Download Face to Face Common Syllabus

Oklahoma State University Institute of Technology
Face to Face Common Syllabus
Spring 2016
HISTORY 1483 – U.S. HISTORY TO 1865
This course covers the history of the United States from the events leading up to the American Revolution
through the Civil War era.
Type of course: Theory
Credit Hours: 3; Total hours of theory per semester: 45;
Total hours of lab for the semester: 0; Total hours of clinical per semester: 0.
Class length – Full semester for regular or half semester for block classes
Prerequisites: None
Instructor Name: Cal Kinzer
Instructor Phone: (918) 293-4880
Office: NCAT 103-E
Instructor email: [email protected]
Contact: My preferred method of contact is face to face in my office during posted office
hours.
Instructor's Office Hours: To be posted in the classroom and on my office door.
School Name: Arts & Sciences
School’s Main Phone: 918-293-4768
REQUIRED TEXT, REFERENCES, AND MATERIALS
Texts:
None
References: Instructor-prepared workbook
Materials: Lead pencil, green ScanTron answer forms
Uniform/Tools: None
Estimated Cost for Materials: $40 Based on current bookstore cost
Estimated Cost for Uniform/Tools: $0 Based on current bookstore or supplier cost
COURSE COMPETENCIES
Upon completion of this course, students should
1. Describe how the experiences of Americans
during the colonial period led to the decision to
seek independence from Great Britain.
2. Give and explai8n reasons why, despite great
odds, the colonies were able to win the
Revolutionary War.
3. Identify the major weaknesses of the Articles
of Confederation and analyze the major
compromises that made the U.S. Constitution
possible.
4. Evaluate the significance of the major events
during the Early National Period, including the
Louisiana Purchase, the War of 1812, and the
Monroe Doctrine.
5. Define the process of Industrialization and
list some of the major events in its early growth
in the United States.
6. Relate some of the major events of the
Jacksonian period and explain why it is known
as the “Age of the Common Man.”
7. Explain the term, Manifest Destiny, and
detail some of the major events, such as the
annexations of Oregon and Texas, the Mexican
War, and the Mexican Cession, that added vast
new territories to the American domain during
this period.
8. Assess the various causes of the Civil War
and trace some of the major events that led to
the Union victory in the conflict.
ASSESSMENT OF COMPETENCY
Subjective questions based on outside reading
assignment(s). Objective film and pop quizzes.
Objective unit test.
Subjective questions based on outside reading
assignment(s). Objective film and pop quizzes.
Objective unit test.
Subjective questions based on outside reading
assignment(s). Objective film and pop quizzes.
Objective unit test.
Subjective questions based on outside reading
assignment(s). Objective film and pop quizzes.
Objective unit test.
Subjective questions based on outside reading
assignment(s). Objective film and pop quizzes.
Objective unit test.
Subjective questions based on outside reading
assignment(s). Objective film and pop quizzes.
Objective unit test.
Subjective questions based on outside reading
assignment(s). Objective film and pop quizzes.
Objective unit test.
Subjective questions based on outside reading
assignment(s). Objective film and pop quizzes.
Objective unit test.
COURSE ACTIVITIES
In this course students will:
 Listen to and participate in class lessons……
 Answer workbook questions from the lessons…..
 Watch films related to the course content…..
 Take in-class quizzes, unit tests and an assessment test……
OSU-OKMULGEE GRADING SCALE
A = 90.00-100.00
B = 80.00-89.99
C = 70.00-79.99
D = 60.00-69.99
F = 00.00=59.99
GRADES WILL BE BASED ON THE QUALITY AND COMPLETION OF THESE TASKS:
Unit Tests ...…………………….………...75%
In-Class Film Quizzes ………………,…..15%
Institutional Assessment Essay Test ...….10% (*See Below)
*The student’s grade for the essay test will be used in the university’s assessment of student
learning. A 70% competency or higher receives a "Pass" rating. This Pass/Fail rating is
independent of the student’s course grade.
