Hist 109 ON1 Fall 2019 Syllabus The U.S.: Colonial America to 1877

Full Syllabus

Hist 109 ON1  The U.S.: Colonial America to 1877

Fall 2019

INSTRUCTOR INFORMATION

Dr. Jamie L.H. Goodall
Stevenson telephone number: (443) 332-2417
Stevenson email: jhagergoodall@stevenson.edu
Best times for phone contact:  Monday-Friday 9am-6pm
Office location:  Learning Resource Center (LRC) 005 
Office hours:  Tuesdays/Thursdays 12:30-1:45 pm (OM Coffee Shop in Garrison Hall South), Wednesdays 11-12:30 (MAC S120 on OMN)

COURSE INFORMATION

Hist 109 The U.S.: Colonial America to 1877
Section number: ON1
Credits: 3
Prerequisite(s):  

A grade of C or better in ENG 150, ENG 151 or ENG 153 (may be taken concurrently)

Classroom or Studio Location: Manning Academic Center (MAC) S138 (OMN)

Scheduled Class Days and Time:  M/W 12:30-1:45pm
Exceptions will be noted in the course calendar or communicated to you in advance. Any days we physically miss will be made up with an online assignment.

Course Description:  Surveys the major events, ideas, and personalities critical to the development of the United States up to 1877. This course will examine the settlement and development of the American colonies, the American Revolution, the Civil War and Reconstruction, and will look at the collision of cultures and ideas that led to the formation of early America. Course Descriptions are online at http://catalog.stevenson.edu/

Instructional Methods Used in this Course:  Lecture, group work, in-class assignments, videos, hands-on learning, flipped classroom, etc.

Required and Recommended Texts, Manuals, and Supplies:  The American Yawp: A Massively Collaborative Open U.S. History Textbook, Vol. 1: To 1877, ed. Joseph L. Locke and Ben Wright (Stanford University Press). Freely available here: http://www.americanyawp.com. Print copies can be purchased for $25 here: https://www.sup.org/books/title/?id=27850

COURSE OUTCOMES 

Course Objectives/Learning Outcomes:  

1. Discuss how the study of texts and cultural artifacts provide researchers contextual evidence and testimony about US history from Colonial America to 1877. 

2. Articulate the significance of various historical periods, persons, events, ideas, and themes in the early history of the US. (E.g. Reconstruction, Chief Justice John Marshall, Boston Tea Party, Manifest Destiny, or globalization). 

3. Discuss events that illustrate the concepts of historical context, historical causation, conflict, and change over time. 

4. Locate and identify examples when race, ethnicity, class, sex, or religion, were significant factors in early US history. (E.g. slavery, Maryland Toleration Act) 

5. Create a simple product reflecting historical thinking that addresses an aspect of US history prior to 1877. (E.g. a short paper, article, or presentation). 

6. Provide examples drawn from the history of the US between the Colonial era to 1877 that may provide insight to the resolution of problems today. (E.g. Merryman ex parte and rendition). 

To determine if this course fulfills additional program or track outcomes, please see the department chair or program coordinator.

GRADING STANDARDS 

Grading Scale:

Letter GradePercentage PointsQPA Points
A93-1004.0
A-90-923.7
B+87-893.3
B83-863.0
B-80-822.7
C+77-792.3
C70-762.0
D60-691.0
F0-590.0

Passing standards are dependent on the catalog year in which you entered the University. For further information, please look under “Academic Standing and Grading Information” in the “Academic Information” section of the relevant catalog at http://www.stevenson.edu/academics/catalog/ .

Continuance and Progression Policies, if applicable: N/A

Grading Standards:

  • Participation & Professionalism: 10% 
  • Weekly Online Journal Posts (x12): 30% (The lowest 2 will be dropped for a total of 10; each post will be assessed individually and then averaged at the end of the semester for an overall grade to be counted as 30%) 
  • Primary Source Activities (x2): 20% (10% each; assessed individually, not averaged) 
  • Film or Game Review: 15%
  • Final Project: 25%

COURSE REQUIREMENTS:

Participation & Professionalism: Please see the sections on Electronic Devices, Classroom Behavior, and Preparation for Class. Things that may reduce your Participation and Professionalism grade include—but are NOT limited to—being tardy to class, failure to actively participate during lecture and engage with colleagues during small group activities, working on assignments not related to the course, and misuse of electronic devices during class. Things that may improve your Participation and Professionalism grade include answering questions when asked, contributing to discussion and group assignments, taking notes, asking questions, completing in-class assignments, etc. This will be an overall assessment of your performance throughout the semester and will comprise 10% of your final grade.

