History 105
Westminster College, Fall 2011
Dr. Timothy Cuff
MCC 359, x6152
cufft@westminster.edu
US HISTORY TO 1877
Purpose: This class is intended to provide students with the opportunity to gain an introductory understanding
of the social, political, and economic developments which have characterized U.S. history from the European
discovery of “America” through Reconstruction and the individuals who helped shape these events. It will also
provide an introductory overview of the geography of the United States.
Goals:
1) Students will gain an introductory understanding of the social, political, and economic developments which
have characterized the United States from its beginnings through Reconstruction. Students will gain an
understanding of and appreciation for the individuals whose actions influenced these processes.
2) Students will gain an appreciation for the inter-relatedness of political, social, and economic developments in
the past. Students will also gain insight into the importance of environmental, demographic and technological
influences in enabling/constraining individual and/or societal actions.
3) Students will gain an appreciation for the importance of evaluating historical actions (or contemporary ones)
based upon the implicit or explicit assumptions (world view) which undergird an actor's decisions.
4) Students will gain an appreciation of the nature of historical scholarship and of the relevance of historical
understanding in contemporary life. In particular, they will see that scholarly understanding of the past is not
static. Rather, it changes over time and such variations influence the political and economic policies put into
place in any era.
5) Students will gain an appreciation for the inter-relatedness of U.S. history with contemporaneous
developments around the world.
Outcomes:
1) Students will understand and be able to describe the rationale for colonial settlement and the social and
political philosophy which animated the settlement and organization of the United States.
2) Students will understand and be able to trace the geographic growth of this country from its earliest
colonial definition to the state of the nation in 1877.
3) Students will understand and be able to locate and describe the physical features, natural resource
deposits, and major urban areas of the nation.
4) Students will understand and be able to describe, at an introductory level, the course of economic
development, urbanization, and demographic change in the United States from the colonial period to
1877 and how this evolution affected politics at the local, state, and national level.
5) Students will understand and be able to describe the role of noteworthy Americans in key events in U.S.
history including, but not limited to, colonization and exploration, the Revolutionary War, the Market
Revolution, the Civil War and Reconstruction.
6) Students will understand how U.S. history influenced and was influenced by developments in other
countries/regions of the world and be able to identify several events in U.S. history with parallels
elsewhere.
7) Students will understand and be able to describe the differences between primary and secondary
historical documents and have an elementary understanding of the concept of historiography.
History 105, Fall 2011
Page 2 of 5
Primary Course Texts
Required:
Henretta, Edwards, and Self, America’s History, 7th Edition, Volume 1.
Marcus, Burner, and Marcus, America Firsthand, 8th Edition, Volume 1.
Optional:
Bender, A Nation Among Nations: America's Place in World History
Benjamin, A Student’s Guide to History
Fox, Sweet Land of Liberty: The American Revolution in Northampton County, Pennsylvania
Newman, Fries’s Rebellion: The Enduring Struggle for the American Revolution
Sheriff, The Artificial River: The Erie Canal and the Paradox of Progress, 1817-1862
Additional readings may be assigned and placed on reserve in McGill Library or via the R:drive.
Assignments:
Quizzes – 2 (each 7.5% of grade, 15% of grade total). Questions will be drawn from term/concepts lists
(including map identification questions) distributed to students throughout the term.
Examinations – Midterm (20% of final grade) and Final (25% of final grade) Combination of objective
and essay questions. Questions will be drawn from term/concepts lists (including map
identification items) distributed to students throughout the term.
Book Review -- A three to four page book review of either the Fox, Sheriff, or Newman text. (see texts
list above). 15% of final grade. A full description of the assignment will be available on the
R:drive by September 30.
Writing Assignments -- Two two-to-three page writing assignments based on the assigned readings in
America Firsthand. Six opportunities to hand in writing assignments will be available. Students
will choose which two assignments to complete. Each assignment is worth 7.5% of the final
grade (15% total). One essay must be completed by October 17 and the second essay must be
completed by December 14.
Class participation -- will account for 10% of the final grade. The level of class participation will be
evaluated based on the extent of classroom discussion involvement, apparent preparation for
class, and a series of small out-of-class or in-class assignments to be presented in class. A
student who attends all classes and says nothing in class the entire term will receive 80% of the
possible participation points. Students missing more than 3 classes for any combination of
reasons should anticipate a reduction in their final grade.
