Download HIST 1483

Course:
HIST 1483: United States History to 1877
Semester:
Fall, 2011
Professor:
Allison Nazzal (Hystad), Ph.D., Assistant Professor and Director, History
Ed.
Office Hours & Info: Hours to be announced, LAR 204E, 405-974-5279
Email Contact:
ALL course-related email should be sent to me within WebCT email
function. Non-course related email should be sent to [email protected].
Course Description:
This course is a survey of American history from the discovery of the New
World through the Civil War.
Required Textbook:
James Davidson et. al. U.S.: A Narrative History. New York:
McGraw Hill. 6th ed.
Objectives
I.
II.
III.
Attitudinal
1.
To enable the student to recognize myth from fact.
2.
To enable the student to develop empathy for all classes and types of individuals
comprised in American history.
3.
To develop a reverence for the basic human rights outlined in the Declaration of
Independence and the Constitution.
4.
To develop a specific awareness of the lives and accomplishments of average, as
well as uncommon women and men, an awareness and appreciation of the
numerous cultures which comprise American society, and a knowledge and
tolerance for races and ethnic groups other than Anglo-Saxon.
Skills
1.
To develop the ability to read and comprehend.
2.
To develop the ability to analyze cause and effect.
3.
To develop balanced judgment and the ability to express such in written and oral
communication.
Learner Outcomes
1.
Identify reasons for, and major personalities involved in early settlement of North
America.
2.
Identify characteristics and/or major personalities associated with regional
settlements of the colonial period.
3.
Identify the foundations of religion, education, and/or other aspects of society
established in the early colonial settlements.
4.
Analyze the role of indentured servants and slaves in the growth of the colonies in
North America.
5.
Analyze the major causes of the Revolutionary War.
6.
Identify the major personalities and/or events of the pre-Revolutionary War period
(prior to 1775).
7.
Identify the specific contributions of influential political personalities of the preRevolutionary War period (e.g., Patrick Henry, Thomas Paine, and Thomas
Jefferson).
8.
Analyze the content, purpose, and/or effects of the Declaration of Independence.
9.
Evaluate the strengths and weaknesses of the Articles of Confederation.
10.
Identify important features of the U. S. Constitution and its principles of
government (including the Bill of Rights).
11.
Analyze the social and political compromises of the U. S. Constitutional
Convention.
12.
Identify characteristics and/or policies of early Presidents and their political eras
(e.g., Federalist, Jeffersonian).
13.
Identify major personalities, issues, and/or events in the formation of political
parties in the United States.
14.
Analyze the effects of nationalism on the early United States (e.g., Bank of the
United States, Clay's American System, Marshall's judicial nationalism, War of
1812).
15.
Evaluate characteristics of Jacksonian democracy, and/or its effects on U.S.
government.
16.
Analyze the causes and effects of various social reforms and policies in the early
national period (e.g., utopian, penal and mental institutions, religion, Indian
treaties).
17.
Analyze the beginnings of women's reform movements or Feminism; roles of
women in the nineteenth century, suffrage.
18.
Analyze the social consequences of Manifest Destiny during westward expansion in
the U.S.
19.
Identify the major territorial acquisitions made by the United States during
westward expansion.
20.
Identify major conflicts and/or events during the period of westward expansion
(e.g., Mexican War, gold rush, growth of sectionalism).
21.
Analyze major political and economic controversies which led to national
dissension and the Civil War.
22.
Evaluate the issues connected with slavery which led to the Civil War.
23.
Identify the major personalities and events of the Civil War.
24.
Analyze the political, social, and/or economic impact of the Civil War or the
Reconstruction Period.
25.
Evaluate the principal social issues of the Reconstruction Period (e.g., the status of
Freedmen).
26.
Evaluate the return to racist discrimination nationwide and major Supreme Court
cases, especially Plessy v. Ferguson.
Transformative learning is a holistic process that places students at the center of their own active
and reflective learning experiences. All students at UCO will have transformative learning
experiences in six core areas: discipline knowledge; leadership; research, creative and scholarly
activities; service learning and civic engagement; global and cultural competencies; and health
and wellness. This course will address the core areas, as noted below.