Online Journal Posts: We will be covering 15 chapters’ worth of material from the required text, The American Yawp. You will be responsible for responding to questions/prompts designed to engage you with that required reading and help guide you in understanding the material. We will practice/work with 2 of the chapters together in the first couple of weeks of class. These practice prompts will be ungraded. You will then respond to questions/prompts weekly in an online (Blackboard) journal created for each individual student. Each post should be approximately 250-350 words and submitted before the start of class at the beginning of each week. For example, if Chapter 3 is being covered the week of September 10th-14th, your post responding to the questions/prompt about Chapter 3 would be due before the start of class on Monday, September 10th (for M/W class) or Tuesday, September 11th (for T/Th class). The purpose of this is to ensure that students have engaged with the text prior to class so that students are prepared to engage in active learning activities and/or lecture that week. The questions/prompts will generally be open-ended to allow for questions/discussion about what material a student may have had trouble understanding. You will then have an opportunity at the end of each week to post a follow-up response to your original post (please do not edit original posts after the due date has passed) that may elaborate or expand on comprehension areas that were clarified for you during the weekly class activities. This will allow me to more accurately grade each weekly post based on effort, specific references to the reading, and comprehension. Each post will be assessed individually out of 100. I will drop the 2 lowest for a total of 10 assessed posts. I will then average your posts for an overall total of 25% of your final grade. Extensions and make-up work will be assessed on a case-by-case basis.

Primary Source Activities: At two separate points in the term, you will engage with one of the critical activities of a historian: analysis of primary sources. A brief review of primary sources can be found under the “Primary v. Secondary Source” section of the syllabus as well as on our Blackboard Site. The assignment will be discussed in detail (with handouts) in class. You will be given a set of primary sources to analyze using questions from the National Archives Primary Source Worksheets to help guide you. In the In-Class portion of the assignment, you will work with an assigned partner to complete the worksheet. Once the worksheet is completed, you will individually write up a written version of your own analysis in short essay form, conducting a sort of comparison/contrast between the types of sources. You will submit both the worksheet and the write-up and will be assessed on both parts. We will practice analysis of primary sources together in class. The rubric is available on Blackboard. Please review it thoroughly. These will serve as practice for the final project, which requires you to examine 7 primary sources. Each of these analysis activities will be worth 10%, for a total of 20% of your final grade.

Film or Game Review: Over the course of the semester we will cover a variety of people, places, themes, and events related to American History. You will be responsible for either A. watching a film or B. playing a game based on one of those historical pieces. Your game should be long enough or have enough in-game options that you can play a minimum of 2 hours. A list of pre-approved films/games are available towards the end of the syllabus. Examples from the American Revolution might include Assassin’s Creed III or The Patriot. If you have an alternative option in mind, you must run it by me first. After watching your film or playing your game, you will then write a review regarding things like its entertainment value, production, historical accuracy, etc. Worksheets of questions will be provided to help guide you as you craft your film or game review. You will then give your game/film a rating (0 to 4 stars) with an explanation as to the pros/cons and whether you recommend the game/film. We will discuss the assignment further in class. Many of the films/games are available via the library, film/game streaming services, or the university’s game room, which is open to students. It will be worth 15% of your grade.

