American History 1301
(United States History to 1877)
Fall Semester 2011
Instructor: Professor Eric Lynch
Email: eric.lynch@hccs.edu
Class Hours: MW= 2-3:30PM
Campus: Stafford (Scarcella Center)
Office Hours: 1-2 or 3:30-4:30 or Appt.
CRN: 54067
Course Description
History 1301 is an introductory survey of the American experience from Western antiquity to
Reconstruction. This course will focus on the evolution of the pivotal economic, social and political
institutions which defined the development of the United States. Although this course is built around
historical events and processes, it is much more than a simple recitation of facts.
This course does not seek to romanticize the subject, but rather critique within an objective approach,
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 and communication skills.
Objectives
1. Have a better understanding of events, institutions and issues that shaped the United States.
2. Improve writing skills, develop a strong foundation of factual knowledge; demonstrate analytical
and critical judgments in evaluating historical sources.
3. Identify important historical themes and show relationships to contemporary issues.
4. Know 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.
Instructional Strategies
Course composition will be comprised primarily of lectures, discussions and visual aid. 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. Spanish
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Spanish philosopher, George Santayana remarked “Those who do not learn from history are doomed to
repeat it.”
Understanding these classical remarks and knowing history is full of common factors, thinking
analytically will be imperative. 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. Through these processes students will surmise that history is
very interesting and important. At instructor’s discretion, points will be given for qualitative remarks.
Through these processes students will surmise that history is very interesting and important.
Required Text:
Ayers, Gould, Oshwnaky, Soderlund, “American Passages: A History of the United States” 4th ed.
Additional readings will occasionally be distributed 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”
Lori Genzberg “Women in Antebellum Reform”
Joseph Ellis “Founding Brothers”
James McPherson “For Cause & Comrades”
Anthony Wallace “The Long, Bitter Trail”
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
These websites will provide a comprehensive and extensive anthology of photographs, reference
resources, primary/secondary sources and interactive materials. Others are posted on the
Learning page website.
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Important Dates
Registration Ends: August 30
Last Day for Drop/Add: August 30
Office Closed: Labor Day Holiday: September 5
Last Day for Admin/Student Withdrawal: November 1
Office Closed: Thanksgiving Holiday: November 24-27
Evaluation Criteria
A. Grades will derive from the following assignments:
1) Attendance and class participation
2) Museum Visit will occur on November 9 at the Buffalo Soldiers National Museum. A full two
page coherent essay regarding this visit is required. Questions relating to this essay and
information regarding location will be disseminated beforehand. Essay due Nov. 16.
3) Students will select one monograph from the list above and write a full 4 page coherent essay.
This paper will be submitted prior to class on Nov. 2.
4) Test (Chapters 1-8) will include objective, short answer and three essay derived from lectures,
readings, and handouts. You will need one essay test form. A review sheet will be disseminated
one week before test. No make-ups will be given under any circumstances.
5) Students will write a full 8 page research paper on one of the following:
a) Demise of Indentured Servitude, Rise of Slavery (1600-1865)
b) Social Impact of “Manifest Destiny” (1800-1877)
c) Socio-political fallout of Dred Scott Decision (1856-1877)
d) Indian Removal (1790-1845)
e) Minority or women participation in the Civil War (select 1, 2, or 3 groups)
f) Slavery within the Southern Amerindian Nations (1700-1865)
g) Women Activism, 1700-1877
Essays for museum visit & monograph should have standard paper presentation; double-spaced
with one-inch margins all around. Name, course subject, & instructor’s name atop first page
(single space), & staple report. No late papers!
Research papers require good writing skills & sound historical research. They should consist of:
cover page, table of contents, introduction with thesis statement, body, conclusion, footnotes if
necessary & bibliography (10 + sources, 3 internets). Papers should be typed (12), double-spaced,
with one-inch margins all around. Papers will be evaluated on the above, proper organization,
writing mechanics, logical development, & neatness. For assistance, check local bookstores for
the latest writing guides. Kate Turabian’s “A Manual for Writers of Term Papers, Theses, &
Dissertation”6th edition is an excellent reference. They must be submitted electronically before
class on Dec. 6 for plagiarism. Critique final version before submission! No late papers!
