History 1301(Honors) United States History to 1877 CRN# 48888 Fall, 2010 Professor Howard Bodner Office Phone: 713-718-6232 Office Hours: 2:30-3:45pm, M-Th, (and by appointment) in SJAC 206A E-Mail: howard.bodner@hccs.edu *”History is an argument without end.” – Arthur Schlesinger Jr. Required Readings: American Passages: A History of The United States, vol. I, Compact, 4th Edition by Ayers et al. William Penn by John A. Moretta. The American Revolution by Gordon S.Wood. The Legacy of Andrew Jackson by Robert V. Remini. Abraham Lincoln and the Second American Revolution by James M. McPherson. Course Description: Historians of early America have tended to view the colonial period of American history in one of two general ways. Some have looked upon it as a chapter in the expansion of the West. For them, the history of early America is to be found in the story of how England created an empire in the New World, maintained it for more than 150 years, and then lost it after 1776 when the Americans took over its direction themselves. It is the saga of the Europeanization of America. Other historians, less concerned with the European origins of America and the persistence of European or English patterns in American society, have looked for the changes the New World wrought in the life and characters of transplanted Europeans. For these historians, the really important thing that happened in America before the Revolution is that a new and different society, one akin to Europe but not European, emerged and established itself. Early American history becomes the story of the Americanization of the European. No historian, of course, has followed either approach to the exclusion of the other. The major thematic focus of this course will be an inquiry into how the modern American nation evolved from its colonial origins. Of course, it may be said with greater or lesser truth of almost any facet of American life or character that it had its beginnings in the colonial period. Histories not only of American religion and education but also of American law, agriculture, literature, 1 journalism, technology, art, or what have you, always acknowledge the colonial origins of their subject and sometimes even deal with them. In fact, much of the history of the colonial period has been written by historians in search of answers to questions raised about the American Revolution, political parties, Jacksonian Democracy, sectional conflict, or about any number of other aspects of the history of the United States. To put it another way, almost any work on early American history will point forward, often explicitly, to something in the national experience of the American people. We are always recreating our past, rediscovering the personalities and events that have shaped us, inspired us, or bedeviled us. When we are buffeted by the erratic winds of current affairs, we look for reassuring precedents. But we do not always find that history is comforting. The past holds much that is disturbing, for the story of a nation (like any story) is never one of unbroken progress. As with our own personal experiences, it is both triumphant and tragic, filled with injury as well as healing. This course will attempt a recreation of the American past; a rediscovery of its people and of the nation they founded and sustained. Grading Scale: A (90-100), B (80-89), C (70-79), D (60-69), F (below 60). All tests and assignments are marked with a numerical grade. Scholastic Dishonesty: Students are responsible for conducting themselves with honor and integrity in fulfilling course requirements. Penalties and/or disciplinary proceedings may be initiated by College System officials against a student accused of scholastic dishonesty. “Scholastic dishonesty” includes, but is not limited to, cheating on a test, plagiarism, and collusion. “Cheating” on a test includes: Copying from another student’s test paper; Using materials during a test that are not authorized by the person giving the test; Collaborating with another student during a test without authority; Knowingly using, buying, selling, stealing, transporting, or soliciting in whole or part the contents of an unadministered test; Bribing another person to obtain a test that is to be administered. “Plagiarism” means the appropriation of another’s work and the unacknowledged incorporation of that work in one’s own written work offered for credit. “Collusion” means the unauthorized collaboration with another person in preparing written work offered for credit. 