History 1301
United States History to 1877
CRN# 58735
Fall (8 Week), 2011
Professor Howard Bodner
Office Phone: 713-718-6232
Office Hours: 2:30-5pm, T & Th, (and by appointment) in EDC A200
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. ISBN: 05-4716-6303
American Perspectives, (HCCS History Department Reader) new online edition.
URL—http://www.pearsoncustom.com/tx/hcc_hist1301
The Legacy of Andrew Jackson by Robert V. Remini. ISBN: 0-8071-1642-4
Abraham Lincoln and the Second American Revolution by James M. McPherson.
ISBN: 0-19-507606-0
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
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American religion and education but also of American law, agriculture, literature,
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.
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“Collusion” means the unauthorized collaboration with another person in preparing
written work offered for credit.
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
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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.
Learning Objectives
Students will be able to create an argument through the use of historical
evidence.
Students will be able to analyze and interpret primary and secondary
sources.
Students will be able to analyze the effects of historical, social, political,
economic, cultural, and global forces on this period of US history.
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Unit Exams = 50%
You will take two Unit Exams. The midterm exam will cover class material and
readings assigned/due between Aug. 30 and Sept. 22. The final exam will cover class
material and readings assigned/due between Sept. 27 and Oct. 20.
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 Sept. 22.
The final exam will be taken on Oct. 20.
*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.
Book Critique = 20%
You will write a critique of “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
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 Oct. 13.
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Documents Analysis = 10%
Utilizing 1 or more of the documents that have been assigned from the reader, write a
paper of approximately 500 words that explains how primary sources (such as
documents) differ from secondary sources (such as monographs and textbooks). You
should also express your opinion on the value of studying historical documents.
This paper is due on Sept. 15.
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 Oct. 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.
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
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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, 2011 (first 8-week) semester is September 30 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 2 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.”
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Course Schedule:
Unit One: Founding the New Nation
(August 30 – September 22)
Week 1—
Readings:
Text: Chapter 1
Reader: (article) “Native Reactions to the Invasion of America”
Lecture Topics:
Aug. 30 – Introduction/Orientation & the Age of Exploration
Sept. 1 – Tudor England & the Jamestown Fiasco
Week 2—
Readings:
Text: Chapters 2 & 3
Reader: (article) “The Jamestown Fiasco”
(documents) Maryland Toleration Act (1649)
Virginia Codes Regulating Slavery and Servitude, 1642-1705
*begin reading “The Legacy of Andrew Jackson”
Lecture Topics:
Sept. 6 – Puritan New England & the Quaker Legacy
Sept. 8 – England’s administration of her American colonies
& the Great War for Empire
Week 3—
Readings:
Text: Chapters 4 & 5
Reader: (article) “A Most Undisciplined and Profligate Crew”
(documents) The Boston Massacre
The declaration of Independence
Lecture Topics:
Sept. 13 – the road to revolution & the war for independence
Sept. 15 – the birth of the republic & the Constitutional Convention
Documents Analysis Paper is due
Week 4—
Readings:
Text: Chapters 6 & 7
Reader: (documents) Shays’ Rebellion, 1786-1787
The Bill of Rights, 1791
Lecture Topics:
Sept. 20 -- the Federalist republic & Hamiltonianism vs. Jeffersonianism
Sept. 22 – Midterm Exam
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Unit Two: Testing the New Nation
(September 27 – October 20)
Week 5—
Readings:
Text: Chapters 8 & 9
Reader: (documents) Race and Religion in the New Nation: Excerpts from
Jefferson’s Notes on the State of Virginia
Begin reading (Abraham Lincoln and the Second American Revolution”
Lecture Topics:
Sept. 27 – the revolution of 1800 & the Napoleonic Wars’ impact on the U.S.
Sept. 29 – the Missouri debate & the Nullification Crisis
Week 6—
Readings:
Text: Chapters 10 & 11
Reader: (article) “Andrew Jackson versus the Cherokee”
(documents) The Monroe Doctrine
“The Cherokee Removal through the eyes of a Private Soldier”
Crime in the City
The Seneca Falls Declaration of Sentiments
Lecture Topics:
Oct. 4 -- Jacksonian Democracy
Paper Assignment on “The Legacy of Andrew Jackson” is due
Oct. 6 – the liberation of Spanish America & the Monroe Doctrine
Week 7—
Readings:
Text: Chapters 12-14
Reader: (article) “No Peace without Victory, 1861-1865”
(documents) Denmark Vesey’s Uprising, 1822
Nat Turner’s Rebellion, 1831
“What to the Slave is the Fourth of July?”
The Emancipation Proclamation
Lecture Topics:
Oct. 11 – Manifest Destiny, the Mexican War & the Impending Crisis
Oct. 13 – the Civil War
Book Critique is due
Week 8—
Readings:
Text: Chapters 15 & 16
Reader: (article) “Slaves No More”
(document) Black Codes
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Lecture Topics:
Oct. 18 – the Era of Reconstruction
Oct. 20 – Final Exam at 10am
Note: The Instructor reserves the right to change various parameters of this syllabus at his
discretion.
EGLS3 -- Evaluation for Greater Learning Student Survey System
At Houston Community College, professors believe that thoughtful student feedback is necessary to
improve teaching and learning. During a designated time, you will be asked to answer a short online
survey of research-based questions related to instruction. The anonymous results of the survey will be
made available to your professors and division chairs for continual improvement of instruction. Look for
the survey as part of the Houston Community College Student System online near the end of the term.
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