6. Final exam will be comprehensive, & will consist of multiple choice questions.
B. Final grades will be based on the following criteria:
1. Attendance/Class participation - 10%
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2. Museum essay – 10%
3. Monograph Review – 15%
4. Research Paper - 20%
5. Test - 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 commences the first day of class. If a student misses six hours,
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, be sure to fill out the necessary withdrawal form. Failure to officially
withdraw by November 1 will result in receiving a failing grade.
Tardiness
On time is imperative! You are considered tardy five minutes after class has commenced. Three
unexcused will constitute one unexcused absence. Any early unexcused exit will count as one tardy.
Scholastic 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.
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.
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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, beverages or eating, low pants & hats are NOT PERMITTED. Cell phones,
blackberries, iPhones, etc. are a significant distraction; therefore, they should be TURNED OFF during
class. DO NOT TEXT! Laptops can be used for recording notes. 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: Aug. 29: Syllabus Review & Ch. 1 “Contact, Conflict & Exchange in the Atlantic World,
to 1590”
Session 2: Aug. 31: Ch. 1 continue & Ch. 2 “Colonization of North America, 1590-1675”
Week 2
Session 3: Sept. 5: Ch. 3 “Crisis & Change, 1675-1720”
Session 4: Sept. 7: Ch. 4 “The Expansion of Colonial British America, 1720-1763”
Week 3
Session 5: Sept. 12: Ch. 4 continue & Ch. 5 “War for Independence, 1764-1783”
Session 6: Sept. 14: Ch. 5 continue
Week 4
Session 7: Sept. 19: Ch. 6 “Toward a More Perfect Union, 1783-1788”
Session 8: Sept. 21: Ch. 6 continue
Week 5
Session 9: Sept. 26: Ch. 7 “The Federalist Republic, 1789-1799”
Session 10: Sept. 28: Ch. 8: “The New Republic Faces a New Century”
Week 6
Session 11: Oct. 3: Ch. 1-8 Test
Session 12: Oct. 5: Ch. 9 “Exploded Boundaries, 1815-1828”
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Week 7
Session 13: Oct. 10: Ch. 10 “The Years of Andrew Jackson, 1829-1836”
Session 14: Oct. 11: Ch. 10 continue
Week 8
Session 14: Oct. 17: Ch. 11 “Panic & Boom, 1837-1845”
Session 15: Oct. 19: Ch. 11 continue
Week 9
Session 16: Oct. 24: Ch. 12 “Expansion & Reaction, 1846-1854”
Session 17: Oct. 26: Ch. 12 continue
Week 10
Session 18: Oct 31: Ch. 13 “Broken Bonds, 1855-1861”
Session 19: Nov. 2: Ch. 13 continue & Monograph due
Week 11
Session 19: Nov. 7: Ch. 14 “Descent into War, 1861-1862”
Session 20: Nov. 9: Buffalo Soldier Museum Tour
Week 12
Session 21: Nov. 14: Ch. 14 continue
Session 22: Nov. 16: Ch. 15 “Blood & Freedom, 1863-1865,”& Museum essay due
Week 13
Session 23: Nov. 21: Ch. 15 “Blood & Freedom”
Session 24: Nov. 23: Ch. 15 continue & Ch. 16 “Reconstruction: Its Rise & Fall, 1865-1877”
Week 14
Session 25: Nov. 28: Ch. 16 “Reconstruction”
Session 26: Nov. 30: Ch. 16 continue
Week 15
Session 27: Dec. 5: Ch. 16 continue & Research Paper Due
Session 28: Dec. 7: No Class
Week 16
Session 29: December 15: Final Exam
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