UNITED STATES HISTORY 1
Should you lose this syllabus, obtain a replacement from
me immediately.
(Important: Be sure to check the section number against the
one printed on your registration receipt printout or personal course
schedule printout supplied by the College. If you do not have such,
obtain one from an ACC Admissions and Records Office. If the section
number on the printout does not match the one on this syllabus, telephone
me immediately. Do not assume that you are enrolled in this section
just because you intended to enroll in it. Students sometimes punch
in the wrong section number when they register.)
INSTRUCTOR: Larry Willoughby
OFFICE HOURS: To
Be Announced
OFFICE: Building A, Room 2283, Riverside
Campus, 1020 Grove Blvd.
OFFICE PHONE:
223-6686 If I am not available, please leave a message.
When doing so, please speak your name and phone number slowly and distinctly.
FAX NUMBER: 223-6799 (Please call before you sending a fax message
and then call again to confirm that I have received it.)
E-MAIL ADDRESS: jlw@austin.cc.tx.us
(Generally for emergencies or to provide factual information. For questions
or requests, please telephone me.)
ACC HISTORY PROGRAM'S WEB SITE: http://www2.austin.cc.tx.us/history
MAILING ADDRESS: Larry Willoughby,
Austin Community College, Riverside Campus, 1020 Grove Blvd., Austin,
TX 78741
CAMPUS MAILBOX: I have a box at the
Riverside Campus, Building A, Room 2209.
TEXTBOOK: America: Past and Present
Vol.1 (Sixth Edition) by Robert Divine and others
COURSE DESCRIPTION: This course is
a 3 hour survey course that studies the history of the United States
to 1877.
COURSE RATIONALE: History is basically a study of
the people who have come before us. A course of this natureattempts
to analyze and to interpret those people and the events that shaped
their lives. An understanding of history can give a long-range perspective
to your life without which it might be impossible to be truly human.
(Think what it would be like if you had no personal memory-if you had
to go through life not knowing anything that had happened to you before
the present moment.) Also, history partially reveals the nature of individual
persons and of human societies-their strengths and weaknesses, humanity
and inhumanity, rationality and irrationality, progress and regression,
etc. It may even suggest something about the ultimate meaning of life
itself. A study of history also gives us information about how people
who experienced life before our time tried to solve problems that confronted
their societies. Some of these problems continue to plague humankind
today. Examining the problems of the past and the attempts to solve
them offers possible suggestions for solving the problems of the present.
History 1301 fulfills
3 of the required 6 hour Texas legislative requirement for history.
COMMON COURSE OBJECTIVES: For the Common Course Objectives
for History 1301, please reference the history website at http://www.austincc.edu/history.
ATTENDANCE POLICY: The policy of Austin Community
College and the policy of this course requires you to attend class.
More than three unexcused absences will subject you to a possible grade
penalty or withdrawal.
WITHDRAWAL POLICY: A student may withdraw from class
at any time before TBA. Remember, it is the student's responsibility
to withdraw, not the instructor- After the TBA deadline, a letter
grade (A,B,C,D,F) must be given.
TESTING POLICY: Tests will be given in the classroom
on the assigned day. The testing center is not used in this class. If
you do not make a 70 on a test, you must retake it and pass it within
two weeks. No exceptions. After taking the retest and passing, it will
be averaged in with the other test scores as a 70.
GRADING POLICY: There will be three tests during the
semester.Each will count 25% of the final grade. There will be one media
review and one book review required of every student. Each review will
count 12.5% of the final grade. (90
to 99 avg =A; 80 to 89 avg. = B; 70 to 79 avg. = C; 69 or below = F)
INCOMPLETE POLICY: No incompletes will be given in
this course.
SCHOLASTIC DISHONESTY: Acts prohibited by the College
for which discipline may be administered include scholastic dishonesty,
including but not limited to cheating on an exam or quiz, plagiarizing,
and unauthorized collaboration with another in preparing outside work. Academic work submitted by students shall be
the result of their thought, research or self-expression. Academic work is defined as, but not limited
to tests, quizzes, whether taken electronically or on paper; projects,
either individual or group; classroom presentations, and homework. Students caught cheating will receive an F for
the class.
STUDENT DISABILITIES: Each ACC campus offers support
services for students with documented physical or psychological disabilities.
