History 101-1101
United States History to 1865
Number of Credits: 3
Transferability of Course within Nevada: Transfers to all NSHE institutions
Prerequisites: No course prerequisites but it is recommended that students
taking this course are eligible to enroll in English 101, are currently enrolled, or
have completed English 101.
M-W:
11:00-12:15
Instructor:
Kim DesRoches
Contact Info:
kim.desroches@wnc.edu
327 Bristlecone: 445-4288
Required Texts:
American Horizons: US History in a Global Context, VOL 1 to 1877, Scahller,
Schulzinger, Bezís-Selfa et al., Oxford University Press, 2015.
ISBN: 978-0-19-974015-4
Reading American Horizons: Primary Sources for US History in a Global Context,
Scahller, Schulzinger, Bezís-Selfa et al., Oxford University Press, 2015.
ISBN: 978-0-19-976849-3.
I.
Course Description
Offers a survey of American history and civilization from the time of the first
European settlement to about 1865.
II.
Course Objectives and Linkage to General Education Program
The purpose of this course is provide a foundation of knowledge that allows
students to further their study of American History and/or apply this knowledge to
meet their personal and professional needs. The information in the parenthesis
after a course objective refers to the specific general education (GE) learning
outcome that the objective meets. Objectives without this information are not
linked to WNC’s general education program.
Upon successful completion of this course, students will have demonstrated they
can:
1. Exhibit factual knowledge of fundamental principles, factors for change,
theories, and generalizations from the field of American history and
civilization to 1865 (GE 1).
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2. Examine historical and cultural changes through the location and
evaluation of information including primary and secondary sources (GE 4).
3. Describe diverse historical and/or contemporary positions on selected
democratic values or practices (GE 5).
4. Demonstrate analytical and critical thinking through substantially error-free
prose suitable in style and content to the purpose of the document and the
audience (GE 2, 9).
5. Draw a conclusion about a contemporary or enduring issue in American
History and support the conclusion with appropriate reasoning and
evidence (GE 10).
This course is also designed to encourage the critical analysis of ideas,
argument, and points of view. Students will learn to apply course materials and in
class experiences to improve analytical skills and rational thinking. This goal is
achieved by formulating questions, seeking answers, and participation during
class. As such, attendance is mandatory and will be monitored each class
session. Should you need to miss class, contact me prior to the event to make
any necessary alternative arrangements.
Policies and Procedures
1. Classroom conduct: This course is designed to encourage a great deal
of discussion about a variety of topics and issues including controversial
themes and adult material. It is quite possible that there will not be a
consensus on these issues; thus, we will work together to create an
environment where all participants feel free to express themselves. This
will be accomplished by following basic rules of courtesy: no name-calling,
interrupting, or use of pejorative language directed at either classmates or
outside groups.
2. Academic Dishonesty: This category includes: plagiarism, cheating, and
/or falsifying medical excuses for absences. This includes the use of “cut
and pasted” information from the internet without attribution, submitting
passages of quoted text without use of quotation marks or attribution. Any
violation will result in a failing grade on the particular assessment where
the infraction occurred, and may result in a failing grade for the overall
exam or assessment, and could result in a failing grade in the course at
the instructor’s discretion. The determination to assign a failing grade is
subject to the College’s Appeal process. To avoid the issue in the first
place, review the following from WNC’s Academic Dishonesty policy at
http://wnc.edu/policymanual/3-4-5.htm.
From WNC Manual Section 4: What are Specific Acts of Academic
Dishonesty?
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A. Cheating
Cheating is an act of deception by which a student misrepresents that
he or she has mastered information on an academic exercise, which in
fact has not been mastered. Examples include:
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Copying from another student's test or assignment.
Allowing another student to copy from a test or assignment.
Collaborating during a test with any other person without
instructor permission.
Using the course textbook or other course materials during a
test without instructor permission.