For film reviews check out this website: http://historymike.blogspot.com/2010/04/tips-on-writing-film-review-for-history.html
For game reviews this site might be helpful: https://www.ign.com/articles/2001/03/22/you-got-game-but-can-you-write

Final Project: 

Option A: To get you used to working with both primary and secondary sources and introduce you to the field of public history, you will create a public history product on a topic of your choice related to the course themes. Options may vary widely, but suggestions include: creating website, designing a museum exhibit, a video (think Drunk History or CrashCourse), a physical artifact, a pamphlet (such as those used for historical tours), create an interactive and explanatory historical timeline (such as Tiki-Toki, http://tiki-toki.com), design a public history blog, or even create a “live-tweet” series of an event on Twitter! I’ve had students perform magic tricks, design their own choreography, and give historical tours! The options are nearly endless and I will show you sample projects from previous terms. A short explanatory/analytical write-up will accompany your “visual” product. 

This project is designed to expose students to public history and to offer students the ability to explore an aspect of a particular historical moment. A key element of this project is using both primary AND secondary sources to create a compelling public history product. Students are STRONGLY encouraged to start their projects early and to discuss progress or problems with me. Depending on the nature of the project format chosen, it may be possible for students to work in pairs on this assignment. It is at the discretion of the instructor. We will discuss the project further in class and you will be provided with an assignment sheet/rubric.

Option B: This option is also designed to get you used to working with both primary and secondary sources. Rather than crafting a public history project, you will write a traditional 5-8 page academic paper on a topic of your choice related to the course themes. A key element of this project is using both primary AND secondary sources to create a compelling historical argument. This option does not allow for work in pairs/small groups. Details for this option will be provided in class and on an assignment sheet/rubric. 

This final project will be worth 30% of your final grade.

COURSE POLICIES

Late Work: I accept late work, BUT it is subject to losing up to 10% of the grade earned per day that it is late unless arrangements have been made with me in advance. I’d rather you submit something late and earn partial credit than to receive a 0! 

Make-up Work: Make-up work will be determined on a case-by-case basis. 

Classroom and Studio Policies: Please do not rearrange furniture unless permission has been granted. Per the instructions of Conference Services, furniture must not be shifted between classrooms without express permission and return of said furniture. Please treat all objects within the classroom with care and respect. 

ELECTRONIC DEVICES: Participation in the course means actively engaging during question sessions, contributing to group assignments, and being an active class participant. Cell phones must be silenced or set to vibrate before the start of class. If you receive a call that might be related to an emergency, please quietly exit the classroom and return promptly. Please do not take pictures or video during my class without permission. I am happy to allow exceptions for those having accommodations. You may use a laptop to take notes. However, it should not be used for anything else during class. If you are caught using social media, checking email, or completing assignments for another class, this will constitute misuse of electronic devices. Texting, chatting online, or pursuing activities unrelated to the class may result in a 0 for your participation grade for the day.

CLASSROOM BEHAVIOR: You are expected to be on time to class unless prior arrangements have been made. I understand that things happen and may be beyond your control, but that should be an exception rather than a rule. You should be in your seat and ready to begin class. You should not pack up and leave before class is over unless prior arrangements have been made. I ask that if you have made arrangements to arrive late/leave early that you do your best to prevent classroom disruption. Please consume major meals before entering the classroom. Classroom discussion should be civilized and respectful to everyone and relevant to the topic we are discussing. Everyone is entitled to their opinion. Classroom discussion is meant to allow us to hear a variety of viewpoints. This can only happen if we respect each other and our differences. 

PREPARATION FOR CLASS: Students are expected to come to class with all assignments and reading completed. Students should be ready to actively engage in discussion, small group activities, and in-class assignments. 

Submission of Assignments or Projects: Unless otherwise instructed, all assignments should be submitted via email (or on Blackboard, where appropriate). Assignments should be submitted prior to the start of class (I will look at online/email timestamps to verify) and the student must receive email confirmation from the instructor. All emails must come from the student’s official Stevenson email address. All written assignments (unless otherwise instructed) should follow this format:

  • Times New Roman, size 12 Font
  • 1” margins all the way around
  • Name, Date, and Class single-spaced in the header (not body) -Double-spaced (with excess space removed between paragraphs) -Citation style can be any format you’re most comfortable with (MLA, APA, Chicago/Turabian), but must be consistent and correct. 

