewer http://web.keystone.edu/library/syllabus/browser.htm Info

Other Required NA Materials It is essential that proper language is used in Blackboard Discussions. Maintaining respect Netiquette & Online for others must be continuous as we proceed through the course. Rudeness, disrespect, and Behavior inappropriate language will not be tolerated.

Grading (credit) Grading: Textbook Reading Assignments 100 Criteria Analysis Paper Assignment 150 Class Participation 75 Class Attendance 75 Four Mini Exams 100 Comprehensive Final Exam 100 TOTAL POINTS 600 points

Updated January 7, 2011 4

*Optional Field Assignments* Students also have the option of completing a field assignment which will count as an additional 25 points. Students may choose to visit a historical sight or a museum which features American art or artifacts, etc. Write a two page reaction paper and staple proof of admission to the paper. 1. Analysis of Kurlanksy’s book Cod . Specific instructions for this paper are attached to the syllabus. 2. Four Mini Exams: Four mini exams will be done online throughout the semester. Assignments 3. Comprehensive Final Exam: Due to the final exam containing subjective essay questions, it will be a take-home that you will be given the last week of regular classes before finals week. Further guidelines and expectations will be explained when you receive the exam. 1. Textbook Readings Discussion Board Assignments: You are required to read each textbook chapter. Ten questions will be posted on the Keystone College classroom Discussion Board and must be answered at this location. The following are requirements for answering the questions: a. For each question posted, your initial answer must be a minimum of 2 substantial paragraphs (4-6 sentences in each paragraph). Initial responses are due by Saturdays, 3pm on the online weekends. Discussion Board b. For each question posted, you must respond to 2 classmates’ responses – Criteria (if your response to a classmate must be 1 paragraph minimum (4-6 sentences). applicable) Peer responses are due by Sundays, 11am on the online weekends. c. For each assignment that is not completed as instructed above will result in a subtraction of 2 points. d. Once the deadline for each question has been reached, you will no longer be able to post to the question, thus resulting in you losing 10 points for the question. e. Each textbook reading discussion board assignment is worth 10 points (10 questions total). Make-Up & Late At Instructor’s Discretion Work Extra Credit Extra credit may be available throughout the semester based on topics discussed.

Online Class Participation: Students should be self-motivated learners and able to use the Bb course management system for the online portion of the class. Please go through the Bb orientation carefully to learn to use Blackboard. The manual can be found to the left of Class Preparation & the main screen under the button area. Participation In-Class Participation: Each student is required to participate in class discussion because your thoughts, experiences, questions, and comments are important and worthy of being heard. Also, sharing your textbook reading assignment answers provide a thought-provoking learning experience for the entire class.

Course Policies Make-Up At Instructor’s Discretion Exams Extra Extra credit may be available throughout the semester based on topics discussed. Credit Late Work Late Assignments will not be accepted

Updated January 7, 2011 5

NA Special Assignments

Class Attendance: Attendance will be recorded at each class meeting. It is pertinent that you attend each class in order to keep up with the lecture materials and receive attendance and class participation points. For students who have a perfect attendance, you will receive an attendance bonus of 5 points added to final grade. Attendance will be recorded at each class meeting. Regular attendance is required. Class participation is expected, and reflects students’ understanding of materials. I do understand that family emergencies and unforeseen circumstances can arise. However, out of courtesy, I expect the student to notify me if they are going to be absent from class, or provide me with a reason shortly after missing the class. Remember, you earn class attendance and participation points each class. You must be Class present to earn these points! Attendance Notification from the Dean’s Office, while appreciated, does not make an absence excused. Any sickness, hospitalization, or personal emergencies are considered absences. For each absence over the allowed number (3), you will lose attendance and participation points for that class missed (10 pts. total for each class missed). If students are asked to leave the class for lack of preparation or disruptive behavior, it will count as an absence. An accumulation of 3 late arrivals or early departures will count as an absence. If you arrive after I have taken attendance, you are responsible for making sure that your attendance is recorded at the end of class. Master and Success students must adhere to their stricter policies. If you have a serious illness or other problem, talk to me early in the semester. For students who have missed no classes, 5 points will be added to your final grade.

Past experience has shown me that without the following rules, class interruption and rudeness can occur. Both you and your classmates’ education will suffer from the lack of courteous behavior! Cell phones are to be turned off during class. If you are expecting an emergency-based call, please notify me prior to the start of class. To prevent instructor/classmate interruption in these situations, please keep your phone on silent/vibration mode, sit nearest to the door, and exit quietly when call comes in. Special Procedures Arriving late and leaving class early should be avoided. If you must arrive late to class, please quietly enter the classroom and sit nearest to the door. If you must leave class early, please notify me, sit close to door and exit quietly when the time comes that you must leave. By doing this, interruption of instructor’s lecture and classmates’ learning can be avoided. Entering and exiting classroom during lectures. Please be courteous to your instructor and classmates by avoiding to the urge to do a “walk about” during class (except in cases of illness). This behavior is rude and will not be tolerated.