Assignments and Grading Policy:
Assignment
3 Unit Exams
Course
Objectives/Learner
Outcomes
Unit 1: PreColumbian
Civilizations,
Colonial
Period,
The American
Revolution,
learner
outcomes 1-8;
Unit 2:
Points
Assessment
Method
Due Date/Special
Note
300 pts. (100
pts. Each) 60%
of course grade
(Each exam is
20% of course
grade)
Formal
Assessment –
In Class (Multiple
Choice, True
False, Matching
and short
answer/essay.
Due dates to be
announced; Unit
exams require
both a scantron
and blue book.
Constitution
through the
War of 1812,
learner
outcomes 914.
Unit 3:
Jacksonian
Democracy
through
Reconstruction,
Learner
outcomes 1526.
Discipline
Knowledge;
Global and
Cultural
Competencies
Quizzes
Learner outcomes
1-26.
Discipline
Knowledge; Global
And Cultural
Competencies
All quizzes will
receive a grade
based on 100
points; Quiz
grades will then
be averaged and
students
will
receive a grade
for all quizzes
equal to 20% of
course
grade
(100 pts.).
Formal
Assessment – In
Class; Multiple
Choice, True –
False, Matching
Participation
Grade
20% of course
All course
grade (100 pts.)
Objectives;
Discipline
Knowledge;
Research, Creative
and Scholarly
Activities; Global
Professor
observation in
various formats –
recorded as PG –
“task name” and
Y – yes or N –
No in WebCT.
Periodic quizzes
based on
Assigned
textbook
or other readings
and lecture;
Students required
to purchase 8
scantrons (2
quizzes per unit);
Professor
reserves right to
administer an 2
additional
unannounced
quizzes that will
replace a lower
score – help and
not hurt average,
but other due
dates to be
announced (in
class)
From time to
time, I will ask
you to complete a
task in and out of
class beyond
required reading.
These tasks will
and Cultural
Competencies
Reading
participation
points based on in
class questioning
(4 pts. Possible
each of 15 weeks)
Recorded as
Reading PG
be minor, in
terms of time
required, but will
often require
writing and are
important to your
success.
Evaluation Procedures: 500 Course Points Possible
450 – 500 Pts. = A; 400 – 449 Pts. = B; 350 – 399 Pts. = C; 300 – 349 Pts. = D; 299 and fewer Pts.=F
Extra Credit is not offered in this course.
Late Work, Quiz/Exam, Participation Grade and Attendance Policies:
If all quizzes are taken at time administered, your lowest score will be dropped when professor
averages quiz score grade. The 2 unannounced quizzes will help, but not hurt your grade – replacing a lower
score when possible. Think of the unannounced exams as informal feedback on what you need to study
before exam and an opportunity to be rewarded for good study habits. Quizzes may not be made up and a
grade of 0 will be recorded.
Exams: You may make up a missed exam, but you must do so within one week of the administered
exam in my office. All make up exams will be entirely essay. It is your responsibility to approach me to
schedule the make up exam. If the exam is not made up within one week, a grade of 0 will be recorded.
Participation Grades (Y or N): If the participation grade is for an in-class task and you missed the
class due to an excused absence, you will be given a grade that reflects no penalty – X in WebCT. It is your
responsibility to check grades I have recorded and notify me within a week of any oversight in the posting of
the grade that was an excused absence, according to university policy. NOTE – If you miss an in-class
participation grade due to a “free from penalty absence” as described below, it is also your responsibility to
check grades I have recorded and notify me within a week of any oversight. You are responsible for checking
with classmates about any out-of – class participation task for the next class period when you are absent and
completing it. I will post an announcement within WebCT as a reminder for participation task to complete
before next class.
Attendance Policy and Grade:
Attendance will be taken during each class session and recorded in WebCT as dates MISSED. The
grade label is “Attendance” and AGAIN you see dates missed in this format: 10/15 meaning you did not
attend class on 10/15. You are allowed 2 absences without penalty in 2 days a week course or 3 absences in 3
days a week course (no explanation, email, or phone call needed). For EACH additional absence, unless
you provide documentation of a medical emergency/doctor’s note or documentation of some other
excused absence according to university policy, your course AVERAGE will be decreased by 5%.
