Houston Community College
American History 1301
(United States History to 1877)
Spring Semester 2011
Instructor: Professor Eric Lynch
Email: eric.lynch@hccs.edu
Class Hours: TTH= 2-3:30PM
CRN: 61700
Campus: Stafford (Scarcella Center)
Office Hours: 1-2 or 3:30-4:30 or Appt.
Office Phone: 713-718-6700
Course Description
American History 1301 is an introductory survey covering Western antiquity to Reconstruction. This
course is designed to provide a comprehensive analysis on the evolution of pivotal economic, sociopolitical 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Students will learn, apply critical thinking, problem-solving skills, & will work with historical
documents, maps, economic & demographic models.
The 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, the 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analytical & critical judgments in evaluating historical documents & secondary sources.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. Student 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. Spanish
philosopher, George Santayana also 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 astute 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 student’s opportunities to understand
content, confront various historical developments from an array of lenses so sensible conclusions can
be drawn, & surmise that history is very interesting & important. Finally, at instructor’s discretion,
points will be given for qualitative remarks.
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”
S. 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”
These 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: January 19
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 and class participation (10%)
2) Museum visit: This assignment requires a visit on April 14 to the Buffalo Soldiers National
Museum. A full 2 page coherent essay is required prior to class on April 21. Questions relating
to your essay & location will be disseminated beforehand. (10%)
3) Select one monograph from the list above & write a full 4 page coherent essay. This paper will
be submitted prior to class on March 24. (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 8 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 (1790-1845)
5) Social and 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, 2, 3)
8) Socio-political & economic reasons for sectionalism (1700-1860)
9) Slavery within the Southern Amerindian Nations (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 (single space), & staple report. No late papers!
As for research papers, excellent writing skills, & sound 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. Critique final version before
submission!
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Understand, 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 27. 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 & punctual attendance is mandatory. Students are responsible for
material covered during their absence. 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. If a student misses six hours
of instruction, the instructor has the authority to drop that student. If special circumstances prevail or
an emergency, notify 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 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 & by the
rules of this class.
 Plagiarism involves using ideas or words of another person (either whole or part) without
crediting the source & 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
an un administered test & 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 & rules, & is subject to stringent
penalties. Violations of these policies can result, at a minimum, in the 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 or eating, low pants & hats are not permitted. 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: January 18: Course introduction and syllabus review.
Ch. 1 “Contact, Conflict & Exchange in the Atlantic World, to 1590,”pp. 1-25.
Session 2: January 20: Ch. 2 “Colonization of North America, 1590-1675,” pp. 27-53
Week 2
Session 3: January 25: Ch. 3 “Crisis & Change, 1675-1720” pp. 55-82.
Session 4: January 27: Ch. 4 “The Expansion of British America, 1720-176,” pp. 84-110
Week 3
Session 5: February 1: Ch. 5 “War for Independence, 1764-1783,” pp. 112-142.
Session 6: February 3: Ch. 5 cont.
Week 4
Session 7: February 8: Ch. 6 “Toward a More Perfect Union, 1783-1788,” pp. 144-169
Session 8: February 10: Ch. 6 cont.
Week 5
Session 9: February 15: Test I
Session 10: February 17: Ch. 7 “The Federalist Republic, 1789-1799, pp. 171-195
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Week 6
Session 11: February 22: Ch.8: “The New Republic Faces a New Century, pp. 197-223.
Session 12: February 24: Ch. 9 “Exploded Boundaries, 1815-1828,” pp. 225-246.
Week 7
Session 13: March 1: Ch. 10 “The Years of Andrew Jackson, 1829-1836,” pp. 248-271.
Session 14: March 3: Ch. 10 cont.
Week 8
Session 14: March 8: Ch. 11 “Panic & Boom, 1837-1845” pp.27 3-298.
Session 15: March 10: Ch. 11 cont.
SPRING BREAK – March 14-18
Week 9
Session 16: March 22: Ch. 12 “Expansion & Reaction, 1846-1854” pp. 300-324.
Session 17: March 24: Ch. 12 cont. & Monograph Due
Week 10
Session 18: March 29: Test II
Session 19: March 31: Ch. 13 “Broken Bonds,” pp. 326-347
Week 11
Session 19: April 5: Ch. 13 cont.
Session 20, April 7: Museum Tour
Week 12
Session 21: April 12: Ch. 14 “Descent into War, 1861-1862” pp. 348-374.
Session 22: April 14: Ch. 14 cont. & Museum essay due
Week 13
Session 23: April 19: Ch. 15 “Blood & Freedom, 1863-1865,” pp. 377-399
Session 24: April 21: Ch. 15 cont.
Week 14
Session 25: April 26: Ch. 16 “Reconstruction: Its Rise & Fall, 1865-1877,” pp. 401-429.
Session 26: April 27: Ch. 16 cont. & Research Paper due
Week 15
Session 27: May 3: Review
Session 28: May 5: No Class
Week 16
Session 29: May 12: Final Exam @2:00PM
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