For Blackboard assistance http://blackboard.keystone.edu/ or e-mail the Blackboard administrator at [email protected]

Blackboard For a New Student Orientation to Blackboard, visit: Support http://academic.keystone.edu/ksussman/blackboard_student_training.htm

For tutorials on using specific aspects of Blackboard, visit http://academic/ksussman/blackboard_student_training.htm

Technical You can get technical support or assistance by visiting the Technology Support page here: Support http://www.keystone.edu/current_students/technology_support/ or by contacting the IT Helpdesk at (570) 945-8778 or [email protected]

Updated January 7, 2011 6

Academic misconduct and dishonesty includes any activity that compromises the academic integrity of Plagiarism the College or subverts the educational process. For information on dishonest acts including plagiarism, & cheating, and fraud, consult your Student Information Guide or click on the link below. If you have any Academic questions, talk with your instructor. Integrity http://web.keystone.edu/Library/syllabus/integrity.htm

The copyright law of the United States (Title 17, United States Code) governs the making of photocopies or other reproductions of copyrighted materials, including music and software. Copying, displaying, reproducing, or distributing copyrighted works may infringe the copyright owner’s rights Copyright and such infringement is subject to appropriate disciplinary action as well as criminal penalties Notice provided by federal law. Usage of such material is only appropriate when that usage constitutes “fair use” under the Copyright Act. As a Keystone College student, you are required to follow the College’s copyright policy. For more information about the fair use exemption, see the Miller Library’s copyright page: http://web.keystone.edu/library/copyright.html

Keystone College states that all official student email correspondence be sent only to a student’s Keystone email address and that faculty and staff consider email from students official only if it Email Use originates from a Keystone account. This allows the College to maintain a high degree of confidence in the identity of all individuals and the security of transmitted information. Keystone College furnishes each student with a free email account that is to be used in all communication with College personnel.

The College has set deadlines for withdrawing from courses. These dates and times are published in the course catalog and on the Academic Calendar. It is the student's responsibility to handle withdrawal Withdrawal requirements from any class. You must do the proper paperwork to ensure that you will not receive a from Class final grade of "F" in a course if you choose not to attend once you are enrolled. If you are considering withdrawing from a class, talk with your Advisor and consult the College Catalog.

Procedures for student grievances are found in the College Catalog. Please consult the procedures Academic before taking action. Grievance Please note: The first step in attempting to resolve any student grievance regarding grades, evaluations, Procedures or other fulfillments of academic responsibility, is to make a serious effort to resolve the matter with the instructor. The College Catalog outlines any subsequent steps.

According to the College Catalog, an Incomplete (“I”) will only be awarded in the case of exceptional circumstances. Mere inability to submit work on time, or missing the final exam, is not valid reasons for an Incomplete. Incomplete Students must make arrangements with the instructor prior to the final exam it they wish to receive a Grades grade of incomplete. (Forms are available in the Office of the Registrar.) The deadline for the completion of the coursework is four weeks into the next semester. If the course work is not completed within the specified time frame, the incomplete grade will become an “F.”

ADA Keystone College does not discriminate in any of its programs on the basis of disability. Statement While there is not a deadline for the disclosure of a disability by a student, in order to facilitate the documentation and accommodation processes, students are encouraged to voluntarily and confidentially disclose and disability requiring an accommodation prior to the beginning of class. This disclosure should be made to Owen Conaghan, [email protected] College Counselor & Coordinator of Disability Services. Students who disclose a disability, and who are seeking an accommodation, ultimately will be expected to provide documentation verifying the disability.

Updated January 7, 2011 7

For information about classes & advisers, to check midterm and final grades or to register for classes, KC logon to KC Connect. Connect

The College does offer tutoring assistance for many courses. For more information or to schedule an Tutoring appointment, consult the Tutoring webpage here: Info http://www.keystone.edu/studentlife/studentresources/studentsuccess/tutoring.dot

For information about academic advising, visit the Academic Advising Center homepage here: Advising & http://www.keystone.edu/studentlife/studentresources/studentsuccess/academicadvising.dot Other Student For a list of Student Support Services, visit the Support Services webpage here: Support http://www.keystone.edu/studentlife/studentresources/ Info

Bookstore Visit the Bookstore at this link: http://www.bkstr.com/webapp/wcs/stores/servlet/StoreCatalogDisplay? Info storeId=10117&langId=-1&catalogId=10001 Library Info See Keystone Library Homepage

Updated January 7, 2011 8

COURSE SCHEDULE B TOWANDA II WEEKENDER In-Class Face-to-Face Meetings: Saturdays 11:45am-2:45pm & Sundays 8:00am-11:00am 45% of the class is online, 55% is in-class meetings WEEKEND 1: June 4th Chapter 1: The First Civilizations of North America & 5th 1. A Continent of Culture FACE-TO-FACE 2. Innovations and Limitations 3. Crisis and Transformation Chapter 2: Old Worlds, New Worlds (1400-1600) 1. Eurasia and Africa in the 15th Century 2. Spain in the Americas 3. Search for North America’s Indian Empires 4. Religious Reform Divides Europe 5. England’s Entry into America