2 The objective of social and behavioral science in the core curriculum is to increase students’ knowledge of how social and behavioral scientists discover, describe, and explain the behaviors and interactions among individuals, groups, institutions, events, and ideas. Such knowledge will better equip students to understand themselves and the roles they play in addressing the issues facing humanity. Exemplary Educational Objectives To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. To examine social institutions and processes across a range of historical periods, social structures, and cultures. To use and critique alternative explanatory systems or theories. To develop and communicate alternative explanations or solutions for contemporary social issues. To analyze the effects of historical, social, political, economic, cultural, and global forces on the subject of study. To comprehend the origins and evolution of U.S. and Texas political systems, with a focus on the growth of political institutions, the constitutions of the U.S. and Texas, federalism, civil liberties, and civil and human rights. To understand the evolution and current role of the U.S. in the world. To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. To analyze, critically assess, and develop creative solutions to public policy problems. To recognize and assume one’s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy. To identify and understand differences and commonalities with diverse cultures. 3 Unit Exams = 40% You will take two Unit Exams. The midterm exam will cover class material and readings assigned/due between Aug. 31 and Oct. 21. The final exam will cover class material and readings assigned/due between Oct. 26 and Dec. 9. Each exam will consist of a combination of identification and essay questions. Each exam will cover material taken from class lecture/discussion and readings (including those assigned but not specifically discussed in class). The midterm exam will be taken during class on Oct. 21. The final exam will be taken during the final exams week on Dec. 14. *There will be no makeup exams except under extraordinary circumstances and solely at the discretion of the Instructor. ** Note – Any act of “scholastic dishonesty” will result in a grade of zero on the particular exam/assignment. Paper Assignment based on “William Penn and the Quaker Legacy” =20% Based upon your reading of “William Penn” you will write a paper of approximately 1000 words in length which responds to the following questions: 1. How did Quakerism differ from all other forms of orthodox or traditional Christianity? 2. What were Penn’s main objectives in establishing Pennsylvania? 3. What kind of settlers or immigrants did Penn hope to attract to his colony, and why? 4. What was Penn’s attitude toward the use of Africans as slave labor? 5. What were some of Penn’s most important contributions to the histories of both the United States and Great Britain? This paper is due on Sept. 30. Book Critique = 20% You will write a critique of one of the following books this semester: “The American Revolution” or “Abraham Lincoln and the Second American Revolution”. The critique should be a minimum of 1000 words and should include the following elements: 1. Your paper should begin with a paragraph of information about the author of the book in which you present the author’s credentials or expertise. For example: What academic degrees has the author earned? Where did the author earn these 4 degrees? What other books or articles has the author published? What honors or awards has the author received? 2. Next is the summary section of the paper in which you provide the main thesis statements or assertions that the author presents in the book. What appears to be the most important information in the book? What does the author seem to most want the reader to learn from the book? 3. Next is the critical analysis section of the paper in which you freely and candidly express your opinions about the book. For example: Is the book written in a way that engages the reader? Is the author persuasive? Does the author seem to be authoritative? Does the information presented in the book agree with or conflict with what you’ve learned about the subject from other sources? Would you recommend this book to other students? The critique is due on Nov. 30. Paper Assignment based on “The Legacy of Andrew Jackson” = 20% Robert V. Remini is acknowledged to be the nation’s foremost authority on Andrew Jackson. In “The Legacy of Andrew Jackson,” Remini discusses Jackson’s role in three areas of particular importance in American history: democracy, Indian removal, and slavery. In a paper of approximately 1000 words in length you will focus on one of these issues and provide both a summary of Remini’s views along with a critical analysis of your own. The paper is due on Nov. 4. HCC Course Withdrawal Policy The State of Texas has begun to impose penalties on students who drop courses excessively. For example, if you repeat the same course more than twice, you have