Hist 109H-OM1: The U.S.—Colonial America to 1877 Honors
Dr. Jamie L.H. Goodall
Stevenson telephone number: 443-334-2417
Stevenson email: firstname.lastname@example.org
Best times for phone contact: M-F between 9am-4pm
Office location: Learning Resource Center (LRC; Greenspring Library) Room 005
Office hours: I will hold office hours in MAC S120 on the Owings Mills North (OMN) campus on Tuesdays/Thursdays between 12:30pm-1:45pm or by appointment.
Hist 109H: The U.S.—Colonial America to 1877
Section number: OM1
Credits: 3 (SEE Certified: Humanities)
Prerequisite(s): A grade of C or better in ENG 151 or equivalent (may be taken concurrently)
Classroom Location: Caves Sports & Wellness (CA) 244 on Owings Mills Campus (OM)
Scheduled Class Days and Time: Mondays/Wednesdays 2:00pm-3:15pm
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.
Instructional Methods Used in this Course:Include but are not limited to: lecture, group work, exams, written assignments, projects, and videos
Required and Recommended Texts, Manuals, and Supplies: Required:All readings are or will be posted on Blackboard. Supplemental Texts: The American Yawp a FREEtextbook available digitally: http://www.americanyawp.com/. Additional supplemental texts will be provided and available on Blackboard.
Course Objectives/Learning Outcomes:By the end of this course students shall be able to:
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.
|Letter Grade||Percentage Points||QPA Points|
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
Discussion Lead: 10%
Reading Discussions/In-Class Activities: 20%
Primary Source Analysis (x3): 30% [10% each]
In-Class Debate: 15%
Final Project: 25%
Discussion Lead: Once during the semester, you will be responsible for leading the class discussion of the week’s readings. Selections of discussion dates will occur in class and may require some flexibility. I will lead the first couple of discussions to provide you a model. When it is your turn, you will be responsible for posting 5-7 though provokingquestions to our Blackboard page at least 5 days prior to the discussion day. Your classmates will be required to respond to your questions on the discussion forum before coming to class so that everyone will have something to say. During your discussion time, you may also choose to include videos, primary sources, or other activities that can help further foster discussion. You are welcome to meet with me in advance of your day to talk over options and get ideas! I’m here to help, so you won’t be alone in this! Guidelines and a rubric will be provided to you. This will comprise 10% of your final grade.
Reading Discussions/In-Class Activities:During the semester, you will routinely participate in class discussions of the readings and complete in-class activities. There will not be much of a lecture component, so these discussions and in-class activities will be very important in bringing the information to life. In terms of discussion, you will be required to respond to the online forum questions posted by the week’s Discussion Lead so that you have something to contribute on those days. Additionally, feel free to come to each class with questions you have about the reading, topics/questions you’d like to discuss or debate, or with favorite passages/information you learned to talk about. In addition to discussion, we will do everything from watching film clips/online videos to creating political cartoons, discussing primary sources to completing writing activities, etc. All of these activities/discussions will be considered as a whole and comprise 20% of your final grade. In this regard, attendance, being on time to class, and active participation are critical.
Primary Source Analysis: At three 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 “Miscellaneous Information” 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 one primary source document and one primary source image/cartoon to analyze using questions from the National Archives Primary Source Worksheets. 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 individuallywrite up a written version of your own analysis in short essay form, conducting a sort of comparison/contrast between the types of sources. These will serve as practice for the final project, which constitutes examination of 7 primary sources. Guidelines and a rubric will be provided to you. Each of these will be worth 10%, for a total of 30% of your final grade.
In-Class Debate: Once during the semester, we will conduct an in-class debate on a controversial topic from the historical past. You will use the course readings, primary sources, and any additional online research necessary to participate in these debates. During one class, I will divide you all in half in a “pro” camp and an “anti” camp. You will spend that class time discussing with your debate partners the information needed to successfully defend your stance, craft your debate strategy, determine who will speak when, and prepare to counter the opposition’s arguments. I will provide handouts/worksheets that will help guide you. During the next class, you will come prepared to participate in the official debate. Of utmost importance is to keep this debate civil, respectful, and focused on the topic at hand using concrete evidence to support your team’s stance. I will provide you the debate topic. Guidelines and a rubric will be provided to you. The overall debate will be worth 15% of your final grade.
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 an interactive collage, designing a museum exhibit, 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! 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 or small groups 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.
The Final Project (either option) is worth 25% of your final grade.
Late Work: Late work will be accepted, BUT is subject to losing up to 10% of the grade earned per day that it is late unless arrangements have been made with the instructor in advance.
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 listener. 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. Texting, chatting online, or pursuing activities unrelated to the class will result in a 0 for your participation grade for the day.Please do not take pictures or video during my class without permission. If you do, I may ask you to leave and you will earn a 0 in participation for the day. 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, you may lose your participation points for the day.
CLASSROOM BEHAVIOR: You are expected to be on time to class unless prior arrangements have been made. 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. Classroom discussion should be respectful to everyone and relevant to the topic we are discussing.Everyone is entitled to his/her opinion, but note that not all opinions are valid. 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 must be submitted before the start of class. Digital submission of assignments via email is preferred, but it is your responsibility to ensure that any attachments can be opened prior to the start of class. Students 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.
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. 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.
Please see grading section on Discussion/In-Class Activities above. Attendance is a vital component to any course. I expect you to attend class, including arriving on time and actively participating.