AMERICANS WITH DISABILITIES ACT (ADA)
According to the Americans with Disabilities Act, each student with a disability is responsible for notifying
the University of his/her disability and requesting accommodations. If you think you have a qualified
disability and need special accommodations, you should notify the instructor and request verification of
eligibility for accommodations from the Office of Academic Accommodations/LASSO Center. Please
advise the instructor of your disability as soon as possible, and contact The LASSO Center, to ensure
timely implementation of appropriate accommodations. Faculty have an obligation to respond when they
receive official notice of a disability but are under no obligation to provide retroactive accommodations. To
receive services, you must submit appropriate documentation and complete an intake process during which
the existence of a qualified disability is verified and reasonable accommodations are identified. The
LASSO Center is located on the 3rd floor of the Noble Center. You may call 918.293.4855 for more
information or fax documentation to918.293.4853.
ACADEMIC DISHONESTY
Academic dishonesty or misconduct is neither condoned nor tolerated at OSU-Okmulgee. Any student
found guilty of academic dishonesty or misconduct shall be subject to disciplinary action. Academic
dishonesty and/or misconduct includes, but is not limited to, the following actions: (1) Plagiarism: the
representation of previously written, published, or creative work as one’s own; (2) Unauthorized
collaboration on projects; (3) Cheating on examinations; (4) Unauthorized advance access to exams; (5)
Fraudulent alteration of academic materials; (6) Knowing cooperation with another person in an
academically dishonest undertaking. Students are required to active protect their work against misuse by
others. For details, refer to The OSU-Okmulgee Student Handbook available in the Office of Student
Affairs and Enrollment Management, each division office, and online at http://www.osuokmulgee.edu/handbook/.
STUDENT CONDUCT
Students are expected to cooperate in maintaining a classroom environment conducive to learning.
Courteous and respectful behavior will be expected from all students each day. See below for specific class
rules.
COURSE OUTLINE
[NOTE: In certain cases, parts of the following units may have to be deleted due to time constraints or
other factors.]
UNIT 1 – THE STRUGGLE FOR INDEPENDENCE
Lesson 1 – The Quarrel with Great Britain
Lesson 2 – The Decision to Be Free
Lesson 3 – The War for Independence
ESTIMATED TIME: 3 Weeks
UNIT OBJECTIVES:
Upon completion of UNIT 1, the student will be able to:
1. Explain the factors which caused the colonies to move toward independence from Great Britain.
2. Describe the events which led up to the beginning of armed resistance by the colonies.
3. Explain the main features of the Declaration of Independence.
4. Describe the major events leading to the American victory in the Revolutionary War.
UNIT 2 – DEFINING THE REPUBLIC
Lesson 1 – The Confederation
Lesson 2 – The Constitution
Lesson 3 – The Federalists
ESTIMATED TIME: 2 Weeks
UNIT OBJECTIVES:
Upon completion of UNIT 2, the student will be able to:
1. Describe some of the problems associated with the Articles of Confederation.
2. Explain how and why the United States replaced the Articles of Confederation with the United States
Constitution.
3. Describe the major compromises that were made at the Constitutional Convention and explain why
each was made.
4. Compare and contrast the philosophies of the Federalists and Anti-Federalists and describe some of the
major events of the Federalist Era.
UNIT 3 – GROWTH OF THE NEW NATION
Lesson 1 – The Louisiana Purchase
Lesson 2 – The War of 1812
Lesson 3 - The Industrial Revolution
ESTIMATED TIME: 2 Weeks
UNIT OBJECTIVES:
Upon completion of UNIT 3, the student will be able to:
1. Describe how the U.S. acquired the Louisiana Purchase.
2. Briefly trace the Lewis and Clark expedition.
3. Explain the causes and briefly describe the major events of the War of 1812.
4. Describe the features and explain the effects of the Industrial Revolution on American society.
UNIT 4 – MANIFEST DESTINY
Lesson 1 – The Age of Jackson
Lesson 2 – Oregon and Texas
Lesson 3 – The Mexican War
ESTIMATED TIME: 3 Weeks
UNIT OBJECTIVES:
Upon completion of UNIT 4, the student will be able to:
1. Describe the causes which led to the adoption of the Monroe Doctrine.
2. Explain and give examples of why the Jacksonian era was known as the “age of the common man”.
3. Discuss the origins and eventual resolution of the “Oregon Question”.
4. Describe the major events of the Texas Revolution.
5. Explain the causes of the Mexican War, describe some of its major events, and explain its long-term
consequences with regard to the slavery controversy.