Detailed descriptions and requirements for each of the above will be made available to students well in advance
of the due dates noted in the daily schedule. These descriptions will be available on the "R: drive" and via the
myWestminster LMS. Explanations of how these assignments will be evaluated, in most instances, will also be
available via these electronic vehicles.
Assignments are due at the beginning of class on the day noted. Do not miss class trying to finish an
assignment. It will already be too late. Assignments handed in more than 5 minutes after the beginning of
class will be considered late.
History 105, Fall 2011
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Reading--The assigned reading for a particular date should be completed prior to attending that day's class.
Your ability to comprehend lectures and benefit from discussions will be enhanced by having completed the
assigned reading. Students are responsible for being able to address (i.e. provide an answer/comment/question
based on a thoughtful reading of the material) topics in every reading. Inability to address material will be the
basis for reduction in the participation grade.
Make-up Examinations—Make-up quizzes/exams will only be given in the event of 1) doctor excuse verified
illness or 2) authorized and verified college-related activities. A make-up examination for the final examination
will be given only due to illness verified by a doctor's excuse.
Incomplete Grades--Incomplete grades will be awarded only when students contact Dr. Cuff in advance of
assigned due dates and explain the reasons for their failure to complete the assigned work on time. Failure to do
so will result in a lowered grade for the assignment. Unless all course requirements are fulfilled (or other
arrangements are made) by the end of the term you will receive an "F" for the course.
Extra Credit-- No "extra credit" will be given.
Anticipate an average of 2-3 hours' worth of work outside of class for every hour spent in class for this (and
any) college course. You should expect 6-9 hours of outside work per week for this class. [Note: Therefore,
students registered for 15 credit hours should expect 30-45 hours worth of work outside of class each
week.]
Academic Integrity
“Central to the purpose and pursuit of any academic community is academic integrity. All members of the
Westminster community, including students, faculty, staff, and administrators, are expected to maintain the
highest standards of honesty and integrity, in keeping with the philosophy and mission of the College.”
[Westminster College Undergraduate Catalog, 2011-12, pp. 71-76.] In other words, as you learned in
kindergarten, do your own work, keep your eyes on your own paper, and treat others as you’d like to be treated.
As per the portion of the College’s academic integrity policy cited above, (and described in full in the College
catalog), violations of the expectation of academic integrity will be dealt with seriously. Any work deemed to
be plagiarized will, at minimum, result in a grade of a zero for the assignment and potentially failure in the
course. Similar consequences will flow from other violations of the expectation of complete academic integrity.
Additionally, students should be aware that across the College and in this class, Internet based software
operated by Turn-it-in.Com will be in use this term and for the foreseeable future. This software has been made
available both to enable students to verify that their writing is plagiarism free and by faculty to check student
work for originality. While Dr. Cuff will not necessarily use Turn-it-in.com for all assignments, be aware that
any and all assignments are eligible for such review.
Needs for Special Accommodation
Students with special needs of a physical or academic nature should speak with Dr. Cuff so that
accommodations, consistent with college policy, can be instituted.
Office Hours -- I will be available for student consultation (or friendly visits) on Mondays, Wednesdays, and
Fridays from 9:15-10:30 a.m. on the second floor of McGill Library in the main reading room (south end);
Tuesdays from 10:30 a.m. - 12 noon, Hoyt Science Ctr, Room 360; and other times by appointment. Please feel
free to contact me by email with questions or concerns at other times. Periodically, I will send assignment
clarifications, notices, and/or items of interest to each member of the class by email. Be sure to check your
email during the week for such items.
History 105—DAILY SYLLABUS
Fall 2011
Date
Aug 31
Sept 2
Sept 5
Sept 7
Sept 9
Sept 12
Sept 14
Sept 16
Sept 19
Sept 21
Sept 23
Sept 26
Sept 28
Sept 30
Oct 3
Oct 5
Oct 7
Oct 10
Oct 12
Oct 14
Topic
Course Administration
Introduction
Course Administration and Introduction (cont.)