Using prepared materials during a test (e.g., notes, formula lists,
notes written on the student's clothing, etc.) without instructor
permission
Stealing, buying, or otherwise obtaining all or part of a test
before it is administered.
Selling or giving away all or part of an unadministered test,
including answers.
Bribing any person to obtain an unadministered test or any
information about the test.
Taking a test for someone else or permitting someone to take a
test for the student.
B. Plagiarism
Plagiarism is presenting someone else's words, ideas or data as one's
own. When a student submits work that includes the words, ideas or
data of others, the source of that information must be acknowledged
through complete, accurate and specific references, and if verbatim
statements are included, through quotation marks as well. In
academically honest writing or speaking, the student will acknowledge
the source whenever:
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Another person's actual words are quoted.
Another person's idea, opinion or theory is used, even if it is
completely paraphrased in the student's own words.
Facts, statistics, or other illustrative materials are borrowed,
unless the information is common knowledge
3. Americans with Disabilities Act: This institution and this instructor are
committed to accommodating any student who requires additional or
optional resources in order to succeed in this course. Disability support
services are available to any student requiring accommodations. You can
access the Disability Support Services office at (775) 445-4459 or by
email at http://www.wnc.edu/studentservices/dss/index/php.
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4. Electronics: Use of cell phones, PDA’s, and any audio or video recording
devices is prohibited unless prior permission of instructor obtained.
To comply with WNC’s Emergency Management plan, cell phones are to
be left on but set to vibrate so emergency communications are received.
5. Instructor Communication: I will make every effort to respond to email
requests/correspondence within 48 hours Monday through Friday. I will
notify the class prior to any changes in this schedule.
6. For Student Grievances: Any issues with the class are to be addressed
first to me. If you are not satisfied that a just solution has been reached,
you have 30 days to contact the division head and file a written grievance.
The attached link provides the College Policy for Student Grievance
procedures. http://www.wnc.edu/policymanual/3-5-2.php
7. Canvas Learning Management System. ALL written work is to be
submitted to Turnitin via the Canvas Learning Management System.
All students are required to create a login to Canvas if not already
established. You will have received an invitation to join the course prior to
the start of the semester.
8. Ask the Class Forum on Canvas: This is a semester long opportunity to
pose specific questions about navigating the course, issues concerning
access to external links or material, areas of concern in the readings, or to
pose questions of related interest that can benefit the whole class. This
provides an opportunity for peer-to-peer problem solving as you are
encouraged to ask questions and provide answers to others.
9. Canvas Orientation: You will find an orientation to Canvas provided in
the class modules. Complete this orientation by the end of week one.
Please review the topics and refer to the orientation for technical and
navigation questions.
Assessments
Assessment Overview: Course evaluations will be based upon thee scheduled
exams, eight short papers, occasional bonus material, one information literacy
assignment, and one article summary project. Schedule your time accordingly as
no late work will be accepted. All exams are scheduled and no makeup
exams will be allowed except in the case of verifiable medical emergency.
Should you anticipate the need to reschedule an exam please contact me prior to
the scheduled exam date.
1st Exam
2nd Exam
3rd Exam
Five short papers @ 30
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100 points
100 points
100 points
150 points
Four Discussion Forums@30
Book Paper
Article Summary Project
Information Literacy
Attendance and Participation
120 points
100 points
150 points
50 points
50 points
Total:
920 points
Grade Scale
100-94%
A
93-90%
A89-87%
B+
86-83%
B
82-80%
B79-77%
C+
76-73%
C
72-70%
C69-60%
D No plus or minus grades will be earned below 69% achievement.
59-00%
F
Note: A penalty grade of "F" will be assessed in the event that the student
fails to achieve 60% or higher in this course.
Withdrawals are the sole responsibility of the student. The last date to withdraw
from class is Friday of Week Nine. Students who do not attend for the full
semester and do not withdraw will be considered dropped from the course and
receive the grade earned as of last date of attendance at the end of the semester
based on the points possible for the course.