UNIT 5 – SLAVERY AND SECESSION
Lesson 1 – The Argument Over Slavery
Lesson 2 – Southern Slavery
Lesson 3 – The Rise of the Republicans
ESTIMATED TIME: 2 Weeks
UNIT OBJECTIVES:
Upon completion of UNIT 5, the student will be able to:
1. Describe how and why the attitudes of Americans concerning slavery, in both the North and South,
began to change after 1820.
2. Describe the nature of Southern slavery and explain some of the ways in which slaves coped with their
situation.
3. Explain how events during the 1850’s intensified the slavery controversy.
4. Describe the events leading up to the secession of the Southern states.
UNIT 6 – THE CIVIL WAR
Lesson 1 – The South Victorious
Lesson 2 – 1863: The Tide Turns
Lesson 3 – The Triumph of the Union
ESTIMATED TIME: 3 Weeks
UNIT OBJECTIVES:
Upon completion of UNIT 6, the student will be able to:
1. Compare and contrast the relative strengths and weaknesses of the Union and Confederate forces.
2. Explain some of the factors that led to the early Southern victories during the first year and a half of
the war.
3. Describe the major turning points of the war that occurred in 1863.
4. Relate the events of 1864-65 that led to the final Union victory.
5. Briefly describe the lifestyles of “Billy Yank” and “Johnny Reb” and explain why the contributions of
African-Americans were vital to the Union war effort.
CLASS RULES
Each student gets two un-documented drop grades, one for a film quiz and one for a unit test.
After that, written documentation in the form of a doctor’s note, a letter from the activity sponsor,
court records, or military orders is required. Do not have your department send a list by email,
bring it yourself! Do not submit it in class or leave it in my mailbox – bring it with you when you
come to see me in my office during office hours!
Documented excused grades will be granted for the following reasons:
(1) illness
(2) funeral
(3) academic activity
(4) job interview
(5) legal obligation
(6) military duty
It is not necessary to contact me ahead of time if you know you are going to be absent. You will
need to come to see me after you return so we can make a determination as to whether the
absence was excused. This must be done during office hours, not during class times.
The two drop grades, one for a film/quiz and one for a unit test, do not have to be made up. They
will be dropped automatically and not figured as part of the grade. Excused documented grades
will need to be made up. This will involve writing a short essay for a film quiz or taking the test if
missed.
There are no make-ups for the assessment essay. Students have several weeks in which to
complete this assignment. Students who attend class on the day the assessment essay is due have
until the end of that day to turn it in. This is the only case in which assignments may be left in the
mailbox outside my office. If the student is absent on the day the assessment essay is due, it then
becomes due on the day he or she returns to class.
I use a seating chart to keep track of absences. This is the only way that I have to verify
attendance. Students who do not sit in their assigned seat will be counted absent for that day.
Students who arrive late after roll has been taken will be counted absent.
Students who arrive more than a few minutes after a test or quiz has begun may not be allowed to
take it that day. Instead, it will fall under the category of drop grades or excused absences as per
the above. Students will need to see me outside of class to discuss these.
Students are expected to arrive on time and remain until the class has been dismissed. Students
who leave early will be counted absent. Any grades for that day will fall under the attendance
policy. The student will need to come see me about this when they return.
Cell phones are to be turned OFF during class. Do not leave during class to answer calls or text
messages. Phones being used or that cause a disruption during class will be collected until the
class is over.
Food and soft drinks are not allowed in the classroom. Bottled water is OK. No sleeping or
reading outside books or materials in class. Those who have their heads on their desks are
assumed to be sleeping and will be asked to either sit up or go home.
In-class unit tests and quizzes will be taken using the ScanTron answer forms, which can be
purchased at the campus bookstore. Students are responsible for bringing these, and a lead pencil
with which to mark them. I do not loan pencils or ScanTrons. BRING BOTH EACH DAY!
The university requires a “zero tolerance” policy with regard to profanity and tobacco use.