Hill College 112 Lamar Hillsboro, Texas 76645 COURSE SYLLABUS Course Prefix and Number Course Title HIST 1301.SB1. United States History I Prepared by: Wayne Wayson Date: August 2021 Hill College is an affirmative action/equal opportunity education institution and employer. Its students and employees are selected and/or assigned without regard to their race, color, age, sex, handicap or national origin, consistent with Titles VI and VII of the Civil Rights Act of 1964, and Title IX of the Higher Education Act as amended in 1972, and with Executive Order 11246 as amended by Executive Order 11375. Catalog Description: HIST 1301 United States History I This course is a survey of the history of the United States from its European background through the Reconstruction Era, with emphasis on colonization, the War of Independence, the Jeffersonian and Jacksonian Ages, Westward Movement, developments leading to and the fighting of the Civil War, and the Reconstruction Era of 1865-1877. All aspects of history are considered: social, cultural, political, economic, military, and intellectual. Lecture Hours: 3 Lab Hours: 0 Semester Credit Hours: 3 Introduction and Purpose HIST 1301 is a survey course in American History covering events through 1877. The purpose of the course is to: 1. Provide a background of our modern American heritage. 2. Impress upon students an understanding of American culture and traditions. 3. Introduce and critique alternative explanatory systems / theories. 4. Examine social institutions and processes across a range of historical periods, social structures, and cultures using the accepted methods, technologies, and data used by social and behavioral scientists. 5. Provide an understanding of the background from which current domestic and international issues and problems develop. 6. Show students how to analyze, critically assess, and develop creative solutions to current public policy problems. 7. Teach students to assess the place and future of the United States in an increasingly integrated and complex world. 8. Impress upon students their responsibility in a democratic society by learning to think for themselves, by engaging in public discourse, and by obtaining information about contemporary politics and public policy through various informational sources. This course gives partial fulfillment for academic graduation and is transferable to senior colleges. Instructional Materials Textbook: The American Pageant: A History of the Republic, 12th Edition – by David Kennedy, Lizabeth Cohen, and Thomas A. Bailey (2002) Supplies: 3-Ring binder/10 dividers/5-subject notebook x 2 Specific Objectives/Student Learning Outcomes At the completion of this course the student should specifically be able to: 1. Pre-Columbian America ● Identify and explain the theories that explain the peopling of the Western Hemisphere before Columbus. ● Identify and describe various pre-Columbian American cultures. 2. Colonization ● Identify the underlying causes, impetuses, and processes of European (Spanish, French, British) contact, exploration, and settlement of the Western Hemisphere. ● Describe the impact of European conquest and the “Columbian Exchange” upon Native Americans. ● Identify geographical features of North America and political geography of Spanish, French, Dutch, and English colonies. ● Identify the reasons why British influences came to dominate North American society. ● Compare and contrast the nature of English colonies with particular attention to regional distinctions. ● Describe the origins and evolution of the slave system in North America. ● Describe the impact of European ideas on American culture as well as the development of uniquely American characteristics. ● Describe the causes of the American Revolution. 3. Revolutionary War ● Outline the major phases and military campaigns of the American Revolution. ● Identify the reasons for the Patriots’ victory. ● Outline the Treaty of Paris 1783 and comment on its benefits to the United States. 4. Early Republic ● Outline Articles of Confederation and describe the major factors leading to the drafting and ratification of the Constitution in 1787. Page 2 of 6 ● Outline the basic structure of the Constitution and the constitutional principles established in the organization of government and in the Bill of Rights. ● Compare and contrast the early presidential administrations. ● Describe the development of the informal party system and identify ideological differences between the major political parties. ● Describe the U.S. position in world affairs. ● Outline the causes, outcome, and ramifications of the War of 1812. 