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AMH 2010 – History of the United States Course Syllabus Fall 2016

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AMH 2010 – History of the United States Course Syllabus Fall 2016 AMH 2010 – History of the United States Course Syllabus Fall 2016 Instructor and Course Meeting Information Instructor: Mr. Gary Henkel Cell Phone: (727) 418-0682 Office Hours: Tuesday and Thursday 8:15am - 9am and after class Course Location: SA 324 Meeting Days: Tuesday and Thursday Class Time(s): 9:30AM – 10:45AM Important Dates Drop/Add: 10/20/2016 Course Dates: This course begins 8/16 and ends 12/6 Final Exam: 12/6/2016 Academic Department Dean: Dr. Joseph Smiley Office Location: LY 150, 727-712-5851 Academic Chair: Dr. Roberto Loureiro Office Location: SA 205, 727-341-3556 Discipline Information Generally defined as the study of human society and human relationships in and to society, the discipline of social and behavioral sciences includes psychology, sociology, anthropology, history, political science, economics, and education. Additionally, the discipline employs qualitative and quantitative research methods, using questionnaires, focus groups, case studies, laboratory-based data collection, statistical sampling, ethnography, archival retrieval, and comparative approaches to the study of societies. Finally, theoretical frameworks in the discipline include a broad range of established and more recent contributions, all of which seek to explain and predict future human phenomena based on a body of reliable data. Course Description and Content 1 This course addresses history in the land that becomes the United States of America, beginning with the migration of the Western Hemisphere’s original inhabitants. It briefly surveys the pre-Columbian Native American cultures. It also examines the impacts of the European “discovery” and settlement of North America on various groups of Native Americans, on Europeans at home and in the colonies, and on Africans forced into slavery in the New World. The course emphasizes the political, economic, social, cultural and religious aspects of life in the English North American colonies through their evolution into the United States, from the country’s developmental years through the end of the Civil War. This course partially satisfies the writing requirements outlined in the General Education Requirements. 47 contact hours. NOTE: A listing of class meeting dates, lecture titles, and pages to be read for each lecture appears at the end of this syllabus. Course Objectives 1. The student will demonstrate knowledge of the early migration and gradual settlement of the Western Hemisphere by Native Americans, the European "discovery" of the New World and its impacts, including the massive forced African immigration (to 1588). 2. The student will demonstrate knowledge of the British entry into the New World (1603 - 1752). 3. The student will demonstrate knowledge of life in the English colonies of North America (1700-1763). 4. The student will demonstrate knowledge of the aftermath of the French and Indian War and the mounting rebellion British demands incited in the colonies (1763 - 1776). 5. The student will demonstrate knowledge of the American independence movement, the Revolutionary War, and the emergence of a new nation (1775-1783). 6. The student will demonstrate knowledge of the competing visions of "republic," the creation and contents of the Articles of Confederation and of the original United States Constitution, and the major divergence in Alexander Hamilton's and Thomas Jefferson's views of government (1776-1796). 7. The student will demonstrate knowledge of the early republic, the limited war with France, the emergence of a two-party system, and the impacts of the Jeffersonian era (1796-1804). 8. The student will demonstrate knowledge of America's renewal of independence (1805- 1814) and the effects of the War of 1812. 9. The student will demonstrate knowledge of the Era of Good Feelings, of the changing regional economies, of African Americans' lives in the South, and of the technological and political changes in America (1815-1819). 2 10. The student will demonstrate knowledge of the United States' dynamic growth and the consequences of that growth from 1820-1827. 11. The student will demonstrate knowledge of the politics and change in Jacksonian America (1828-1840). 12. The student will demonstrate knowledge of America's Westward Expansion and Manifest Destiny (1841-1849). 13. The student will demonstrate knowledge of the sectional conflict that shattered the American union (1850-1860). 14. The student will demonstrate knowledge of the causes, events, outcomes and impacts of the Civil War (1861-1865). 15. The student will demonstrate increased ability in writing. 