Houston Community College
American History 1301
(United States History to 1877)
Spring Semester 2011-Second Start
Instructor: Professor Eric Lynch
Email: eric.lynch@hccs.edu
Class Hours: TTH=10-12PM
CRN: 70858
Campus: Missouri City
Office Hours: 12-1 or Appt.
Office Phone: 713-718-2900
Course Description
American History 1301 is an introductory survey traversing from Western antiquity to ReconReconstruction. It will focus on the evolution of the pivotal economic, social & political
institutions which define the development of the United States & its people. Although the course is
built around historical events & processes, it is much more than a simple recitation of facts. Students
will learn, apply critical thinking, problem-solving skills, & will work with historical documents,
maps, economic & demographic models.
This course does not seek to romanticize the subject, but rather critique within an objective approach,
the issues, events, & individuals that shaped its experience. Specific attention will be given to the
Revolutionary Era, foundation of America’s political systems, abolitionism, slavery, expansionism,
sectionalism, the Civil War & Reconstruction. Special emphasis will be given to women’s activism, the
ethnology & historiography of Amerindian, African, Asian, & 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 & computer skills.
Objectives
1. Have a better understanding of events, disparate institutions & issues which shaped the U.S.
2. Improve writing skills, & develop a strong foundation of factual knowledge; demonstrate
analytical & critical judgments in evaluating historical documents & secondary sources.
3. Identify important historical themes & show relationships to contemporary issues.
4. Know individuals who were influential agents in constructing the American experience.
5. Understand the socio-political & economic experiences of various ethnic groups.
6. Analyze the impact of class, racial assimilation, sectionalism, & slavery on American politics,
social movements & intellectual thought.
Instructional Strategies
Course composition will be comprised of lectures, discussions & visual representation. Lectures &
constructive discussions will be the cornerstone of this course. Students will be called upon periodically
to provide analysis. Consequently, assigned readings should be completed before designated sessions.
Such undertaking will improve student’s knowledge, & stimulate relevant questions.
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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, & 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, & knowing history is full of common denominators, thinking
analytically will be imperative. Accordingly, it is the instructor’s contention to have students
demonstrate these characteristics in an intelligent manner. This methodology will assist in developing
some kind of personal syntheses in discourse & reading. As such, ask questions, agree, disagree, &
challenge conventional interpretations. This process will allow students’ opportunities to understand content, & confront various historical developments from an array of lenses so individuals can
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 & important.
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 designated sessions.
Supplemental Readings
Lerone Bennett, Jr. “Forced Into Glory”
Luis Cano, “Math, Science & Medicine of the Meso American Indians”
Gavin Menzies, “1421: The Year China Discovered America”
Ivan Van Sertima, “They Came Before Columbus”
Monographs
Noble Cunningham “Jefferson vs. Hamilton”
Joseph Ellis “Founding Brothers”
Louis Gates “The Classic Slave Narratives”
Lori Genzberg “Women in Antebellum Reform”
Doris K. Goodwin “Team of Rivals”
Sam Haynes “James K. Polk & the Expansionist Impulse”
James McPherson “For Cause & Comrades”
Alfred & Ruth “Slave Nation”
Jeff Shaara “Gods & Generals”
Anthony Wallace “The Long, Bitter Trail”
Books are available at HCCS bookstores & through online sources (Amazon.com). Amazon &
Half-Price Books maybe cheaper!
Digital History Website Resources
http://www.digitalhistory.uh.edu/ - Digital History
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
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http://digital.library.okstate.edu/kappler - Indian Affairs: Laws & Treaties
For additional sites, view “Learning Web.”They will provide a comprehensive & extensive
anthology of photographs, reference resources, & primary/secondary sources.
Important Dates
Registration Ends:
Last Day for Drop/Add: February 15
Office Closed: Presidents Day Holiday: February 21
Office Closed: Spring Break: March 14-20
Last Day for Admin/Student Withdrawal: April 21
Office Closed: Easter Holiday: April 22-24
Evaluation Criteria
A. Grades will derive from the following assignments:
1) Attendance & class participation (10%)
2) Buffalo Soldiers National Museum visit, April 12. A full 2 page coherent essay regarding
this visit is required on April 19 (before class). Questions relating to your essay & location
will be disseminated beforehand. (10%)
3) Select one monograph from above & write a full 4 page coherent essay. Paper will be submitted
prior to lecture on March 31. (15%)
4) Each test (2) will include objective, short answer & two or three essays derived from lectures,
readings, & handouts. Essay test forms are required. A review sheet will be disseminated one
week before each test. No make-ups! (20%)
5) Each student will write a full eight page research paper on one of the following topics: (20%)
1) Demise of indentured servitude, rise of slavery (1600-1860)
2) Social impact of “Manifest Destiny” (1800-1860)
3) Socio-political fallout from Dred Scott Decision (1856-present)
4) Indian Removal (1790-1842)
5) Social & political rebellions (1650-1860)
6) Abolitionism: success or failure (1750-1863)
7) Minority or women participation in the Civil War (select 1, 2 or 3 groups)
8) Socio-political & economic reasons for sectionalism (1700-1860)
9) Slavery within the Southern Amerindian Tribes (1700-1865)
10) Women activism, 1700-1865
Essays for museum visit & monograph should have standard paper presentation; double-spaced,
with one-inch margins all around. No cover page; simply place your name, course subject, &
instructor’s name atop first page on the left side, & staple report. No late papers!