Extenuating circumstances sometimes occur (AKA “Life sometimes gets in the way BIG time.) You may
formally request I count an absence as excused by meeting with me personally in my office to explain the
situation and I will make a decision based on my discretion. A reasonable but high level of situational
difficulty is involved. I reserve the right to count you as absent for one or more sessions if you are habitually
late or leave early.
DISHONESTY:
Acts of dishonesty will result in a zero grade for the exam , quiz, or other work involved or an "F" grade
for the semester, depending on the offense.
Expectations for Classroom Behavior and Procedures:




All students are expected to take detailed notes during class and participate fully in all
activities in a manner that contributes to discussion or task in process. Actions that disrupt
learning and teaching will not be tolerated and you may be asked to leave the classroom.
No text messaging (reading or sending) will be allowed whatsoever. If I see you violating this
rule, you will be required to leave the classroom immediately and must make a written request
(WebCT email) to me that I allow you to return for the next class. That written request will be
forwarded to the Student Conduct Officer as well. All cell phones, iPhones, and other devices
must be put away and not be on the desk or in your lap. If the cell phone is in the open, the
assumption is that you are using the device.
Cell phones should be turned off/in silent mode during class (or put on vibrate in cases of
pending emergency). In the event of some pending emergency, please inform me before
class starts.
Computers are not allowed in this class unless specified by the Office of Disability Support
Services.
ACADEMIC AFFAIRS INFORMATION:
Please read the additional syllabus information for this term provided from the Office of Academi Affairs
at:
http://www.uco.edu/academic-affairs/files/aa-forms/faculty/StudentInfoSheet.pdf
IV.
Course Outline
Unit 1: Discovery through Revolutionary War (5 weeks)
1.
Discovery and Settlement of the New World, 1492-1650
A.
Europe in the sixteenth century
B.
Spanish, English, and the French exploration
C.
First English settlements
2.
3.
Jamestown
2.
Plymouth
D.
Spanish and French settlements and long-term influence
E.
Native Americans (Indians)
America and the British Empire, 1650-1754
A.
Chesapeake country
B.
Growth of New England
C.
Restoration colonies
D.
Mercantilism; the Dominion of New England
E.
Origins of slavery
Colonial Society in the Mid-Eighteenth Century
A.
B.
C.
4.
1.
Social structure
1.
Family
2.
Farm and town life; the economy
Culture
1.
Great Awakening
2.
The American mind
3.
"Folkways"
New immigrants
Road to Revolution, 1754-1775
A.
Anglo-French rivalries and Seven Years' War
B.
Imperial reorganization of 1763
1.
Stamp Act
C.
5.
2.
Declaratory Act
3.
Townsend Acts
4.
Boston Tea Party
Philosophy of the American Revolution
The American Revolution, 1775-1783
A.
Continental Congress
B.
Declaration of Independence
C.
The war
1.
French alliance
2.
War and society; Loyalists
3.
War economy
D.
Articles of Confederation
E.
Peace of Paris
F.
Creating state governments
1.
Political organization
2.
Social reform: women, slavery
Unit 2: Constitution and New Republic through War of 1812 (5 weeks)
6.
Constitution and New Republic, 1776-1800
A.
Philadelphia Convention: drafting the Constitution
B.
Federalists versus Anti-Federalists
C.
Bill of Rights
D.
Washington's presidency
1.
Hamilton's financial program
2.
Foreign and domestic difficulties
7. Beginnings of political parties
A.
John Adams' presidency
1.
Alien and Sedition Acts
2.
XYZ affair
3.
Election of 1800
8. The Age of Jefferson, 1800-1816
A.
8.
Jefferson's presidency
1.
Louisiana Purchase
2.
Burr conspiracy
3.
The Supreme Court under John Marshall
4.
