Houston Community College
American History 1301
(United States History to 1877)
Fall Semester 2010
Instructor: Professor Eric Lynch
Email: eric.lynch@hccs.edu
Class Hours: MW= 2-3:30PM
CRN: 54160
Campus: Stafford (Scarcella Center)
Office Hours: 1-2 or 3:30-4:30 or Appt.
Office Phone: 713-718-6700
Course Description
History 1301 is an introductory survey of the American experience from pre-Columbian exchange to
Reconstruction. It will focus on the evolution of the pivotal economic, social/cultural and political
institutions which define the development of the modern United States and its people. Although this
course is built around historical events and processes, it is much more than a simple recitation of facts.
Students will learn, apply critical thinking and problem-solving skills, and will work with historical
documents, maps, economic and demographic models.
This course does not seek to romanticize the subject, but rather critique within an objective approach,
the issues, events, and individuals that shaped its experience. A comprehensive analysis will be given
to the Revolutionary Era, the foundation of America’s political systems, slavery, expansionism,
sectionalism, the Civil War and Reconstruction. Attention will be given to women’s participation, the
ethnology and historiography of Amerindian, Asian, African, and Mexican Americans.
History 1301 is a 16-week, 48 contact hour course which fulfills three hours of the state-mandated
six-hour history requirement. Completion of this class will also improve performance in reading,
writing, critical thinking, communicating and computer skills.
Objectives
1. Have a better understanding of events, disparate institutions and issues that shaped the United
States.
2. Improve writing skills, and develop a strong foundation of factual knowledge; demonstrate
analytical and critical judgments in evaluating historical documents and secondary sources.
3. Identify important historical themes and show relationships to contemporary issues.
4. Know historical individuals who were influential agents in constructing the American
experience.
5. Understand the socio-political and economic experiences of various ethnic groups.
6. Analyze the impact of class, racial assimilation, sectionalism, and slavery on American politics,
social movements and intellectual thought.
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Instructional Strategies
Course composition will be comprised primarily of lectures, discussions and visual representation.
Lectures and constructive discussions will be the cornerstone of this course. Students will be called
upon periodically to provide personal insight & analysis. Consequently, assigned readings should be
completed before designated sessions. Such undertaking will improve student’s knowledge, and
stimulate relevant questions.
Historian Carter G. Woodson once noted “If a race has no history, if it has no worthwhile, it becomes
a negligible factor in the thought of the world, and stands in danger of being exterminated. Also,
Spanish philosopher, George Santayana remarked “Those who do not learn from history are doomed.”
Understanding these classical remarks and knowing history is full of common denominators, thinking
analytically and independently will be imperative. Accordingly, it is the instructor’s contention to
have students demonstrate the above characteristics in an intelligent manner. This methodology will
assist in developing some kind of personal syntheses in discourse and reading. As such, ask questions,
agree, disagree, and challenge conventional interpretations. These procedures will allow students’
opportunities to understand content, and confront various historical developments from an array of
lenses which will afford individuals to draw sensible conclusions. At instructor’s discretion, points
will be given for qualitative remarks. Through these processes students will surmise that history is very
interesting and important.
Periodically, at the outset of class, current issues will be discussed. Students will become aware of
contemporary issues that have some historical antecedence. This procedure will also help create an
environment that encourages critical thought and the exchange of ideas.
Required Text:
Ayers, Gould, Oshwnaky, Soderlund, “American Passages: A History of the United States” 4th ed.
Additional readings will occasionally be distributed by the instructor before to designated sessions.
Supplemental Readings
Ivan Van Sertima, “They Came Before Columbus”
Gavin Menzies, “1421: The Year China Discovered America”
Lerone Bennett, Jr. “Forced Into Glory”
Monographs
Alfred & Ruth Blumrosen “Slave Nation”
Henry Louis Gates “The Classic Slave Narratives”
Lori Genzberg “Women in Antebellum Reform”
Doris K. Goodwin “Team of Rivals”
Anthony Wallace “The Long, Bitter Trail”
Noble Cunningham “Jefferson vs. Hamilton”
Joseph Ellis “Founding Brothers”
James McPherson “For Cause & Comrades”
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S. Haynes “James K. Polk & he Expansionist Impulse”
Jeff Shaara “Gods & Generals”
These books are available at HCCS bookstores and through online sources (Amazon.com). Amazon
and Half-Price Books maybe cheaper!