Written Assignments:
Book Paper: due end of week 10
You will write a 5-7 page paper for one book from the list. Papers must be typed,
12 point font, double spaced and appropriately cited using the APA format.
Emphasize analysis over plot summary by focusing on the following questions:
What does this selection say to you?
What themes are expressed?
What does it mean?
How does it reflect what was happening at the time it was written?
What issues relating to nationhood or constitutionalism are addressed?
How does it relate to current events?
Reading List
Common Sense by Thomas Paine
On Liberty by John Stuart Mill
Uncle Tom’s Cabin by Harriett Beecher Stowe
The Red Badge of Courage by Stephen Crane
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The Legend of Sleepy Hollow by Washington Irving
Killer Angels by Michael Sharraa
Bury my Heart at Wounded Knee by Dee Brown
The Crucible by Arthur Miller
A Connecticut Yankee in King Arthur’s Court by Mark Twain
Walden by Thoreau
The Quaker City: The Monks of Monk Hall by George Lippard
Little Women, Louisa May Alcott
The Scarlett Letter by Nathaniel Hawthorne
Twelve Years a Slave by Solomon Northrup
Narrative of the life of Frederick Douglass by Frederick Douglass
Connecticut Yankee in King Arthur’s Court by Mark Twain
Last of the Mohicans by James Fennimore Cooper
The Awakening by Kate Chopin
In the Midst of Life: Tales of Soldiers and Civilians (1891) by Ambrose Bierce
Call of the Wild by Jack London
A People Dangerous and Armed John Shy
The Oregon Trail, Francis Parkman
Moby Dick, Herman Melville
“Nature”, OR “Self Reliance,” Ralph Waldo Emerson
Autobiography, Benjamin Franklin
Adventures of Huckleberry Finn, Mark Twain
Short Papers: Due on Fridays
Write a short, 1-2 page paper for the primary source readings listed in the
schedule. Reading selections are found in the Reading American History text.
Papers are typed, 12 point font, double spaced, and will convey your personal
analysis of each work. Focus on analysis over plot summary. Include in the
analysis discussion of how the short selection reflects the time in which it is
written, how it relates to becoming a nation, cultural, economic, or
constitutional issues and what relevance the selection has in the
contemporary world, if any. Each short paper is worth 30 points.
College Level Writing (6pts)
Analysis of text (6pts)
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Short Paper Rubric
Five-paragraph essay format is
mandatory. Essay is well organized,
contains an introduction, thesis statement,
logical body paragraphs and conclusion.
Paragraphs adhere to 5-7 sentence model
and are internally coherent.
The focus of the essay is analysis not
summary or literary critique.
Spelling, Grammar and Punctuation (6pts)
Appropriate use of source material and/or
citations (6pts)
Application of historical thinking (6 pts)
Document is carefully edited to remove
errors
Citations are mandatory after ANY quoted
material and must be used after
paraphrased or summarized information if
taken from a source other than the primary
source reader.
Discussion of context, complexity,
contingency, change over time, causation
or empathy.
Information Literacy Assignment (100 points) Due Week 9
This assignment is designed to introduce you to the academic research
resources available at WNC, the APA style format, and collect your research
materials for the research paper
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Assignment Details: You will select a topic from the timeframe of the
course. You must select six (6) academic/peer reviewed articles on the
selected topic. You will write a brief proposal introducing the topic and
briefly identifying the combined theses of selected sources, also known as
an abstract, and attach a references page. This assignment must be
completed and submitted by Sunday of Week 9.
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Abstract: Your abstract contains your research topic, research questions,
and conclusions. Your abstract should be a single paragraph doublespaced. Your abstract should be between 150 and 250 words.
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Sources: Your sources must come from peer reviewed/academic
sources available through WNC Library database resources
(http://library.wnc.edu/). NO NON-ACADEMIC INTERNET SOURCES
ALLOWED including Wikipedia, Encyclopedia or .com sites found through
Google type searches. Do not use Blogs, Newspaper articles, Trade
Journals, or news weeklies. Failure to use acceptable sources will result in
the rejection of the project.