Attendance 

Each student is responsible for his or her own class attendance and regular attendance is expected. Every student is responsible for the material covered or the skills exercised during scheduled classes.

Students are allowed 2 mental health days per semester. These are no-questions asked freebie absences that get removed from your absence tally automatically at the end of the semester. If your mental health requires more than 2 days, please see me.

Final grades will be based on demonstrated achievement of the objectives of the course, not on attendance in class as such. Students who stop attending and fail to officially withdraw from a class will be given a grade of “FX” which calculates as an “F” in the GPA.

Course-Specific Attendance 

Please see grading section on Participation and Professionalism above. Attendance is a vital component to any course. I expect you to attend class, including arriving on time and actively participating.

UNIVERSITY GUIDELINES

Diversity Statement 

Stevenson University commits itself to diversity as it relates to awareness, education, respect, and practice at every level of the organization. The University embraces people of all backgrounds, defined by, but not limited to, ethnicity, culture, race, gender, class, religion, nationality, sexual orientation, gender identity or expression, age, physical ability, learning styles, and political perspectives. The University believes its core values are strengthened when all of its members have voice and representation. The resulting inclusive organizational climate promotes the development of broad-minded members of the University who positively influence their local and global communities.

Standards of Academic Integrity

Stevenson University expects all members of its community to behave with integrity. Honesty and integrity provide the clearest path to knowledge, understanding, and truth – the highest goals of an academic institution. For students, integrity is fundamental to the development of intellect, character, and the personal and professional ethics that will govern their lives and shape their careers. Stevenson University embraces and operates in a manner consistent with the definitions and principles of Academic Integrity as set forth by the International Center for Academic Integrity.

Students are expected to model the values of academic integrity (honesty, trust, fairness, respect, responsibility, and courage) in all aspects of this course.  
Students will be asked to assent to and to uphold the University Honor Pledge:  

I pledge on my honor that I have neither given nor received unauthorized assistance on this assignment/exam.”

Suspected violations of the Academic Integrity Policy will be reported and investigated as outlined in the Policy Manual, Volume V.  

ACADEMIC SERVICES AND RESOURCES

Disability Services
Stevenson University will make reasonable accommodations for qualified students with documented disabilities. The Office of Disability Services (ODS) facilitates equal access for students who self-identify as having a disability and provide appropriate documentation. If you are a student with a disability who needs accommodations in this class, please contact ODS located in Garrison Hall South or send an email to ODS@stevenson.edu. Once accommodations are authorized by ODS, please provide me (your instructor) with your approved accommodations memo as soon as possible. Accommodations are not retroactive. For questions regarding the University’s Office of Disability Services please visit: http://www.stevenson.edu/academics/academic-resources/disability-support-services/

Academic Link
The John L. Stasiak Academic Link, located in the Center for Student Success (GHS 101), provides free tutoring for many classes as well as writing support across the curriculum. Students are encouraged to seek out content-based or writing tutoring early in the semester, as tutoring can make a difference in a student’s grade. To sign up for an appointment, go to stevenson.go-redrock.com, visit the Link in person, or call 443-394-9300.

SU Library

The SU Library provides extensive electronic and print resources to support your coursework. Research Guides and databases can be found on the library home page, as well as brief tutorials to assist you in using these resources. A professional librarian is always available to help you find the best information sources for your needs. For more information about library services, please visit: http://stevenson.libguides.com/stevensonlibrary    

Online Learning Resources

Hoonuit (Atomic Learning) is an online learning resource available to all Stevenson students that provides 24/7 access to step-by-step video tutorials and workshops on a variety of topics including student success and 200+ technology applications. This resource can be accessed directly through Blackboard or the SU Cloud. 

The Wellness Center 

Stress is a normal part of being a student. However, if personal, emotional, or physical concerns are interfering with your ability to be successful at Stevenson, please call the Wellness Center at 443-352-4200 to make an appointment. More information about the Wellness Center can be found at: http://www.stevenson.edu/student-life/health-wellness/

STEVENSON EDUCATION EXPERIENCE (SEE) LEARNING GOALS AND OUTCOMES

SU Goal No. 1: Intellectual Development (ID)

The SU graduate will use inquiry and analysis, critical and creative thinking, scientific reasoning, and quantitative skills to gather and evaluate evidence, to define and solve problems facing his or her communities, the nation, and the world, and to demonstrate an appreciation for the nature and value of the fine arts.