Digital History Website Resources
http://www.digitalhistory.uh.edu/ - Digital History
http://www.americanheritage.com/articles/magazine/ah - American Heritage Magazine
http://www.pbs.org/wgbh/aia - Africans in America
www.HistoryChannel.com – History Channel
www.ourdocuments.gov – Our Documents
http://memory.loc.gov/ammem/index.html - Library of Congress
http://Icweb2.loc.gov/amhome.html - American Memorial: Historical Collections - Natl. Digital
Library
http://www.yale.edu/lawweb/avalon/avalon.htm - Avalon Project-Yale Law School: Documents
in Law, History, & Government
http://scriptorium.lib.duke.edu – Digital Scriptorium
http://digital.library.okstate.edu/kappler - Indian Affairs: Laws & Treaties
http://Icweb.loc.gov/exhibits/declara/declara1.html - Drafting the Documents of Independence
http://memory.loc.gov/ammem/award99/icuhtml/fawhome.html - First American West: Ohio
Valley
http://memory.loc.gov/ammem/collection/jefferson_papers/mtjtimes3.html - Thomas Jefferson
Papers
“
“
“ “
“ /alhtml/malhome.html – Abraham Lincoln Papers
http://digital.nypl.org/schomburg/images_aa19 - Images of African Americans from the 19th
Century
http://digital.nypl.org/mmpco - New York Public Library Picture Collection Online
http://memory.loc.gov/ammen/umhtml/umhome.html - Pioneering the Upper Midwest: Books
from Michigan, Minnesota, & Wisconsin, 1820-1910
http://Icweb2.loc.gov/ammem/award99/cubhtml/cubhtml/cichome.html --- Chinese in
California, 1850These websites will provide a comprehensive and extensive anthology of photographs, reference
resources, primary/secondary sources and interactive materials.
Important Dates
Registration Ends: August 31
Last Day for Drop/Add: August 31
Office Closed: Labor Day Holiday: September 6
Last Day for Admin/Student Withdrawal: November 18
Office Closed: Thanksgiving Holiday: November 25-28
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Evaluation Criteria
A. Grades will derive from the following assignments:
1) Attendance and class participation
2) Museum Visit: This assignment requires a visit on November 10 to the Buffalo Soldiers
National Museum. You will present a full 2-3 page coherent essay regarding this visit.
Questions relating to your essay and information regarding location will be disseminated
beforehand. Essays are due November 17. Standard paper presentation is required; doublespaced, with one-inch margins all around. No title page is necessary; simply place your name,
course subject, and instructor’s name atop of the first page on the left side, and staple report.
Do not submit papers unstapled!!
3) Students will select (1) monograph from the list above and write a full 4 page coherent essay.
This paper will be submitted prior to class on October 25. Late papers will not be accepted.
4) Each test (2) will include objective, short answer and two or three essay derived from lectures,
readings, and handouts. You will need (2) essay test forms. A review sheet will be
disseminated one week before each test. No make-ups will be given under any circumstances.
During tests, there will be no departures from class (restroom break, etc.)
5) Each student will write a full 8 page research paper on one of the following topics:
1) demise of indentured servitude, rise of slavery (1600-1850)
2) social impact of “Manifest Destiny” (1800-1850)
3) socio-political fallout from Dred Scott Decision (1856-present)
4) Indian Removal (1790-1842)
5) social and political rebellions (1650-2000)
6) Abolitionism: success or failure (1750-1863)
7) African, Mexican, Native-American and women participation in the Civil War (select 1,
2, 3 or all)
8) socio-political & economic reasons for sectionalism (1700-1860)
9) institution of slavery amongst the Southern Five Civilized Tribes (?-1865)
Good writing is a result of excellent writing skills, drafts, and sound historical research. In
that context, proofread, revise, and edit. Papers should consist of: cover page, introduction
(thesis statement), body, conclusion, footnotes if necessary and bibliography (10 sources,
including 3 internet). Papers should be typed (12), double-spaced, with one-inch margins all
around. Critique final version before submission!
Understand, tremendous importance is placed on good writing. Therefore, along with content,
papers will be evaluated on the basis of proper organization, historical research, writing
mechanics, logical development, and neatness. For assistance, there is numerous writing
guides. Check student stores or local bookstores for the latest editions. Kate Turabian’s “A
Manual for Writers of Term, Papers, Theses, and Dissertation”6th edition is an excellent
reference. Papers must be submitted electronically on December 6. They will be scrutinized
for plagiarism. Late papers will not be accepted.
6) Final exam will be comprehensive & consist of multiple choice questions.
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B. Final grades will be based on the following criteria:
1. Attendance/Class participation - 10%
2. Museum essay – 10%
3. Monograph Review – 15%
4. Research Paper - 20%
5. Test (2) - 20%
6. Final Exam - 25%
C. Grading Scale
A = 100-90; B = 89-80; C = 79-70; D = 69-60; F = Below 60. Grades will not be curved.
Attendance
Since this is college, regular and punctual attendance is mandatory. Students are responsible for
material covered during their absence. If an individual should miss a class, it is their responsibility to
ascertain notes, handouts, etc. DO NOT ask the instructor for any materials.
Attendance is checked each session and will commence on the first day of class. Therefore, if a
student misses six hours of instruction, the instructor has the authority to drop that student. If there
are special circumstances or an emergency, notify the instructor immediately.
Withdrawal
If you wish to drop the course, please talk to the instructor first. Afterwards, if you decide to
withdraw, be sure to fill out the necessary withdrawal form. Failure to officially withdraw by
November 18 will result in receiving a failing grade.