Academic sources that are acceptable are online academic journals or
articles available in EBSCO, JSTOR, or other library databases (public
libraries). All projects must be submitted following APA formatting for
cover page, abstract, and reference material. Assignment grade will be
based on appropriate choices of reference material, proper use of APA
style bibliography and proper spelling, grammar, and punctuation of
abstract and cover page in APA style. For more information on APA style
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information go to Purdue Owl site:
http://owl.english.purdue.edu/owl/resource/560/01/
Article Summaries (150 points) Due Week 12: From the Information Literacy
Assignment, you will select three academic articles. Once selected, you will
summarize key content, avoiding the use of quoted passages, in no more than
1.5 pages of length. You will use in-text citations for each summary formatted in
APA style. Please refer to Sample Paper for proper formatting of cover page,
text, and reference page. Each summary will include a separate cover page and
a reference page with full bibliographic information and internal citations.
Guidelines for effectively summarizing an article are found at
http://www.writingcenter.uconn.edu/pdf/How_to_Summarize_a_Research_Article
.pdf.
The Article Summary project is due end of week 12 and will be submitted
through Turnitin via the assignment portal.
Sample APA Citations
In-Text Citation
If the author’s name is included within the text, follow the name with (year):
 Ex: Jones (2009) found that diabetes symptoms improve with
exercise.
If the author’s name is not included within the text, follow the sentence with
(Last Name, year).
 Ex: Increased exercise resulted in diminished diabetes
symptoms (Jones, 2009).
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Reference Page Citation: (double space entries on submission)
Author’s last name, A. A., & Author’s last name, B.B. (year).Title of article.
Title of Journal, volume(issue), page number – page number. doi:
xxxxxxx OR URL if there is no doi number
Iscoe, K. E., & Riddell, M. C. (2011). Continuous moderate-intensity exercise
with or without intermittent high-intensity work: Effects on acute and
late glycaemia in athletes with Type 1 diabetes mellitus. Diabetic
Medicine, 28(7), 824-832. doi:10.1111/j.1464-5491.2011.03274.x
Iscoe, K. E., & Riddell, M. C. (2011). Continuous moderate-intensity exercise
with or without intermittent high-intensity work: Effects on acute and
late glycaemia in athletes with Type 1 diabetes mellitus. Diabetic
Medicine, 28(7), 824-832. Retrieved from:
http://ezproxy.wnc.edu:2048/login?url=http://search.ebscohost.co
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m/login.aspx?direct=true&db=aph&AN=61247305&login.asp&site
=ehost-live&scope=site
Article Summaries Rubric
Appropriate selection of articles
Appropriate articles are: from peer(30 pts)
reviewed academic journals; selected
from the WNC library database;
contain subject matter germane to the
course.
Proper use of APA formatting
Cover page, headers, in text citations,
(30 pts)
references and body text formatted
according to APA standards and
assignment requirements.
Essay is well organized, contains an
College level writing
introduction, thesis statement, logical
(30 pts)
body paragraphs and conclusion.
Paragraphs adhere to 5-7 sentence
model and are internally coherent.
Summary skills demonstrated
(30 pts)
Spelling, grammar, and punctuation
(30 pts)
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Summary skills demonstrated through
clear and concise summation that:
precisely reflects the original author's
intent, avoids opinion, and is absent of
quoted material
Summary is free or nearly free of
errors in spelling, word choice,
grammar, and punctuation.
