Instructor:
Larry Willoughby

512-223-6686
jlw@austincc.edu

Texas History

Syllabus

Courses:

US History 1
US History 2
Texas History

Distance Learning:
US History 2

Distance Learning:
Texas History

TEXAS HISTORY

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, 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 send 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, 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:  The History Of Texas by Robert Calvert and Arnoldo De Leon

COURSE DESCRIPTION: This course is a survey of the political, economic, social, and intellectual development of Texas from pre-historic time to the present with attention given to ethnic minorities.

 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 Texas legislative requirement for history.

 

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 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.

 

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.


MEDIA REVIEW

   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 Texas.

2. Review the Native American cultures present in Texas upon the arrival of the Europeans.

3. Describe the three most important developments that prepared the Europeans for New World exploration and colonization.

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 Texas.

7. Compare the Spanish colonial experience with the English colonial experience.

8. Discuss the mission system in Texas and other parts of New Spain.

9. Review the colonization of Texas by Americans in the 1820s.

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 Republic of Texas.

15. Analyze the ethnic make-up of Texas society during the Republic years.

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        Wichita                         Emancipation Law 1829

Waco                            Decree of April 6, 1830   Tonkawa

General Santa Anna       Apache                         Sam Houston

Jumano                         Erasmo Seguin              Alonzo de Pineda

Juan Seguin                  Cabeza de Vaca            Deaf Smith

Conquistadors               William Travis                Seven Cities of Cibola

Jim Bowie                     Quivara                                     David Crockett

Francisco Coronado       Alamo                           Santa Fe

San Jacinto                   La Bahia                       Emily Morgan West

San Antonio de Valero    Lorenzo de Zavala          LaSalle

Waterloo                       Filibusters                     Judge Edwin Waller

Jean LaFitte                  Indian Peace Policy

 

UNIT 2

Study Guide - Learninq Obiectives

1. List the terms of annexation that made Texas a state.

2. Define Manifest Destiny and the role of Texas in U.S. expansion.

3. Review the significance of the frontier on the development of Texas.

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 Texas and the role of the Unionists

8. Compare the strengths of the USA and the CSA during the war.

9. Describe the reconstruction era in Texas.

10. Analyze the Texas Constitution of 1876.

11. Cite the methods used by Texas government and white society

to deny Black Texans their political, social, economic, and civil rights.

12. Describe the Indian Wars in Texas during the 1870s.

13. List and discuss the factors that led to the closing of the Texas frontier.

14. Review the rise and development of the Cattle Kingdom.

15. Discuss the rise of industrialization in Texas and the consequences it had on people, government, and business.

16. Describe the growth of the Labor, Populist, and Progressive movements in Texas.

17. Review the successes and failures of the women's movement in Texas.

 

Identify the following and discuss the significance/relevance

Constitution of 1845       General George Custer               J. Pinckney Henderson

Red River War               Treaty of Guadalupe Hidalgo       Battle of the Washita

Compromise of 1850      Buffalo Soldiers                          Plantation System

Vaqueros                      Abolitionists                              Chisholm Trail

Melinda Rankin              Charles Goodnight                     Elise Waerenskjold

Oliver Loving                  Republican Party                       King Ranch

Unionists                       Maverick Ranch                         Elisha Pease

Knights of Labor             Confederate States of America    Social Darwinism

Ku Klux Klan                 Charles Macune                         Edmund Davis

James Stephen Hogg     A.J. Hamilton                             Elisabet Ney

Freedman's Bureau        Lemon Jefferson                         13th, 14th, 15th Amendments

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 America's entrance into World War I and the role played by Texans in the war.

2. Review the events that characterized life during the "Roarin' 20s" in Texas.

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 America's involvement in World War II and the Texans who served with distinction.

6. Discuss the legacy of World War II to the United States and to the Texas society.

7. Review the crusades, scandals, and movements that characterized life in 1950s Texas.

8. Discuss the Civil Rights Movement in Texas and analyze its consequences.

9. Analyze the image versus reality of life in the 1960s.

10. Review the arguments for and against American involvement in Viet Nam.

11. Trace the origins, growth, and development of American popular music with emphasis on the Texas innovators.

12. Discuss the politics of energy from the 1970s to the present and the role of Texas and Texans.

13. Describe the emergence of a two political party system in Texas.

14. Review the political personalities from Texas that played a role in national politics from the 1960s until 2001.

15. Compare and contrast the conflicting goals, values, traditions, and attitudes of modern Texans.

16. Analyze the fact and fiction that surrounds the Texas mystique.


Identify the following and discuss the significance/relevance


Colonel Edward House               Buddy Holly                   James Allred

John Connally                            Dan Moody                    Civil Rights Act of 1964

"Dad" Joiner                              Voting Rights Act of ‘65 Howard Hughes

Tonkin Gulf Resolution                Hoovervilles                   Lyndon B. Johnson

New Deal                                  Sharpstown Scandal      Jesse Jones

Barbara Jordan                          Woody GuthrIe              Janis Joplin

Sam Rayburn                            Willie Nelson                 J. Frank Dobie

Stevie Ray Vaughan                   Pearl Harbor                  John Tower

Manhattan Project                      Bill Clements                 Dwight D. Eisenhower

Mark White                               John Nance Garner        Perot School Reform Committee

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 Walker                           George W. Bush            Rick Perry