Colonization in the Context of European
Development: Economic, Social, and
Technological
Colonization in the Context of European
Development: Economic, Social, and
Technological
Colonization in the Context of European
Development: Economic, Social, and
Technological
The American Colonies in the 17th and 18th
Centuries: Demographics, Society, and
Religion
The American Colonies in the 17th and 18th
Centuries: Demographics, Society, and
Religion
The American Colonies in the 17th and 18th
Centuries: Demographics, Society, and
Religion
The American Colonies in the 17th and 18th
Centuries: Political, Social, and
Economic Structure
The American Colonies in the 17th and 18th
Centuries: Political, Social, and
Economic Structure
British-Colonial Relations and the American
Revolution
British-Colonial Relations and the American
Revolution
British-Colonial Relations and the American
Revolution
British-Colonial Relations and the American
Revolution
British-Colonial Relations and the American
Revolution
British-Colonial Relations and the American
Revolution
Aftermath of the American Revolution: A
Fledgling Nation and a Constitution
Aftermath of the American Revolution: A
Fledgling Nation and a Constitution
Aftermath of the American Revolution: A
Fledgling Nation and a Constitution
Reading to complete PRIOR to class
Read: Henretta, xiii-xxv, 2-3, Chapter 1
Read: Henretta, Chapter 2
Read: Marcus, pp. xi-xvi and Part One
Read: Henretta, Chapter 3
Read: Henretta, Chapter 4
Marcus, Part Two
QUIZ
Writing Assignment #1 Due
Read: Henretta, pp. 136-139 and Chapter 5
Read: Marcus, Part Three
Receive Book Review Assignment Description
Read: Henretta, Chapter 6
Writing Assignment #2 Due
Read: Henretta, Chapter 7
Read: Henretta, Chapter 8
History 105, Fall 2011
Oct 17
Oct 19
Oct 21
Oct 24
Oct 25
Tues
Oct 26
Oct 28
Oct 31
Nov 2
Nov 4
Nov 7
Nov 9
Aftermath of the American Revolution: A
Fledgling Nation and a Constitution
Pre-Industrial American Society and the
Agricultural Revolution
MidTerm Examination
No Class Meeting
The Transportation and Industrial Revolutions
The Transportation and Industrial Revolutions
The Transportation and Industrial Revolutions
The Population Revolution
The Population Revolution
American Politics: Structure and Issues
The Changing Culture and Social Structure of
the United States
The Changing Culture and Social Structure of
the United States
Page 5 of 5
Writing Assignment #3 Due
Covering Henretta, Chapters 1-8; Marcus
introduction and Chapters 1-3; mapping terms, and
course lectures
Fall Break
Read: Henretta, pp. 268-271 and Chapter 9
Read: Marcus, Part Four
Read: Henretta, Chapter 12
Read: Henretta, Chapter 10
Read: Marcus, Part Five
Writing Assignment #4 Due
Nov 11
Nov 14
Nov 16
Nov 18
Nov 21
Nov 23
Nov 25
Nov 28
Nov 30
Dec 2
Dec 5
Dec 7
Dec 9
Dec 14
Dec 16
8 a.m
The Changing Culture and Social Structure of
the United States
Religious and Cultural Conflict in the
Antebellum United States
Religious and Cultural Conflict in the
Antebellum United States
American Politics: 1824-1848 and the Slide
Toward Civil War
No Class Meeting
No Class Meeting
American Politics: 1824-1848 and the Slide
Toward Civil War
American Politics: 1824-1848 and the Slide
Toward Civil War
American Politics: 1824-1848 and the Slide
Toward Civil War
The Civil War and Reconstruction
The Civil War and Reconstruction
The Civil War and Reconstruction
Reading Day
Final Examination Period
Read: Henretta, Chapter 11
Read: Henretta, pp. 392-395 and Chapter 13
QUIZ
Writing Assignment #5 Due
Book Review Due (Tues, Nov. 22, 4 pm)
Thanksgiving Break
Thanksgiving Break
Read: Henretta, Chapter 14
Read: Marcus, Part Six
Read: Henretta, Chapter 15
Writing Assignment #6 Due
Dec 16, 8-10:30 a.m
Covering Henretta, Chapters 9-15; Marcus
introduction and Chapters 4-6; mapping terms, and
course lectures