Schedule of Readings and Events
Week I:
August 31 2015
Course Introduction
Historical Thinking
Read Chapter 1
PS 1.1, 1.4, 1.5
Introduction Discussion
September 2, 2015
Pre-Colombian Americas
Encounters with the Atlantic World
Read Chapter 2
PS: 2.1, 2.3, 2.4 (Discussion Forum 1)
Week II:
September 7, 2015—NO CLASS Labor Day
North America and the Atlantic World
Conquest, trade and conflict
September 9, 2015
Missionaries and Migrations
Short Paper 1 Due (PS 2.2 and 2.5)
Read Chapter 3
PS: 3.1, 3.2, 3.4, 3.5
Week III:
September 14, 2015
Uncivil Wars and New Imperial Orders
September 16, 2015
Resistance and Revival
Read Chapter 4
PS: 4.1, 4.3, 4.4 (Discussion Forum 2)
Week IV:
September 21, 2015
Indian Wars, Migration, and Empire Building
Industry and commerce in the Americas
Read Chapter 5
PS: 5.3, 5.4, 5.5
September 23, 2015
Immigration, Westward pressures and Great Awakenings
Plagiarism quiz and practice due
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Week V:
September 28, 2015
French and Indian (Seven Years) War and aftermath
September 30, 2015
Exam 1: Chapters 1-5
Read Chapter 6
PS: 6.1, 6.2, 6.5
Week VI:
October 5, 2015
Empire, Resistance and the Road to Revolution
October 7, 2015
Road to Revolution Cont’d
Short Paper 2 Due (PS: 4.2, 4.5 or 6.3, 6.4)
Read Chapter 7
PS: 7.2, 7.3
Week VII:
October 12, 2015
Revolutionary Era and Nation Building
October 14, 2015
Experimentation with Enlightenment Ideals: From The Articles of
Confederation to the Constitution of 1787
Read Chapter 8
PS: 8.1, 8.3, 8.4 (Discussion Forum 3)
Week VIII:
October 19, 2015
US during the time of Revolution
Party politics comes of age
October 21, 2015
Forgotten Conflicts: The War of 1812
Short Paper 3 Due (PS: 7.4, 7.5)
Read Chapter 9
PS: 9.2, 9.4, 9.5
Week IX:
October 26, 2015
Westward Expansion and trade expansion
October 28, 2015
Changing cultural landscapes and hemispheric changes
Information Literacy Due
Read Chapter 10
PS: 10.1, 10.4
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Week X:
November 2, 2015
Expansion of the Market system and Democracy
November 4, 2015
Markets and Democracy cont’d
Book Paper Due
Week XI:
November 9, 2015
Exam #2 chapters 6-10
Read Chapter 11
PS: 11.2, 11.3,
November 11, 2015
VETERANS DAY-No class
Antebellum America
Short Paper 4 Due (PS: 11.1, 11.4)
Read Chapter 12
PS: 12.2, 12.3, 12.4,
Week XII:
November 16, 2015
Second Great Awakening and the Antebellum Reform Era
Transcendentalism and the American Renaissance
Read Chapter 13
PS: 13.1, 13.5, 13.7, 13.9
November 18, 2015
Road to the Civil War
Article Summaries Due
Week XIII:
November 23, 2015
Road to the Civil War Cont’d
Read Chapter 14
November 25, 2015 No Class: Happy Thanksgiving
The Civil War: “Story of US part 1, part 2 or part 3 (Discussion
Forum 4)
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Week XIV:
November 30, 2015
The Civil War
December 2, 2015
The Civil War Cont’d
Short Paper #5 Due (PS: 13.1 and 13.5 or 14.3 and 14.7)
PS: 15.2, 15.4, 15.5, 15.7
Read Chapter 15
Week XV:
December 7, 2015
Reconstruction Era: from jubilation to occupation
Effects of Emancipation
December 9, 2015
Reconstruction in the Courts and Congress
Week XVI:
December 14, 2015
End of Reconstruction
December 16, 2015
Exam 3
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SIGN THIS PAGE, DETACH FROM THE SYLLABUS, AND RETURN TO THE
INSTRUCTOR.
COURSE: HIST 101
INSTRUCTOR: Kim DesRoches
My signature below indicates I have read and understand this syllabus and have
been given a copy of my own to keep.
I understand that the syllabus may be changed at any time.
Student Signature
Student Name (print)
KDesRoches 2015