Tardiness
It is imperative students are on time. You are considered tardy five minutes after class has commenced.
Three unexcused tardies will constitute one unexcused absence. Any early unexcused exit will count as
one tardy.
Academic Honesty Policy
Plagiarism, cheating and other forms of academic dishonesty are prohibited by HCC policy and by the
rules of this class.
 Plagiarism involves using ideas or words of another person (either whole or part) without
crediting the source and constitutes the theft of another person’s intellectual property. It is the
most common form of academic dishonesty. It you are unclear as to what constitutes
plagiarism, you should seek clarification before beginning an assignment.
 Cheating involves fraud and deception for the purpose of violating legitimate testing rules.
Cheating includes, but is not limited to: copying from another student’s test paper, using
materials during a test not authorized by the instructor, collaborating with another student
during a test without authority, knowingly using, buying, selling papers, soliciting contents of
an un administered test and bribing another person to obtain a test that is to be administrated.
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Academic dishonesty constitutes a severe violation of HCC policy and rules, and is subject to stringent
penalties. Violations of these policies can result, at a minimum, in the automatic failure of the
assignment or the class. Severe violations could result in suspension or expulsion from HCC. If
questions surface about academic dishonesty, individuals should review the Student Handbook.
Disability Rules
Any student with a documented disability (e.g. physical, learning, psychiatric, vision, hearing, etc.)
who needs to arrange reasonable accommodations must contact the Disability Support Service. See
Counselor, Dr. Becky Hauri (713-718-7009) at the beginning of the semester. Faculty is authorized to
provide only the accommodations requested by the Disability Support Service Office. Students who are
requesting special testing accommodations must first contact the office.
Class Etiquette
During the course, students will adhere to HCC policy on student conduct. Disruptive behavior,
harassment, sleeping, hats, low pants, having beverages, eating or radios/CD’s are not permitted. Cell
phones, pages, beepers, etc. are a significant distraction; therefore they should be turned off during
class. Finally, children cannot be present.
Course Calendar/Schedule
The Course Calendar is tentative, which means the instructor has the authority to make discretionary
changes. Also, this calendar indicates general reading assignments which accompany the lecture topics.
In reference to videos, segments will be shown.
Week 1
Session 1: August 30: Course introduction and syllabus review.
Ch. 1 “Contact, Conflict & Exchange in the Atlantic World, to 1590,” pp. 1-25
Session 2: September 1: Ch. 1 continue & Ch. 2 “Colonization of N.A., 1590-1675,” pp. 27-53
Week 2
Session 3: September 6: Ch. 3 “Crisis & Change, 1675-1720” pp. 55-82.
Session 4: September 8: Ch. 4 “The Expansion of British America, 1720-176,” pp. 84-110
Week 3
Session 5: September 13: Ch. 4 continue & Ch. 5 “War for Independence, 1764-1783,” pp. 112-142.
Session 6: September 15: Ch. 5 continue
Week 4
Session 7: September 20: Ch. 6 “Toward a More Perfect Union, 1783-1788,” pp. 144-169
Session 8: September 22: Ch. 6 continue
Week 5
Session 9: September 27: Test I = Ch. 1-6
Session 10: September 29: Ch. 7 “The Federalist Republic, 1789-1799, pp. 171-195
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Week 6
Session 11: October 4: Ch.8: “The New Republic Faces a New Century, pp. 197-223.
Session 12: October 6: Ch. 9 “Exploded Boundaries, 1815-1828,” pp. 225-246.
Week 7
Session 13: October 11: Ch. 10 “The Years of Andrew Jackson, 1829-1836,” pp. 248-271.
Session 14: October 13: Ch. 10 continue
Week 8
Session 14: October 18: Ch. 11 “Panic & Boom, 1837-1845” pp.27 3-298.
Session 15: October 20: Ch. 11 continue
Week 9
Session 16: October 25: Ch. 12 “Expansion & Reaction, 1846-1854” pp. 300-324.
Monograph Due
Session 17: October 27: Ch. 12 continue
Week 10
Session 18: November 1: Test II
Session 19: November 3: Ch. 13 “Broken Bonds,” pp. 326-347
Week 11
Session 19: November 8: Ch. 13 continued
Session 20: November 10: Buffalo Soldier National Museum Tour
Week 12
Session 21: November 15: Ch. 14 “Descent into War, 1861-1862” pp. 348-374.
Session 22: November 17: Ch. 14 continue
Museum essay due
Week 13
Session 23: November 22: Ch. 15 “Blood & Freedom, 1863-1865, pp. 377-399
Session 24: November 24: Ch. 15 continue
Week 14
Session 25: November 29: Ch. 16 “Reconstruction: Its Rise & Fall, 1865-1877,” pp. 401-429.
Session 26: December 1: Ch. 16 continue
Week 15
Session 27: December 6: Research Paper Due
Session 28: December 8: No Class
Week 16
Session 29: December 15: Final Exam
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