Begin reading Cod **Note the relationship between the European market for cod and the discovery of the New World. Note also how North America is tied into international trade from the 16th Century on. WEEKEND 2: June 11th Chapter 3: Colonization & Conflict in the South (1600-1750) & 12th 1. Spain’s North American Colonies 2. English Society on the Chesapeake ONLINE LEARNING 3. Chesapeake Society in Crisis UNIT 4. A Changing Chesapeake Society 5. From the Caribbean to the Carolinas Chapter 4: Colonization and Conflict in the North (1600-1700) 1. France in North America 2. The Founding of New England 3. Stability and order in Early New England 4. The Mid-Atlantic Colonies 5. Adjustments to Empire Continue reading Cod **Note how European Catholicism increases the demand for cod, and this demand spurs New England’s economic development. WEEKEND 3: June 25th Chapter 5: The Mosaic of Eighteenth-Century America (1689-1771) Updated January 7, 2011 9

& 26th 1. Forces of Division 2. Slave Societies in the 18th Century South FACE-TO-FACE 3. Enlightenment and Awakening in America 4. Anglo-American Worlds of the 18th Century 5. Toward the Seven Years’ War Chapter 6: Toward the War for American Independence (1754-1776) 1. The Seven Years’ War 2. The Imperial Crisis 3. Toward the Revolution

Chapter 7: The American People and the American Revolution (1775-1783) 1. The Decision for Independence 2. The Fighting in the North 3. The Turning Point 4. The Struggle in the South 5. The World Turned Upside Down Finish reading Cod & Rough Draft of Analytical Paper **Note the relationship of the cod trade with slavery in the Caribbean WEEKEND 4: July 9th Chapter 8: Crisis and Constitution (1776-1789) & 10th 1. Republican Experiments 2. The Temptation of Peace FACE-TO-FACE 3. Republican Society

4. From Confederation to Constitution Chapter 9: The Early Republic (1789-1824) 1. A Social Portrait 2. The New Government 3. The Emergence of Political Parties 4. The Presidency of John Adams 5. The Political Culture of the Early Republic 6. Jefferson in Power 7. Whites and Indians in the West 8. The Second War for American Independence 9. America Turns Inward Due: Rough Draft of Analytical Paper WEEKEND 5: July 16th Chapter 10: The Opening of America (1815-1850) & 17th 1. The Market Revolution 2. The Restless Temper ONLINE LEARNING 3. The Rise of Factories UNIT 4. Social Structures of the Market Society 5. Prosperity and Anxiety Chapter 11: The Rise of Democracy (1824-1840) 1. Equality and Opportunity 2. The New Political Culture of Democracy 3. Jackson’s Rise to Power

Updated January 7, 2011 10

4. Democracy and Race 5. The Nullification Crisis 6. The Bank War 7. Van Buren and Depression 8. The Jacksonian Party System WEEKEND 6: July 30th Chapter 12: The Fires of Perfection (1820-1850) & 31st 1. Revivalism and the Social Order 2. Women’s Sphere FACE-TO-FACE 3. American Romanticism 4. The Age of Reform 5. Abolitionism 6. Reform Shakes the Party System

Chapter 13: The Old South (1820-1860) 1. The Social Structure of the Cotton Kingdom 2. Class Structure of the White South 3. The Peculiar Institution 4. Slave Culture 5. South Society and the Defense of Slavery Chapter 14: Western Expansion and the Rise of the Slavery Issue (1820-1850) 1. Manifest (and Not So Manifest) Destiny 2. The Trek West 3. The Political Origins of Expansion 4. New Societies in the West 5. Escape from Crisis WEEKEND 7: Aug. 13th Chapter 15: The Union Broken (1850-1861) & 14th 1. Sectional Changes in American Society 2. The Political Realignment of the 1850’s ONLINE LEARNING 3. The Worsening Crisis UNIT 4. The Road to War Chapter 16: Total War and the Republic (1861-1865) 1. The Demands of Total War 2. Opening Moves 3. Emancipation 4. The Confederate Home Front 5. The Union Home Front 6. Gone to Be a Soldier 7. The Union’s Triumph Chapter 17: Reconstructing the Union (1865-1877) 1. Presidential Reconstruction 2. Congressional Reconstruction 3. Reconstruction in the South 4. Black Aspirations 5. The Abandonment of Reconstruction WEEKEND 8: Aug. 20th Wrap-Up Course Discussions

Due: Final Draft of Analytical Paper FACE-TO-FACE Comprehensive Final Exam Updated January 7, 2011 11

Updated January 7, 2011