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|
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 the Director of Disability Services located in Garrison Hall South Room 138 or send an email toODS@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.
This is the link to the University’s Office of Disability Services: http://www.stevenson.edu/academics/academic-resources/disability-support-services/
The John L. Stasiak Academic Link,located on Owings Mills in the Center for Student Success (GHS 101), provides free tutoring for many classes. If you are having difficulty with or would benefit from discussing the material with an upper level peer, seek assistance early in the semester. Tutoring often makes a difference in a student’s grade. To view the tutoring schedule and sign up for an appointment, go to stevenson.go-redrock.com,visit the Link in person, or call 443-394-9300.
The SULibraryprovidesextensive electronicand printresources to supportyourcoursework.Research Guides and databasescan befound on the libraryhome page,as well asbrieftutorials to assist youin usingtheseresources. 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
Atomic Learning (Hoonuit), available through Blackboard, is an online learning resource available to all Stevenson students that provides video tutorials for instruction on a wide variety of topics.
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.
|COURSE SCHEDULE INFORMATION|
Course Calendar: ****SUBJECT TO CHANGE; ANY CHANGES WILL BE COMMUNICATED IN ADVANCE****
Week 1: INTRODUCTIONS
1/28 (M): Syllabus, Expectations, Textbook, Blackboard Page
1/30 (W): In-Class Activities, Background Information for Course Material
Week 2: Before and After Columbus
2/04 (M): David E. Stannard, American Holocaust: The Conquest of the New WorldChapter 1
2/06 (W): Stannard, American HolocaustChapter 2
Week 3:Before and After Columbus Continued
2/11 (M): Neal Salisbury, “The Indians’ Old World: Native Americans and the Coming of Europeans” [PRIMARY SOURCE ACTIVITY #1 IN CLASS ACTIVITY]
2/13 (W): The Historical Legacies of Christopher Columbus Packet
Week 4: British North America [FINAL PROJECT TOPIC IDEA DUE]
2/18 (M): Walter W. Woodward, “Captain John Smith and the Campaign for New England: A Study in Early Modern Identity and Promotion” [PRIMARY SOURCE ACTIVITY #1 DUE]
2/20 (W): Jill Lepore, The Name of War: King Philip’s War and the Origins of American Identity(pgs. ix-xxviii)
Week 5:British North America Continued
2/25 (M): Lepore, The Name of WarPrologue & Chapter 1
2/27 (W): Bacon’s Rebellion Packet
Week 6: Colonial Society/Slavery
3/04 (M): Indian Voices from Early America Packet
3/06 (W): The Salem Witchcraft Scare Packet
Week 7: Colonial Society/Slavery Continued
3/11 (M):Soande’ M. Mustakeem, Slavery at Sea: Terror, Sex, and Sickness in the Middle PassageIntroduction & Chapter 1
3/13 (W): Mustakeem, Slavery at SeaChapters 2 & 3
Week 8: The American Revolution[FINAL PROJECT CHECK IN]
3/25 (M): Radicalism of the American Revolution Packet
3/27 (W): Kathleen Duval, Independence Lost: Lives on the Edge of the American RevolutionIntroduction, Chapters 3 & 6 [PRIMARY SOURCE ACTIVITY #2 IN CLASS ACTIVITY]
Week 9: A New Nation
4/01 (M): Struggle over the Constitution Packet
4/03 (W): Rosemarie Zagarri, “Women and Party Conflict in the Early Republic” in Beyond the Founders: New Approaches to the Political History of the Early American Republic [PRIMARY SOURCE ACTIVITY #2 DUE]
Week 10: A New Nation Continued [DEBATE]
4/08 (M): Review Indian Removal Act: Primary Documents in American History;Goss, “The Debate over Indian Removal in the 1830s”
4/10 (W): Debate
Week 11: Market/Cotton Revolutions
4/15 (M): Andrew J. Torget, “Cotton, Slavery, and the Secession of Texas, 1829-1836” in Seeds of Empire: Cotton, Slavery, and the Transformation of the Texas Borderlands, 1800-1850
4/17 (W): Douglas Egerton, “Markets without a Market: Southern Planters and Capitalism;” Nat Turner Packet
Week 12: Religion & Reform [FINAL PROJECT CHECK IN]
4/22 (M): Paul E. Johnson & Sean Wilentz, The Kingdom of Matthias: A Story of Sex and Salvation in 19th Century AmericaPrologue, Chapters 3 & 4
4/24 (W): Elizabeth Varon, Disunion! The Coming of the American Civil War, 1789-1859 Chapter 2 [PRIMARY SOURCE ACTIVITY #3 IN CLASS ACTIVITY]
Week 13: Sectional Crisis
4/29 (M): The Political Crisis of the 1850s Packet; Dred Scott Packet
5/01 (W): Jennifer L. Weber, “‘William Quantrill Is My Homeboy’: Or, The Border War Goes to College” [PRIMARY SOURCE ACTIVITY #2 DUE]
Week 14: Civil War
5/06 (M): Claudia Floyd, Maryland Women in the Civil War: Unionists, Rebels, Slaves and Spies Intro, Chapter 2, 5, & 6
5/09 (W): W. Marvin Dulaney, “Myth of Black Confederates;” Kevin M. Levin, “Black Confederates Out of the Attic and Into the Mainstream;” Why the Confederacy Lost the Civil War Packet