Students with disabilities must request reasonable accommodations
through the Office of Students with Disabilities on the campus where
they expect to take the majority of their classes.
Students are encouraged to do this three weeks before the start
of the semester.
PRIVACY POLICY: Grades cannot be given over the phone,
given to another student, sent by e-mail, or posted on campus. Privacy
is provided every student under the Family Educational Rights and Privacy
Act.
INSTRUCTIONAL METHODOLOGY: Students will engage in
a variety of learning activities. Class time will be devoted to lectures
and class discussions. Films, recordings, textbook readings,and other
handouts will also be part of the class activity.
FREEDOM OF EXPRESSION: The study, respect, and exercise
of First Amendment freedoms are integral aspects of this course, so
class debate and discussion is encouraged. However, freedom demands
responsibility; therefore, respect for the opinions and ideas of your
classmates is expected. The free
exchange of information is vital to the pursuit of learning.
MEDIA REVIEW
Each student
must submit one media review. The review will
be due on .
The length of the review should be from 1000
to 1200 words.
The review should be typed. This review will
count 12.5%
of the final grade.
Media, in its
broadest sense, means any or all of the methods
by which information
is communicated. Examples include movies,
television,
newspapers, books, magazines, music, personal interaction
and experiences,
etc. History, the accumulated record
of human experience,
relies upon past and present sources to
accurately
portray the events and people that have influenced
our world.
These sources are information gathered from a variety
of media. This
review should emphasize this relationship
between our
vision of history and the methods and sources from
which it is
written.
In choosing
a media review topic, the only requirement is
that it must
have some historical relevance. The review might
describe how
certain media sources (newspaper articles, a TV
program, a
movie, a book, etc.) treat particular social or political
issues. Or
the review might focus on one topic and analyze
the way a variety
of sources portray it (movies and TV treatment
of Native Americans
or the family or women). The review might
discuss the
subjective nature of certain media presentations
(such as biased
press coverage of an event, an article slanted
for political
purposes, or a movie that tries to sell a message).
The review
may relate personal experiences or those of your
friends or
family. You are to analyze the sources - the media
images - of
a particular issue or event.
In writing
your media review, briefly report on the thesis,
the main idea,
of your paper. Use as many media examples as
possible to
illustrate and analyze your observations and views.
This is a personal
essay, so inject your opinions on why and
how media shapes
our perspectives on life - in other words, how
does media
shape history? Some media sources include:
Movies Advertising
Television
Newspapers
Music Museums/Historical
Sites
Books Personal
Interviews
Art Family
Histories
Magazines Internet
These only
are only suggestions. Be creative and feel free
to write on
any topic. Please see me before you begin so I can
suggest sources,
advise on the paper's format, and clarify any
questions you
may have.
MEDIA REVIEW
Each student
must submit one media review. The review will
be due on .
The length of the review should be from 1000
to 1200 words.
The review should be typed. This review will
count 12.5%
of the final grade.
Media, in its
broadest sense, means any or all of the methods
by which information
is communicated. Examples include movies,
television,
newspapers, books, magazines, music, personal interaction
and experiences,
etc. History, the accumulated record
of human experience,
relies upon past and present sources to
accurately
portray the events and people that have influenced
our world.
These sources are information gathered from a variety
of media. This
review should emphasize this relationship
between our
vision of history and the methods and sources from
which it is
written.
In choosing
a media review topic, the only requirement is
that it must
have some historical relevance. The review might
describe how
certain media sources (newspaper articles, a TV
program, a
movie, a book, etc.) treat particular social or political
issues. Or
the review might focus on one topic and analyze
the way a variety
of sources portray it (movies and TV treatment
of Native Americans
or the family or women). The review might
discuss the
subjective nature of certain media presentations
(such as biased
press coverage of an event, an article slanted
for political
purposes, or a movie that tries to sell a message).
The review
may relate personal experiences or those of your
friends or
family. You are to analyze the sources - the media
images - of
a particular issue or event.
In writing
your media review, briefly report on the thesis,
the main idea,
of your paper. Use as many media examples as
possible to
illustrate and analyze your observations and views.