For research papers, excellent writing skills (grammar, spelling, punctuation), & historical
research are required. Papers should consist of: cover page, table of contents introduction (thesis
statement), body, conclusion, footnotes if necessary & bibliography (10 plus sources, including 3
internet). Papers should be typed (12), double-spaced, with one-inch margins all around.
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Critique final version before submission!
In addition, tremendous importance is placed on good writing. Therefore, along with content,
papers will be evaluated papers on the basis of proper organization, writing mechanics, logical
development, & neatness. For assistance, there are numerous writing guides. Check student
stores or your local bookstores for the latest editions. Kate Turabian’s “A Manual for Writers
of Term, Papers, Theses, & Dissertation”6th edition is an excellent reference. Papers must be
submitted electronically by April 28. They will be scrutinized for plagiarism. No late papers!
6) Final exam will be comprehensive & consist of multiple choice questions. (25%)
B. 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. This will commence on the first day. Therefore, if a student misses
six hours of instruction, the instructor has the authority to drop that student. If special circumstances
prevail or there’s an emergency, notify instructor immediately.
Withdrawal
If you wish to drop the course, please talk to the instructor first. Afterwards, if you decide to wit
draw, be sure to complete the necessary form. Failure to officially withdraw by April 21 will result in
receiving a failing grade. Once a “W” or “F” is officially recorded, no changes will be made.
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.
Scholastic Dishonesty
Plagiarism, cheating & 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 & deception for the purpose of violating legitimate testing rules. This
includes, but is not limited to: copying from other student’s test papers, using materials during
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
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an un administered test & bribing another person to obtain a test that is to be administrated.
Academic dishonesty constitutes a severe violation of HCC policy & rules, & is subject to
stringent penalties. Violations of these policies can result, at a minimum, automatic failure of
the assignment or 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, beverages, eating, low pants & hats are prohibited. Cell phones, pagers,
etc. are a significant distraction; therefore, they should be turned off during class. Other electronic
devices (radios/CD) are not permitted. Finally, children cannot be present.
Course Calendar/Schedule
The following is tentative, which means the instructor has the authority to make discretionary
changes. Also, this calendar indicates general reading assignments that accompany lecture topics.
Video segments will be shown.
Week 1
Session 1: February 15: Course introduction & syllabus review
Ch. 1 “Contact, Conflict & Exchange in the Atlantic World, to 1590,”pp. 1-25.
Session 2: February 17: Ch. 2 “Colonization of North America, 1590-1675,” pp. 27-53
Week 2
Session 3: February 22: Ch. 3 “Crisis & Change, 1675-1720” pp. 55-82.
Session 4: February 24: Ch. 4 “The Expansion of British America, 1720-176,” pp. 84-110
Week 3
Session 5: March 1: Ch. 5 “War for Independence, 1764-1783,” pp. 112-142.
Session 6: March 3: Ch. 6 “Toward a More Perfect Union, 1783-1788,” pp. 144-169
Week 4
Session 7: March 8: Test I
Session 8: March 10: Ch. 7 “The Federalist Republic, 1789-1799, pp. 171-195
SPRING BREAK – March 14-18
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Week 5
Session 9: March 22: Ch. 8: “The New Republic Faces a New Century, pp. 197-223.
Session 10: March 24: Ch. 9 “Exploded Boundaries, 1815-1828,” pp. 225-246.
Week 6
Session 11: March 29: Ch. 10 “The Years of Andrew Jackson, 1829-1836,” pp. 248-271.
Session 12: March 31: Ch. 11 “Panic & Boom, 1837-1845” pp. 273-298.
Monograph Due
Week 7
Session 13: April 5: Ch. 12 “Expansion & Reaction, 1846-1854” pp. 300-324.
Session 14: April 7: Test II
Week 8
Session 14: April 12: Museum Visit
Session 15: April 14: Ch. 13 “Broken Bonds,” pp. 326-347
Week 9
Session 16: April 19: Ch. 14“Descent into War, 1861-1862” pp. 348-374.
Museum Essay Due
Session 17: April 21: Ch. 15 “Blood & Freedom, 1863-1865,” pp. 377-399
Week 10
Session 18: April 26: Ch. 15 cont.
Session 19: April 28: Ch. 16 “Reconstruction: Its Rise & Fall, 1865-1877,” pp. 401-429.
Research Paper Due
Week 11
Session 19: May 3: Ch. 16 cont. & Review
Session 20, May 5: No Class
Week 12
Session 21: May 12: Final Exam @10:00PM
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