Neutral rights, impressments, embargo
B.
Madison
C.
War of 1812
1.
Causes
2.
Invasion of Canada
3.
Hartford Convention
4.
Conduct of the war
5.
Treaty of Ghent
6.
New Orleans
Nationalism and Economic Expansion
A.
James Monroe; Era of Good Feelings
B.
Panic of 1819
C.
Settlement of the West
D.
Missouri Compromise
E.
Foreign affairs: Canada, Florida, the Monroe Doctrine
F.
Election of 1824: End of Virginia dynasty
G.
9.
Economic revolution
1.
Early railroads and canals
2.
Expansion of business
a.
Beginnings of factory system
b.
Early labor movement; women
c.
Social mobility; extremes of wealth
3.
The cotton revolution in the South
4.
Commercial agriculture
Sectionalism
A.
B.
The South
1.
Cotton Kingdom
2.
Southern trade and industry
3.
Southern society and culture
a.
Gradations of white society
b.
Nature of slavery: "peculiar institution"
c.
The mind of the South
The North
1. Northeast industry
2.
C.
a.
Labor
b.
Immigration
c.
Urban slums
Northwest agriculture
Westward expansion
1.
Advance of agricultural frontier
2.
Significance of the frontier
3.
Life on the frontier; squatters
4.
Removal of the Native Americans (Indians)
Unit 3: Age of Jackson through Reconstruction (5 weeks)
10.
Age of Jackson, 1828-1848
A.
B.
C.
Democracy and the "common man"
1.
Expansion of suffrage
2.
Rotation in office
Second party system
1.
Democratic Party
2.
Whig Party
Internal improvements and states' rights: the
Maysville Road veto
D.
11.
The Nullification Crisis
1.
Tariff issue
2.
The Union: Calhoun and Jackson
E.
The Bank War: Jackson and Biddle
F.
Martin Van Buren
1.
Independent treasury system
2.
Panic of 1837
Territorial Expansion and Sectional Crisis
A.
Manifest Destiny and mission
B.
Texas annexation, the Oregon boundary and California
C.
James K. Polk and the Mexican War; slavery and the
Wilmot Proviso
D.
12.
13.
Later expansionist efforts
Creating an American Culture
A.
Cultural nationalism
B.
Educational reform/professionalism
C.
Religion; revivalism
D.
Utopian experiments: Mormons, Oneida Community
E.
Transcendentalists
F.
National literature, art, architecture
G.
Reform crusades
1.
Feminism; roles of women in the 19th Century
2.
Abolitionism
3.
Temperance
4.
Criminals and the insane
The 1850's: Decade of Crisis
A.
Compromise of 1850
B.
Fugitive Slave Act and Uncle Tom's Cabin
C.
Kansas-Nebraska Act and realignment of parties
1.
Demise of the Whig Party
2.
Emergence of the Republican Party
D.
Dred Scott decision and Lecompton crisis
E.
Lincoln-Douglas debates, 1858
F.
John Brown's raid
G.
The election of 1860; Abraham Lincoln
H.
The secession crisis
14.
Civil War
A.
B.
1.
Mobilization and finance
2.
Civil liberties
3.
Election of 1864
The South
1.
Confederate constitution
2.
Mobilization and finance
3.
States' rights and the Confederacy
C.
Foreign affairs and diplomacy
D.
Military strategy, campaigns, and battles
E.
The abolition of slavery
F.
15.
The Union
1.
Confiscation Acts
2.
Emancipation Proclamation
3.
Freedman's Bureau
4.
Thirteenth Amendment
Effects of war on society
1.
Inflation and public debt
2.
Role of women
3.
Devastation of the South
4.
Changing labor patterns
Reconstruction to 1877
A.
Presidential plans: Lincoln and Johnson
B.
Radical (congressional) plans
1.
Civil rights and the Fourteenth Amendment
2.
Military reconstruction
3.
Impeachment of Johnson
4.
Black suffrage: the Fifteenth Amendment
C.
Southern state governments: problems, achievements, weaknesses
D.
Compromise of 1877 and the end of Reconstruction