American History 1301 Course Syllabus
(United States History to 1877)
2011 Summer Session I
Instructor: Professor Eric Lynch
Email: eric.lynch@hccs.edu
Class Hours: M-TH= 12-2:30PM
CRN: 76212
Campus: Stafford (Scarcella Center)
Office Hours: 11-12 or 2:30-3:30 or Appt.
Office Phone: 713-718-6700
Course Description
This is a survey covering Western antiquity to Reconstruction. It is designed to provide a basic
analysis of the socio-economical, political institutions, events, & geographical factors which defined
the dynamic emergence of America. More, it fulfills 3 of the 6 hours mandated for American history
requirement.
This course does not seek to romanticize the subject or be subjective, but rather critique within an
objective approach, issues, events, & individuals that shaped its experience. Specific attention will be
given to Pre-Columbian societies, exploration, colonization, the Awakening/Enlightenment epochs,
Revolutionary Era, foundation of America’s political systems, slavery, expansionism, the Civil War &
Reconstruction. Special emphasis will be given to women’s activism, ethnology & historiography of
Amerindians, Africans, Asians, & Mexican Americans.
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analytical & critical judgments in evaluating historical documents & secondary sources.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 & some visual representation. They 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.
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 remember the past are condemned to
repeat it.”
1
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
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”
Lerone Bennett, Jr. “Forced Into Glory”
Monographs
Joseph Ellis “Founding Brothers”
Lori Genzberg “Women in Antebellum Reform”
James McPherson “For Cause & Comrades”
Alfred & Ruth “Slave Nation”
Anthony Wallace “The Long, Bitter Trail”
See HCC bookstores or online sources (Amazon.com) for availability. Also, check Half Price Books!
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
http://memory.loc.gov/ammem/index.html - Library of Congress
http://digital.library.okstate.edu/kappler - Indian Affairs: Laws & Treaties
For additional sites, view “Learning Web.”They provide a comprehensive & extensive anthology of
photographs, maps, demographic models, & primary/secondary sources.
Important Dates
Registration Ends & Last Day for Drop/Add: June 7
Last Day for Admin/Student Withdrawal: June 29
Office Closed: Independence Day: July 4
2
Evaluation Criteria
A. Grades will derive from the following:
1) Attendance and class participation
2) Visit Buffalo Soldiers National Museum on June 23. A full 2 page coherent essay regarding
your impression is required prior to class on June 28. Questions relating to essay & location
will be disseminated beforehand.
3) Select one monograph from the list above & write a full 4 page coherent essay. This paper will
be submitted prior to class on June 21.
4) Test (Chapters 1-8) will include objective, short answers & essay (2/3) derived from lectures,
readings, & handouts. A review sheet will be disseminated 1 week before each test. No makeups! Final Exam will be comprehensive & multiple choice.
5) Students will write a full 8 page research paper on one of the following:
1) Demise of indentured servitude, rise of slavery (1600-1865)
2) Social impact of “Manifest Destiny” (1800-1877)
3) Socio-political fallout of Dred Scott Decision (1856-present)
4) Indian Removal (1790-1845)
5) Minority or women participation in the Civil War (select 1, 2, or 3 groups)
6) Slavery within the Southern Amerindian Nations (1700-1865)
7) Women activism, 1700-1877
Essays for museum visit & monograph should have standard paper presentation; double-spaced
with one-inch margins all around. No cover page; place your name, course subject, & instructor’s
name atop first page left side (single space), & staple report. No late papers!
Research papers require excellent writing skills & sound historical research. Papers should consist
of: cover page, table of contents, introduction (thesis statement), body, conclusion, footnotes if
necessary & bibliography (10 plus sources, including 3 internets). Papers should be typed (12),
double-spaced, with one-inch margins all around. In addition, 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 by June 29 before class for plagiarism. Critique final version before submission! No
late papers!
B. Final grades will be based on the following criteria:
1. Attendance/Class participation – 10%
2. Museum Visit – 10%
3. Monograph – 15%
4. Test – 20%
5. Research Paper – 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.
3
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. Also, attendance check will commence on the first day. If a
student misses more than 3 classes, the instructor has the authority to drop that student. If special
circumstances prevail, or an emergency, notify instructor immediately. More, it is imperative students
are on time. A tardy will occur five minutes after class has commenced. Three unexcused will
constitute one unexcused absence. Any early unexcused exit will count as one tardy.
Withdrawal
If you wish to drop the course, please talk to the instructor first. Afterwards, if you decide to withdraw, fill out the necessary form. Failure to officially withdraw by June 29 will result in receiving a
failing grade. Once a “W” or “F” is officially recorded, no changes will be made.
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 unadministered test & bribing another person to obtain a test that is to be administrated.
Violations of these policies can result in failure of the assignment, class, suspension or expulsion from
the institution. If questions surface regarding academic dishonesty, individuals should review the
Student Handbook.
Disability Rules
Students with a documented disability (e.g. physical, learning, psychiatric, vision, hearing, etc.) who
needs to arrange reasonable accommodations must contact the Disability Support Service. 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 during class! Laptops can be used for recording notes. Finally, children cannot be
present.
4
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: June 6: Syllabus review & Ch. 1 “Contact, Conflict & Exchange in the Atlantic World, to
1590,”pp. 1-25.
Session 2: June 7: Ch. 2 “Colonization of North America, 1590-1675,” pp. 27-53
Ch. 3 “Crisis & Change, 1675-1720” pp. 55-82.
Session 3: June 8: Ch. 3 continues
Ch. 4 “The Expansion of British America, 1720-176,” pp. 84-110
Session 4: June 9: Ch. 4 continues
Ch. 5 “War for Independence, 1764-1783,” pp. 112-142.
Week 2
Session 5: June 13: Ch. 5 continue
Ch. 6 “Toward a More Perfect Union, 1783-1788,” pp. 144-169
Session 6: June 14: Ch. 7 “The Federalist Republic, 1789-1799, pp. 171-195
Ch. 8: “The New Republic Faces a New Century, pp. 197-223.
Session 7: June 15: Test – Chapters 1-8
Session 8: June 16: Ch. 9 “Exploded Boundaries, 1815-1828,” pp. 225-246
Ch. 10 “The Years of Andrew Jackson, 1829-1836,” pp. 248-271.
Week 3
Session 9: June 20: Ch. 10 continues
Ch. 11 “Panic & Boom, 1837-1845” pp.27 3-298.
Session 10: June 21: Ch. 12 “Expansion & Reaction, 1846-1854” pp. 300-324.
Monograph essay due
Session 11: June 22: Ch. 13 “Broken Bonds,” pp. 326-347
Session 12: June 23: Museum Tour – Buffalo Soldiers
Week 4
Session 13: June 27: Ch. 14 “Descent into War, 1861-1862” pp. 348-374. (Museum essay due)
Session 14: June 28: Ch. 15 “Blood & Freedom, 1863-1865,” pp. 377-399
Session 15: June 29: Ch. 16 “Reconstruction: Its Rise & Fall, 1865-1877,” pp. 401-429.
(Research Paper due)
Session 16: June 30: Ch. 16 continues
Week 5
Session 22: July 5: No Class
Session 23: July 6: Final Exam @ 12PM
5
6