SU Goal No. 2: Communication (C)

The SU graduate will communicate logically, clearly, and precisely using written, oral, non-verbal, and electronic means to acquire, organize, present, and/or document ideas and information, reflecting an awareness of situation, audience, purpose, and diverse points of view. 

SU Goal No. 3: Self, Societies, and the Natural World (SSNW)

The SU graduate will consider self, others, diverse societies and cultures, and the physical and natural worlds, while engaging with world problems, both contemporary and enduring. 

SU Goal No. 4: Experiential Learning (EL)

The SU graduate will connect ideas and experiences from a variety of contexts, synthesizing and transferring learning to new, complex situations.

SU Goal No. 5: Career Readiness (CR)

The SU graduate will demonstrate personal direction, professional know-how, and discipline expertise in preparation for entry into the workplace or graduate studies.

SU Goal No. 6: Ethics in Practice (EIP)

The SU graduate will practice integrity in the academic enterprise, professional settings, and personal relationships.

For more information about the SU learning outcomes and goals, please see the Stevenson catalog. 

PRIMARY V. SECONDARY (V. TERTIARY) Sources

Primary vs. Secondary Sources (A Brief Review) 

A primary source is a document or artifact generated in the past that we use as evidence of how people thought and lived in the period you are studying. A newspaper article, a diary, a speech, a court transcript, a map, a photograph, a building, a will, a political cartoon, a census report created at the time of your topic–all of these different types of documents are primary sources. Primary sources need to be viewed critically; they can have intent (to persuade the reader of a certain point of view), or be factually wrong, or be from a limited, individual perspective–all of which you need to take into consideration when using primary source evidence. 

A secondary source is a work that discusses and interprets such documents and artifacts in order to reconstruct the past (your paper will be a secondary source!) Sometimes there is considerable debate about many issues in American history; historians are often at odds in their interpretations. If there are conflicts within the primary or secondary sources, it will be your job to evaluate the arguments, and decide which is most persuasive. See this link for further help: http://www.princeton.edu/~refdesk/primary2.html 

PRE-APPROVED GAMES & FILMS

Films

  • Dances with Wolves (1990)
  • Cold Mountain (2003)
  • The Last of the Mohicans (1992)
  • Gangs of New York (2002)
  • Lincoln (2012)
  • The Journey of August King (1995)
  • Songcatcher (2001)
  • John Adams (2008)
  • Beloved (1998)
  • The Patriot (2000)
  • Roots (1997 or 2016 version)
  • 12 Years a Slave (2013)
  • The Alamo (2004)
  • Saving Lincoln (2013)
  • 1776 (1972)
  • Amistad (1997)
  • Free State of Jones (2016)
  • The Crucible (1996)
  • The VVitch (2015)
  • Lincoln (2012)
  • Gettysburg (1993)
  • Gods and Generals (2003)
  • The Birth of a Nation (1915)
  • The Birth of a Nation (2016)

Games
There is a mixture of console, computer/online, card, and board games to choose from.

  • Assassin’s Creed III: Liberation
  • Assassin’s Creed: Rogue
  • Assassin’s Creed: Black Flag
  • Total War: Empire
  • Sid Meier’s Civilization: Colonization
  • Banished
  • Victoria 2
  • Ultimate General: Civil War
  • Inca Adventure
  • Expeditions: Conquistador
  • Jamestown Online Adventure
  • American Patriots: Boston Tea Party
  • Abraham Lincoln’s Crossroads
  • Mission US: A Cheyenne Odyssey
  • Mission US: For Crown or Colony
  • Sid Meier’s Railroads
  • Oregon Trail
  • 1849: Gold Edition
  • Age of Empires
  • Red Dead Redemption II
  • When Rivers were Trails
  • Railroad Tycoon
  • Age of Empires III
  • Uncharted Waters Online
  • Lewis & Clark: The Expedition
  • Deal or Duel: Hamilton Game
  • Trade: A Game of Early American Life
  • Ticket to Ride
  • Puerto Rico
  • 1812: The Invasion of Canada
  • Liberty or Death
  • Freedom: The Underground Railroad
  • Washington’s War