to pay extra tuition. Beginning in Fall 2007, the Texas Legislature passed a law limiting first time entering freshmen to no more than SIX total course withdrawals throughout their educational career in obtaining a certificate and/or degree. To help students avoid having to drop/withdraw from any class, HCC has instituted an Early Alert process by which your professor may “alert” you and counselors that you might fail a class because of excessive absences and/or poor academic performance. It is your responsibility to visit with a counselor to learn about what, if any, HCC interventions might be available to assist you – online tutoring, child care, financial aid, job placement, etc. – to stay in class and improve your academic performance. 5 If you plan on withdrawing from your class, this MUST be done PRIOR to the withdrawal deadline to receive a “W” on your transcript. Faculty will no longer have the ability to withdraw students after the withdrawal deadline. **Final withdrawal deadlines vary each semester and/or depending on class length, please visit the online registration calendars, HCC schedule of classes and catalog, any HCC Registration Office, or any HCC counselor to determine class withdrawal deadlines. If you do not withdraw before the deadline, you will receive the grade that you earn in the class as your final grade. Zeroes averaged in for required assignments/tests not submitted will lower your semester average significantly, most likely resulting in a failing grade (“F”). Class Attendance: Students are expected to attend class regularly and on time. Students are responsible for material covered during their absences. Class attendance will be checked daily by the Instructor. Note: Withdrawal Policy All students who wish to withdraw from this course must fill out a course withdrawal form available at the Registrar’s Office. The last day to withdraw from a course for the Fall, 2010 semester is November 18 by 4:30pm. Students who do not officially withdraw from the course will receive a final grade for the course. However, the Instructor reserves the right to drop students from this course for excessive absences. Any absence in excess of 6 hours (or 4 classes) may result in a student being administratively withdrawn. Ceasing to attend the class does not constitute a withdrawal. Students will not be considered withdrawn from the course until they submit the official withdrawal form or have been administratively withdrawn. Faculty will no longer have the ability to withdraw students after the withdrawal deadline. Reasonable Accommodations: “Any student with a documented disability (e.g., physical, learning, psychiatric, vision, hearing, etc.) who needs to arrange reasonable accommodations must contact the Disability Services Office at the respective college at the beginning of each semester. Faculty are authorized to provide only the accommodations requested by the Disability Support Services Office.” 6 Course Schedule: Unit One: Founding the New Nation August 31 – October 21 Readings: American Passages -- Chapters 1-7 William Penn and the Quaker Legacy The American Revolution Aug. Sept. Sept. Sept. Sept. Sept. Sept. Sept. Sept. Sept. Oct. Oct. Oct. Oct. Oct. Oct. 31 – Introduction/Orientation 2 – the Age of Exploration 7 – Tudor England 9 – the Jamestown Fiasco 14 – Puritan New England 16 – the Quaker Legacy 21 – England’s administration of her American colonies 23 – the Great War for Empire 28 – the road to revolution 30 – the war for independence Paper Assignment on “William Penn” is due 5 – the war for independence (continued) 7 – the birth of the republic 12 – the Constitutional Convention 14 – the Federalist republic, 1789-1799 19 – Hamiltonianism vs. Jeffersonianism 21 – Midterm Exam Unit Two: Testing the New Nation October 26 – December 9 Readings: American Passages – Chapters 8-16 The Legacy of Andrew Jackson Abraham Lincoln and the Second American Revolution Oct. 26 – the revolution of 1800 and Republican ascendancy Oct. 28 – the Napoleonic Wars’ impact on the United States Nov. 2 – the Missouri debate & the Nullification Crisis Nov. 4 – Jacksonian Democracy Paper Assignment on “The Legacy of Andrew Jackson” is due Nov. 9 – Jacksonian Democracy (continued) Nov. 11 – the liberation of Spanish America & the Monroe Doctrine 7 Nov. 16 – Manifest Destiny & the Mexican War Nov. 18 – Southern rights & the Compromise of 1850 Nov. 23 – the Impending Crisis Nov. 25 – Thanksgiving Holiday Nov. 30 – descent into war Book Critique is due Dec. 2 – blood and freedom; the Emancipation Proclamation Dec. 7 – the Era of Reconstruction Dec. 9 – reconstruction abandoned & the Compromise of 1877 Dec. 14 – Final Exam at 1pm Note: The Instructor reserves the right to change various parameters of this syllabus at his discretion. 8