This is a personal
essay, so inject your opinions on why and
how media shapes
our perspectives on life - in other words, how
does media
shape history? Some media sources include:
Movies Advertising
Television
Newspapers
Music Museums/Historical
Sites
Books Personal
Interviews
Art Family
Histories
Magazines Internet
These only
are only suggestions. Be creative and feel free
to write on
any topic. Please see me before you begin so I can
suggest sources,
advise on the paper's format, and clarify any
questions you
may have.
BOOK REVIEW
Each student
must submit one critical book review. The
book review
will be due on . The length of the review
should be approximately
1000 to 1200 words. The review should
be typed. This
review will count 12.5% of the final grade.
The book you
select must meet two requirements. First, it
must cover
the time frame and general topic of this course
(either u.s.
History I, U.S. History II, or Texas History).
Second, the
book must be a scholarly history book - not a
pictorial history
or a historical novel. It must be non-fiction,
but it can
relate to any historical topic or be a biography
on any historical
figure.
In writing
a critical book review, there are two skills
which you must
demonstrate.
(1) Summary/Report
- summarize the author's intent and purpose
in writing
the book; give an overall review of the major
topics covered;
report on the historical theme that runs
throughout
the book with specific examples of important
events and/or
people; report on specific ideas in the book
that illustrate
the author's thesis; this part of the review
should be around
700 to 800 words.
(2) Evaluation/Critique
- evaluate the book from your own perspective;
describe the
book's strengths and weaknesses;
relate what
you learned from the book and give examples of
parts you found
interesting or boring; describe the author's
point of view
and analyze his/her success in putting forth
the book's
thesis and central themes; this section of the
review should
be from 300 to 500 words.
After you have
selected a book, please see me for approval
and suggestions.
UNIT 1
Study Guide
- Learning Objectives
1. Review the
pre-historic peoples that populated the America's.
2. Review the
various Native American cultures present in
North America
upon the arrival of the Europeans.
3. Describe
the three most important historical developments
that prepared
the Europeans for New World exploration.
4. Discuss
the manner in which the Europeans rationalized and
justified the
killing, enslaving, and stealing of Indian lands.
5. Discuss
the meaning and consequences of imperialism, mercantilism,
colonialism,
and capitalism.
6. Describe
the founding of New Spain, Virginia, and New England.
7. Compare
the Spanish colonial experience to the English
colonial experience.
8. Identify
the geographical, social, religious, and political
factors which
produced a unique American culture.
9. Review the
causes and consequences of the French and Indian
War.
10. Discuss
the chain of events from 1763 to 1776 that led to
the American
Revolution.
11. Describe
the political philosophy of John Locke, Thomas
Paine, and
Thomas Jefferson.
12. Analyze
the practical and the theoretical aspects of the
Declaration
of Independence.
13. Characterize
the American Revolution as a political, social,
or economic
revolution; as a war of liberation or a civil war.
14. Discuss the major military campaigns and
leaders of the
American Revolution.
15. Review
the factors that led to American victory.
16. Describe
the strengths and weaknesses of the Articles of
Confederation.
Identify
and Discuss the Significance of the Following:
Paleo-Americans
Dominion of New England
Archaic-American
Bacon's Rebellion
Neo-Americans
Great Awakening
Anasazi John Peter Zenger
Aztecs Albany Plan of Union
Mayas Proclamation Line of
1763
Incas Pontiac
Iroquois Confederacy
Boston Massacre
Powhattan
Crispus Attucks
Algonquin
Boston Tea Party
Pocahontas
Intolerable Acts
Mission System
Sons of Liberty
Slave Trade
Sam Adams
John Smith
Thomas Paine
House of Burgesses
Common Sense
Mayflower Compact
Benjamin Franklin
Anglicans
First Continental Congress
Quakers Lexington and Concord
Puritans
Thomas Jefferson
Salem Witch
Trials George Washington
Roger Williams
John Adams
Anne Hutchinson
Lafayette
William Penn
Yorktown
LaSalle Peace of Paris 1783
Navigation
Acts Shay's Rebellion
UNIT 2
Study Guide
- Learning Objectives
1. Review the
creation of the three branches of government established
by the U.S.
Constitution.
2. Review the
creation and evolution of the freedoms expressed
in the Bill
of Rights.
3. Using supporting
evidence and various interpretations, characterize
the U.S. Constitution
as a political document, a
social document,
or an economic document.