See sites such as this one for assistance: https://gamingthepast.net/serious-games/u-s-history-computer-games-home/

COURSE SCHEDULE INFORMATION

Course Calendar: ****SUBJECT TO CHANGE; ANY CHANGES WILL BE COMMUNICATED IN ADVANCE**** Each reading should be read in advance of each week in preparation (and to support your weekly posts); the breakdown of sections listed each week is to give you an idea of what might be covered in each class (in case you are absent). 

Week 1: The New World
M (08/26): Introduction
W (08/28): Chapter 1 Sections I-V [NO POST; Practice]

Week 2: Colliding Cultures
M (09/02): Labor Day; Last day to drop w/out penalty is on Tuesday, 09/03
W (09/04): Chapter 2 Sections I-VII [Practice post; ungraded but counts towards participation]

Week 3: British North America
(1)Choose One: A. Describe the system of slavery in British North America and how the system informed conceptions of race and identity. B. What were the causes and consequences of conflict between indigenous populations and Europeans? Choose one particular conflict (ex. Bacon’s Rebellion, the Yamasee War, The Walking Purchase, The Pequot War, etc.) and describe its key aspects.
M (09/09): Chapter 3 Sections I-III [Chapter 3 post due before class]
W (09/11): Chapter 3 Sections IV-VI [Optional response/follow up for Chapter 3 post due by Sunday, 09/15]

Week 4: Colonial Society[SUBMIT FINAL PROJECT TOPIC IDEAS VIA EMAIL]
(2) Choose One: A. Although slavery was a transatlantic institution, in what ways did it develop unique characteristics in British North America? Offer a brief comparison/contrast of the influence and impact of slavery on colonies in each region (New England, mid-Atlantic, Chesapeake, and South/Lowcountry). B. Consumption, trade, and slavery drew the colonies closer to Great Britain, but politics and government split them further apart. Describe these tensions and discuss how colonists experienced the Seven Years’ War and Pontiac’s War.
M (09/16): Chapter 4 Sections I-IV [Chapter 4 post due before class]
W (09/18): Chapter 4 Sections V-VII [Optional response/follow up for Chapter 4 post due by Sunday, 09/22]

Week 5: The American Revolution
(3) Prompt: Briefly outline the origins, causes, and consequences of the American Revolution. How does the textbook’s explanation compare to what you were taught in grade school? 
M (09/23): Chapter 5 Sections I-III; PRIMARY SOURCE #1 IN-CLASS ACTIVITY DATE [Chapter 5 post due before class]
W (09/25): Chapter 5 Sections IV-VII [Optional response/follow up for Chapter 5 post due by Sunday, 09/29]

Week 6: A New Nation
(4)Prompt: Despite the desire for post-war unity and cohesion, the development of the federal government and creation of the Constitution was controversial and faced many challenges. Which of these controversies and challenges do you find most important to our nation’s founding and why? Do you agree more with the ideas of Federalists or Anti-Federalists and why?
M (09/30): Chapter 6 Sections I-V; PRIMARY SOURCE #1 WRITE-UP DUE [Chapter 6 post due by Monday, 09/30]
W (10/02):Chapter 6 Sections VI-XI [Optional response/follow up for Chapter 6 post due by Sunday, 10/06]

Week 7: The Early Republic
(5) Choose one group (wealthy and the powerful, middling and poor whites, Native Americans, free and enslaved African Americans, influential and poor women) and describe their experience in the Early Republic.
M (10/07): Chapter 7 Sections I-VII [Chapter 7 post due before class; Optional response/follow up for Chapter 7 due by Sunday, 10/13]
W (10/09): NO CLASS YOM KIPPUR

