UNITED STATES HISTORY 1
COURSE SYLLABUS
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
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@austincc.edu (Generally for emergencies or to provide factual information. For questions or requests, please telephone me.)
ACC HISTORY PROGRAM'S WEB SITE: http://www2.austincc.edu/history
MAILING ADDRESS:
Larry Willoughby,
CAMPUS MAILBOX: I have a box at the Riverside Campus, Building A, Room 2209.
TEXTBOOK: Give
Me
COURSE RATIONALE AND DESCRIPTION: History is basically a study of the people who have come before us. A course of this nature attempts 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 is a 3-hour credit course that surveys American history from the age of exploration until 1877 with a focus on the social, cultural, political, and economic aspects of the American experience.
COURSE POLICIES
ATTENDANCE
POLICY: The policy of
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.
INCOMPLETE POLICY: No incompletes will be given in this course.
SCHOLASTIC DISHONESTY: Any student caught cheating on an exam will be subject to ACC disciplinary policies. It will not be tolerated. Plagiarism, a serious offense, also carries a severe academic penalty. If you have questions what constitutes plagiarism, consult with me and/or see the reference sheets in the library.
STUDENT SERVICES: ACC and this instructor will make accommodations for disabled students to achieve success in this course. Counseling services and parallel studies services are available to all students. See me or the Office of Students With Disabilities if you have any questions.
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.
LEARNING ACTIVITIES: 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. 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.
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
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
2. Review the various Native American cultures present in
3. Describe the three most important historical developments
that prepared the Europeans for
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
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
Archaic-American Bacon's Rebellion
Neo-Americans Great Awakening
Anasazi John Peter Zenger
Caddo
Aztecs Joseph Brant
Mayas Proclamation Line of 1763
Incas
Iroquois
Confederacy
Powhattan Crispus Attucks
Algonquin
Pocahontas Intolerable Acts
Mission System
Sons of
Slave Trade Sam Adams
John Smith Thomas Paine
House of Burgesses Common Sense
Mayflower Compact Benjamin Franklin
Anglicans First Continental Congress
Quakers
Puritans Thomas Jefferson
Roger Williams John Adams
Anne
Hutchinson
William Penn
LaSalle
Peace of
Navigation Acts Shay's Rebellion
UNIT 2
Study Guide - Learning Objectives
1. Review the creation of the three branches of government established
by the
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
6. Define the Alien and Sedition Acts and explain why they were
passed.
7.
Discuss
8.
Describe the short and long term significance of the
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
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.
Great Compromise
McCulloch vs.
3/5 Compromise Abolitionists
Bill of Rights Andrew Jackson
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
Treaty of
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
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
war years.
12. Review the major military campaigns and strategies of the
civil war.
13.
Describe
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
Susan B. Anthony January 1, 1863 Stephen Douglas
Margaret Fuller Robert E. Lee Unionists
Transcendentalists
Ralph Waldo Emerson Monitor, Merrimac Black Kettle
Henry David Thoreau William Seward General George Custer
Horace Mann Edwin Stanton Sioux Wars
Women's Christian Temperance Union
James Polk
Andrew Johnson
Harriet Beecher Stowe Scalawags Quanah Parker
Treaty of Guadalupe Hidalgo KuKluxKlan 13th, 14th, 15th Amendments
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