4. Analyze
the issues that divided the Federalists (the Hamiltonians)
and the Anti-Federalists
(the Jeffersonians).
5. Discuss
the contributions of Washington during his two terms.
6. Define the
Alien and Sedition Acts and explain why they were
passed.
7. Discuss
Jefferson's Revolution of 1800.
8. Describe
the short and long term significance of the Louisiana
Purchase and
the Lewis and Clark expedition.
9. Review the causes and consequences of
the War of 1812.
10. Analyze
John Marshall's contributions as Chief Justice of
the Supreme
Court.
11. Define
the Monroe Doctrine and discuss its long range implications.
12. Identify
the major principles of Jacksonian Democracy.
13. Describe
the settlement of Texas and the resulting consequences.
14. Define
the Missouri Compromise and review its consequences.
15. Analyze
the southern point of view in defending slavery and
the northern
view in attacking slavery.
16. Discuss
the abolitionist movement and its successes/failures.
James Madison
Marbury vs. Madison
Great Compromise McCulloch vs. Maryland
3/5 Compromise
Abolitionists
Bill of Rights
Andrew Jackson
Hamilton Funding
Scheme Trail of Tears
National Bank
Whigs
The Federalist
Papers Civil Disobedience
Jay's Treaty
Underground Railroad
Whiskey Rebellion
William Lloyd Garrison
Alien and Sedition
Acts Harriet Tubman
Aaron Burr
Frederick Douglas
James Wilkinson
Sojourner Truth
Democratic-Republicans
Grimke Sisters
Tripolitan
War Lucretia
Mott
Embargo Act
Stephen F. Austin
War Hawks
Juan Seguin
Thomas Hart
Benton Sam Houston
Chesapeake
Santa Anna
Treaty of Ghent
Republic of Texas
Hartford Convention
Tecumseh
James Monroe
Henry Clay
Era of Good
Feelings Osceola
American System
Black Hawk
UNIT 3
Study Guide
- Learning Objectives
1. Explain
the role played by reformers (abolitionists, feminists,
pacifists,
education reformers, religious reformers, temperance
reformers,
etc.) in mid 19th century America.
2. Discuss
the term Manifest Destiny and its implications in the
1840s.
3. Identify
the causes and consequences of the Mexican War.
4. Describe
the issue of slavery expansion and the Compromise
of 1850.
5. Identify
the provisions and consequences of the Kansas-Nebraska
Act.
6. Describe
the formation of the Republican Party.
7. Review the
evolution of the party system as it developed
from the 1790s
to the 1860s.
8. Discuss
the immediate political consequences of the Dred
Scott decision
and John Brown's raid at Harper's Ferry.
9. Identify
the issues and candidates of the 1860 election.
10. Define
the tern Unionist and review their role in the southern
states.
11. Compare
and contrast the USA and the CSA during the civil
war years.
12. Review
the major military campaigns and strategies of the
civil war.
13. Describe
Lincoln's views on slavery, secession, emancipation,
civil war,
and reconstruction.
14. List the
successes and failures of the reconstruction period.
15. Review
the Indian policy of the government following the
civil war and
discuss the resulting Indian Wars.
16. Discuss
the Compromise of 1877 and the consequences that
resulted into
the 20th century.
Seneca Falls
Convention Fort
Sumter
Elizabeth Cady
Stanton Gettysburg
Susan B. Anthony
January 1, 1863
Margaret Fuller
Robert E. Lee
Transcendentalists U.S. Grant
Ralph Waldo
Emerson Monitor,
Merrimac
Henry David
Thoreau William
Seward
Horace Mann
Edwin Stanton
Women's Christian
Temperance Union Appomattox
James Polk
Andrew Johnson
Slidell MIssion
Carpetbaggers
Harriet Beecher
Stowe Scalawags
Treaty of Guadalupe
Hidalgo 13th, 14th,
15th Amendments
Bleeding Kansas
Black Codes
Popular Sovereignty
Ku Klux Klan
John Brown
Freedman's Bureau
Dred Scott
Sitting Bull
Know Nothing
Party Quanah
Parker
Stephen Douglas
General George Custer
John Breckinridge
Sioux Wars
John Bell Red
River War
Unionists Buffalo
Soldiers
Jefferson Davis
Compromise of 187