Week 8: The Market Revolution: [CHECK IN #1 FINAL PROJECT]
(6) In what ways did the Market Revolution remake the nation? In your overview, think about at least one of these areas: northern industrialization, slavery/cotton kingdom, labor and labor organization, and/or gender and family life.
M (10/14): NO CLASS [FALL BREAK]
W (10/16): Chapter 8 Sections I-VII [Chapter 8 post due before class; Optional response/follow up for Chapter 8 due by Sunday 10/20]

Week 9: Democracy in America
(7) Define democracy in your own words. Does Jackson’s presidency fit your idea of democracy, why or why not? Think about the Bank War, the Eaton Affair, immigration, and race.
M (10/21): Chapter 9 Sections I-V [Chapter 9 post due before class] PRIMARY SOURCE #2 IN-CLASS ACTIVITY DATE 
W (10/23): Chapter 9 Sections VI-XI [Optional response/follow up for Chapter 9 post due by Sunday, 10/27]

Week 10: Religion and Reform & The Cotton Revolution
(8): Choose One: A. The early nineteenth century was a period of immense change in the United States. Choose one of the major changes to describe and analyze: Second Great Awakening, The Benevolent Empire, Anti-slavery and Abolitionism, or Women’s Rights. 
B. Describe what you think the South was like in the mid-1800s (leading up to the American Civil War). How does your description compare to this chapter? In what ways did cotton transform the South in the 19th century? You can think about things like slavery, gender, culture, and urbanization.
M (10/28): Chapter 10 Sections I-VII [Chapter 10 or 11 post due before class; PRIMARY SOURCE #2 WRITE-UP DUE]
W (10/30): Chapter 11 Sections I-VII [Optional response/follow up for Chapter 10 or 11 post due by Sunday, 11/03]

Week 11: Manifest Destiny
(9) Define Manifest Destiny. What challenges did proponents of Manifest Destiny face? Do you think the key elements of Manifest Destiny were successfully achieved, why or why not?
M (11/04): Chapter 12 Sections I-IV [Chapter 12 post due before class]
W (11/06): Chapter 12 Sections V-VII [Optional response/follow up for Chapter 12 post due by Sunday, 11/17]

Week 12: The Sectional Crisis [Check in #2 FINAL PROJECT]
(10) Who were the key individuals/states involved in the sectional crisis? What role did they play? What pushed the sectional crisis to a national one? Based on this information, do you think the American Civil War could have been avoided, why or why not?
M (11/11): Chapter 13 Sections I-III [Chapter 13 post due before class]
W (11/13): Chapter 13 Sections IV-VI [Optional response/follow up for Chapter 13 post due by Sunday, 11/17]

Week 13: The Civil War
NO DISCUSSION POST DUE
M (11/18): Film Viewing: Glory
W (11/20): Film Viewing: Glory

Week 14: The Civil War Continued
(11) Choose one: A. Compare/contrast the resources (human, technological, economic) of Union and Confederacy. What were the tactical advantages of each side? How did these resources/advantages impact the outcome of the war? B. Compare/contrast the motivations for fighting (for Union and Confederate soldiers) and the daily life/experience of Confederate soldiers with those of white and African American Union soldiers. What were the human and material costs of the war? To what degree do you think the war reunited the nation and why?
M (11/25): Chapter 14 Sections I-VII [Chapter 14 post due before class; Optional response/follow up for Chapter 13 post due by Monday, 12/02]
W (11/27):  NO CLASS [THANKSGIVING BREAK]

Week 15: Reconstruction
(12) Choose one: A. Describe the experience of Black Americans during Reconstruction. B. Describe the experience of women during Reconstruction. C. Describe the different plans for Reconstruction and how that impacted economic development. For each of these options, discuss why you think Reconstruction ultimately failed.
M (12/02): Chapter 15 Sections I-IV [Chapter 15 post due before class]
W (12/04): Chapter 15 Sections V-VIII [Optional response/follow up for Chapter 13 post due by Sunday, 12/08] Film/Game Review Due

Graded Assignments: 
Primary Source #1 Due: 09/30
Primary Source #2 Due: 10/28
Film/Game Review Due 12/04

Final Project date & time:  Wednesday, 12/11 10:45am-12:45pm