5. Economy ● Describe the transformation of the U.S. economy from one based primarily on foreign trade to one based on internal and external markets. ● Connect the decision to diversify (economically) to the development of technological innovations in transportation, farming, and manufacturing. 6. Jacksonian Era and White Men’s Democracy ● Indicate the characteristics of Jacksonian democracy and how these were mirrored in society at large. ● Explain the primary social forces at work during the Jacksonian era up until the Civil War, including literary developments, and social reform ideas/movements. ● Identify and describe major issues in Jackson’s administration within their constitutional and political contexts, specifically Indian removal, the Nullification Crisis, and the Bank War. ● Describe the South’s system of slavery, its impact on the daily lives of slaves, and explain how slaves coped and survived, both mentally and physically. 7. Sectionalism (Long term causes of the Civil War) ● Explain the importance of the Missouri Crisis/Compromise in the development of sectional (North/South) tensions. ● Describe the fundamental differences between the North and South with regard to social structure, economic character, and political and social ideologies. ● Explain how each section perceived itself in relation to the other and the future of the nation. ● Define abolitionism, explain its evolution, and describe its impact on sectional tensions. 8. Manifest Destiny & Territorial Expansion ● Define manifest destiny. ● Describe the factors that led to U.S. westward expansion during the 1840s. ● Map the areas the United States acquired through the Oregon Treaty, the War with Mexico, and the annexation of Texas. ● Signify how the issue of slavery was made manifest by the westward expansion of the nation (specifically the annexation of Texas, territory gained in the War with Mexico, the Oregon Treaty), and explain how Congress temporarily postponed secession through the Compromise of 1850. 9. The Civil War and Reconstruction ● Detail the short term causes of the Civil War by providing an overview of events in the 1850s, including the Election of 1852, the publication of Uncle Page 3 of 6 Tom’s Cabin, the Kansas Nebraska Act, the formation of the Republican Party, the Lincoln-Douglas Debates, the Dred Scott decision, John Brown’s raid. ● Explain how the outcome of the presidential election of 1860 triggered the secession of the lower South. ● Describe the organization of the Confederate States of America. ● Describe the major phases and military campaigns of the Civil War. Include information on war aims, the most important commanders, and general strategies on both sides. ● Identify the fundamental characteristics of both southern and northern societies during the Civil War and explain how each dealt with problems of dissent, conscription, and war expenses. ● Explain how the actions of slaves led to Lincoln’s Emancipation Proclamation during the war. ● Provide an informed opinion as to why the Union emerged as the victor in the Civil War. ● Explain the permanent changes brought about by the Civil War. ● Describe the impact the Reconstruction period upon the South, white and black. ● Explain how and why the federal government stopped its pursuit of racial equality by 1877. The students’ success in completing these objectives will be measured using a set of examinations and assignments described in detail under the “Methods of Evaluation” section below. Annual Assessment Plan will be implemented each year to review this course. Methods of Instruction This course is taught using a combination of lectures, class discussions/projects, and audio-visual and computer presentations. Methods of Evaluation Tests-60% (includes essays) Quizzes & Daily Work-40% Course Outline (individual instructor syllabi will include:) ● Class Policies ● Course Requirements ● Schedule or Outline of Topics, Assignments, and Tests ● Disabilities /ADA statement as follows: In accordance with the requirements of the Americans with Disabilities Act (ADA) and the regulations published by the United States Department of Justice 28 C.F.R. 35.107(a), Hill College’s designated ADA coordinator, Melanie Betz, Director of Academic Advising & Student Success, shall be responsible for coordinating the College’s efforts to comply with and carry out its responsibilities under ADA. Page 4 of 6 Students with disabilities requiring physical, classroom, or testing accommodations should contact the Director of Academic Advising & Student Success, Melanie Betz, at (254) 659-7651. Class policies and course requirements shall conform to those established in the Hill College Catalog, Student Handbook, and Policy Manual. Topic Outline I. People in Motion: The Atlantic World to 1590 The First Americans; European Civilization in Turmoil; European and Huron Views of Nature; Columbus and the Columbian Exchange; Blood