Instructor: 512-223-6686 |
Syllabus |
Courses: US History 1 |
Hist 2301 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, 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. :
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: The History Of COURSE
DESCRIPTION: This course is a survey of the
political, economic, social, and intellectual development of COURSE
RATIONALE: 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 2301 fulfills
3 of the required 6 hour COMMON COURSE OBJECTIVES: For the Common Course Objectives
for History 2301, please reference the history website at
http://www.austincc.edu/history
ATTENDANCE POLICY: The policy of 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. PRIVACY
POLICY: The
Family Educational Rights and Privacy Act protects
confidentiality of your educational records. Grades cannot be given
over the phone, posted, over e-mail, or through a fellow student. 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. 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 is an integral
aspect 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.
Each student must
submit one media review. The review due date will be announced. 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 inter- action 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, or the 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 due date will be announced.
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 - Learninq Objectives 1. Review the
pre-historic peoples that populated 2. Review the
Native American cultures present in 3. Describe the
three most important developments that prepared the Europeans for 4. Discuss the
manner in which the Europeans rationalized and justified their killing of
Indians, enslavement of Indians, and the stealing of their land. 5. Discuss the
meaning and consequences of imperialism, colonialism, and mercantilism. 6. Review the
Spanish exploration and colonization of 7. Compare the
Spanish colonial experience with the English colonial experience. 8. Discuss the
mission system in 9. Review the
colonization of 10. List and
explain the specific chain of events that led to the Texas Revolution. 11. Discuss the
basic causes of the Texas Revolution. 12. Identify the
notable personalities involved in the Texas Revolution. 13. Describe the
major battles and military strategies of the Texas Revolution. 14. Review the
leadership and institutions that helped create the 15. Analyze the
ethnic make-up of 16. Compare the
administrations of President Houston and President Lamar. Identify
the following and discuss significance/relevance: Paleo-Americans
James Long
Archaic-Americans Jane Long
Neo-Americans
Tejanos/Tejanas Caddo
Moses Austin
Karankawa Empresarios
Coahuiltecan
Stephen F. Austin Comanche
Constitution of 1824 Kiowa Fredonian Rebellion
General Santa Anna
Apache
Sam Houston Jumano
Erasmo Juan Seguin
Cabeza de Vaca
Deaf Smith Conquistadors
William Travis
Seven Cities of Jim Bowie
Quivara
David
Crockett Francisco Coronado
Alamo
San Jacinto
La San Antonio de Valero
Lorenzo de Zavala LaSalle Jean LaFitte
Indian Peace Policy UNIT
2 Study
Guide - Learninq Obiectives
1. List the terms of
annexation that made 2. Define Manifest
Destiny and the role of 3. Review the
significance of the frontier on the development of 4. Discuss the
causes and consequences of the Mexican War. 5. Analyze the
southern point of view in defending slavery and the northern view in
attacking slavery. 6. Identify the
chain of events from 1845 to 1861 that led to civil war. 7. Review the secession debate in 8. Compare the strengths of the 9. Describe the reconstruction era
in 10. Analyze the 11. Cite the methods
used by to deny Black Texans their
political, social, economic, and civil rights. 12. Describe the
Indian Wars in 13. List and
discuss the factors that led to the closing of the 14. Review the rise
and development of the 15. Discuss the rise
of industrialization in 16. Describe the
growth of the Labor, Populist, and Progressive movements in 17. Review the
successes and failures of the women's movement in Identify the following and discuss
the significance/relevance Constitution of 1845
General George Custer
J. Pinckney Henderson Red River War
Treaty of Guadalupe Hidalgo Compromise of 1850
Vaqueros
Abolitionists
Melinda Rankin
Charles Goodnight
Elise Waerenskjold Oliver Loving
Republican Party
King Ranch Unionists
Maverick Ranch
Elisha Pease Knights of Labor
Confederate States of Ku Klux Klan
Charles Macune
Edmund Davis James Stephen Hogg
A.J. Hamilton
Elisabet Ney Freedman's Bureau
Lemon Scott Joplin
Jim Crow Laws
Huddie Ledbetter Compromise of 1877
James Ferguson
Norris Wright Cuney Miriam Ferguson
Cynthia Ann
Parker
Jane McCallum Quanah Parker
Minnie Fisher Cunningham Satanta 18th, 19th Amendments Black Kettle
Spindletop UNIT
3 Study
Guide - Learninq Objectives 1. Analyze 2. Review the events
that characterized life during the "Roarin'
20s" in 3. Describe the
Crash of '29 and the subsequent Great Depression. 4. Discuss the New
Deal of President Roosevelt and the Texans who part of his administration. 5. Review 6. Discuss the
legacy of World War II to the 7. Review the
crusades, scandals, and movements that characterized life in 1950s 8. Discuss the Civil
Rights Movement in 9. Analyze the image
versus reality of life in the 1960s. 10. Review the
arguments for and against American involvement in 11. Trace the
origins, growth, and development of American popular music with emphasis on
the 12. Discuss the
politics of energy from the 1970s to the present and the role of 13. Describe the
emergence of a two political party system in 14. Review the political
personalities from 15. Compare and
contrast the conflicting goals, values, traditions, and attitudes of modern
Texans. 16. Analyze the
fact and fiction that surrounds the
John Connally
Dan Moody
Civil Rights Act of 1964 "Dad" Joiner
Voting Rights Act of ‘65 Howard Hughes New Deal
Sharpstown Scandal Jesse
Jones Barbara Jordan
Woody GuthrIe
Janis Joplin Sam Rayburn
Willie Nelson
J. Frank Dobie Stevie Ray Vaughan
Pearl Harbor
Mark White
John Nance Garner Audie Murphy
Lloyd Bentsen
Oveta Culp Hobby Phil Gramm
McCarthyism
Henry Cisneros Blacklist
Ann Richards
Bob Wills Kay Bailey Hutchison Gene Autry Lloyd Doggett T-Bone
|