16. The student will demonstrate critical thinking skills in writing assignments and in classroom discussion. Required Course Textbook & Other Resource Information 1) Of the People: A History of the United States, Vol I to 1877, Second Edition; Boydston, Cullather, Lewis, McGerr, Oakes; Oxford University Press; ISBN-13: 978-0-19-537094- 2 2) Journal Articles and Primary Source documents—the required reading for this class includes the following twenty (20) journal articles and primary source documents: 1. Gorn, Elliott J. ""Gouge and Bite, Pull Hair and Scratch": The Social Significance of Fighting in the Southern Backcountry." The American Historical Review 90, no. 1 (1985): 18-43. 2. Butler, Jon. "Enthusiasm Described and Decried: The Great Awakening as Interpretative Fiction." The Journal of American History 69, no. 2 (1982): 305-325. 3. Bonomi, Patricia and Peter Eisenstadt. “Church Adherence in the Eighteenth-Century British Empire.” The William and Mary Quarterly 39, no. 2 (1982):245-287. 4. Benjamin Franklin, Testimony Against the Stamp Act (1766) 5. The Boston “Massacre” or Victims of Circumstance? (1770) 6. John Dickinson, from Letters from a Farmer in Pennsylvania (1768) 7. Peter Oliver, Origin and Progress of the American Rebellion: A Tory View (1781) 8. Shays’s Rebellion: Letters of Generals William Shepard and Benjamin Lincoln to Governor James Bowdoin of Massachusetts (1787) 9. Divergent Reactions to Shays’s Rebellion (1787) 10. Patrick Henry Speaks Against Ratification of the Constitution (1787) 3 11. James Madison Defends the Constitution (1788) 12. Mahon, John K. "The First Seminole War, November 21, 1817-May 24, 1818." The Florida Historical Quarterly 77, no. 1 (1998): 62-67. 13. Prucha, F. P.. "Andrew Jackson's Indian Policy: A Reassessment." The Journal of American History 56, no. 3 (1969): 527-539. 14. Andrew Jackson, First Annual Message to Congress (1829) 15. William Lloyd Garrison, First Issue of The Liberator (1831) 16. George Fitzhugh, Slavery Justified (1854) 17. A Black Abolitionist Speaks Out (1829) 18. John L. O’Sullivan, "Annexation" (1845) 19. Across the Plains With Catherine Sager Pringle in 1844 20. McPherson, James M. "The Hedgehog and the Foxes." Journal of the Abraham Lincoln Association 12 (1991): 49-65. 21. McPherson, James M. "Who Freed the Slaves?." Proceedings of the American Philosophical Society 139, no. 1 (1995): 1-10. (Copies can be found on my web page in MyCourses) Expectations/Course Etiquette & Netiquette These classes will be primarily lectures. An outline for each lecture is posted on my website in MyCourses to guide you and help you organize your notes and reading. I expect you to listen carefully and take notes on these lectures and to ask me questions about anything you do not understand or need to have clarified. It is important that you complete the reading assignments BEFORE each lecture so that you can make sense of what I talk about. My lectures do not simply repeat the textbook (much of the material in the lectures is not in the textbook). Instead they are intended to supplement and explain the reading material. Only by doing the reading ahead of time and then integrating the lecture material with it, can you gain a good understanding of the topics presented. You should: Bring the assigned reading with you to each class meeting (both the textbook and any supplementary readings that have been distributed). Be punctual: come to class on time and stay for the entire class period. Occasionally, we may all be late to a class for unavoidable reason, but do not make it a habit. Walking in late or leaving early is always disruptive to your classmates and the instructor. The use of all electronic devices is not permitted in the classroom; laptops will be allowed with special permission. 4 In turn, my modus operandi for teaching American History is to: display a high level of energy; demonstrate a passion as well as intellect for the material to engage your emotions; make the course challenging; be highly available for the students, and; make the course enjoyable. How will I accomplish the above? I will bring a high level of energy to the classroom. Second, I will include topics that are of interest and importance and/or controversial that I believe will capture the interest of the students, and where applicable, relate it to current events. Included topics will be: matters concerning native-Americans; slavery and gender issues; states’ rights versus slavery arguments; and, controversial persons including Jefferson and Jackson. Third, during classroom sessions, I will compliment the required reading with maps, videos, websites, and artifacts that will enhance your learning experience. Fourth, for the students, I will (1) answer your emails promptly, (2) enable you to contact me via cell phone, (3) establish office hours that are convenient for you to meet with me, and (4) engage your help in making the coursework an enjoyable and rewarding experience. Student/Teacher Meetings Since I am a part-time instructor, I will only be on campus on Tuesday and Thursday from 8:00am until 12:30pm. If you would like to meet with me outside of those times, I will be happy to arrange a time to meet with you at a convenient location. Please contact me via email or my cell phone to set up a meeting. Attendance and the Withdrawal Date Without you, the class does not work well! You are expected to attend class.
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