HILL COLLEGE 112 LAMAR DR. HILLSBORO, TEXAS 76645
COURSE SYLLABUS
Course Prefix and Number Course Title
HIST 1301 Section: Semester: Spring 2017 United States History I
Instructor: Sally Chapman
Contact: E-mail: [email protected]
ACGM Description:
HIST 1301
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.
Catalog Description: 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.
Lecture Hours: 3 Lab Hours: 0 Semester Credit Hours: 3
Prerequisites: None 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: Keene, Jennifer D. et al. Visions of America: A History of the United States, Upper Saddle River: Pearson Education, Inc., 3nd Edition with REVEL access
Supplies and Additional Materials: Writing materials, textbooks, writing materials, ancillary books, and audio-visual materials provided by the instructor.
Objectives/Student Learning Outcomes:
Upon successful completion of this course the students will:
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. Description of Institutional Core Objectives (ICO’s)
Given the rapid evolution of necessary knowledge and skills and the need to take into account global, national, state, and local cultures, the core curriculum must ensure that students will develop the essential knowledge and skills they need to be successful in college, in a career, in their communities, and in life. Therefore, with the assistance of the Undergraduate Education Advisory Committee, the Coordinating Board approved a 42 semester credit hour core curriculum for all undergraduate students in Texas, including a statement of purpose, six core objectives, and common component areas.
Statement of Purpose
Through the Texas Core Curriculum, students will gain a foundation of knowledge of human cultures and the physical and natural world, develop principles of personal and social responsibility for living in a diverse world, and advance intellectual and practical skills that are essential for all learning. Hill College faculty periodically evaluate the objectives included in the Foundational Component Area of American History.
Course General Learning Core Objective College SLO Assessment SLO Activities CT1: Generate and papers, communicate Problem solving discussions, ideas by activities using discussion Critical combining, 1, 2, 3 textbook material boards, role- Thinking Skills changing or and/or primary source playing, reapplying documents and/or team existing activities information CS1: Develop, Analyze and interpret Communication interpret, and essay/thought textbook material, Skills express ideas 1, 2, 3 questions notes, primary and Use Any through written and/or papers secondary sources communication interview assignments, CS2: Develop, Analyze and interpret team Communication interpret, and primary and activities, Skills express ideas 1, 2, 3 secondary sources, class Use Any through oral key course themes discussions, communication and/or presentations Analyze and interpret videos, textbook images, charts, graphs, maps. Students will be given visual images such as pictures, class CS3: Develop, charts, maps, discussions, Communication interpret, and illustrations etc. and map exercises, Skills express ideas 1, 2, 3 be asked to examine quizzes, tests, Use Any through visual and analyze the visual and/or communication image's meaning and presentations purpose by answering questions and drawing conclusions based on the information provided regarding the images meaning and purpose. Analyze the history of various cultures quizzes, tests, SR1: inside and outside the papers, Social Demonstrate European colonies in discussions, 3 Responsibility intercultural the Americas/United and/or competence States and their discussion impact on American boards history tests, quizzes, Analyze how history papers, impacts students' discussions, SR2: Identify Social roles as citizens - discussion civic 3 Responsibility taking lessons of the boards, team responsibility past and applying activities, them to the present and/or presentations Analyze the past and present of how tests, quizzes, various regions of the papers, SR3: Engage in world have impacted discussions, regional, the formation of the Social discussion national and 3 United States, the Responsibility boards, team global development of activities, communities regional identities, and/or and the role of the presentations United States in the world Analyze and interpret team PR1: Evaluate choices people have activities, choices and made at key turning paper, class Personal actions and points in American participation, 3 Responsibility relate history and how and/or consequences to outcomes may have problem- decision-making differed based on solving those decisions activities
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:
The students' success in completing the core objectives within the Foundational Component Area of American History will be measured using rubric, exam, or embedded assessment activity.
Grades in this course will be based on the following evaluative criteria:
Course work will constitute 75% of the course grade. A comprehensive final exam will constitute 25% of the course grade.
Letter grades for the course will be based on the following percentages:
90-100% A 80-89% B 70-79% C 60-69% D Below 60% F
Course Outline :
Class policies:
Regular attendance at all class meetings is expected. Disruptions in class will not be tolerated. Topic Outline:
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. 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 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.
Disabilities/ADA
Reports of discrimination based on disability may be directed to the ADA/Section 504 coordinator. The College District designates the following person to coordinate its efforts to comply with Title II of the Americans with Disabilities Act of 1990, as amended, which incorporates and expands the requirements of Section 504 of the Rehabilitation Act of 1973, as amended: Name: Dr. Heather Kissack Position: Executive Director of Human Resources Address: 112 Lamar Drive, Hillsboro, TX 76645 Telephone: (254) 659-7731 Students with qualified and documented disabilities may request accommodations which will enable them to participate in and benefit from educational programs and activities. Students should contact the Academic Advising and Student Success Center for more details at: 254 659 7650 for Hillsboro, 817 760 5650 for Cleburne, or 817 295- 7392 for Burleson.
Instructor’s Class Content: Welcome to US History 1301! Mrs. Sally Chapman
During this course you will be asked to complete reading assignments in your text and be prepared for classroom discussions and activities based on this information. You cannot “wing” this information. It is important you study. I will always let you know what is due and what you need in order to be ready for class.
You will have a major assignment which will serve as your midterm. Details and information will be given in class. You will be required to complete assignments in Blackboard. Class discussions are mandatory and you must be prepared.
Communication is vital! Any questions you may have: My personal email is: [email protected] or [email protected]
Remind 101 is set up for this class. You must join! You may ask questions via messaging on this platform. A handout will be given in class instructing you how to join. One will also be posted always in my room
RULES FOR CLASS
Show mutual respect to teacher and other students! All GHS rules apply