American History 1301
(United States History to 1877)
Spring Semester 2012
Instructor: Professor E. Lynch
Email: eric.lynch@hccs.edu
Class Hours: MW = 11-12:30PM
CRN: 81050
Campus: Stafford (Scarcella Center)
Office Hours: 10-11 or 12:30-1:30 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 an analysis on the evolution of the pivotal socio-political & economic
institutions which defined the development of the United States. Although the course is built around
historical events & 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,
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analytical & critical judgments in evaluating historical documents & secondary sources.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.
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
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philosopher, George Santayana also remarked “Those who do not learn from history are doomed to
repeat it. ”
Therefore, understanding these classical remarks & knowing history is full of common denominators,
thinking analytically will be imperative. It is our contentions to have students demonstrate this
characteristic in an astute manner. This methodology will assist in developing some kind syntheses in
discourse & reading. As such, ask questions, agree, disagree, & challenge conventional interpretations.
This process allows students 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 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”
Monographs
Joseph Ellis “Founding Brothers”
Lori Genzberg “Women in Antebellum Reform”
James McPherson “For Cause & Comrades”
Alfred & Ruth Blumrosen “Slave Nation”
Anthony Wallace “The Long, Bitter Trail”
See HCCS bookstores & online sources. 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.ourdocuments.gov – Our Documents
http://digital.library.okstate.edu/kappler - Indian Affairs: Laws & Treaties
For additional sites, view “Learning Web.”They provide a comprehensive & extensive anthology
of photographs, reference resources, & primary/secondary sources.
Important Dates
Class Begins: January 17
Office Closed: Presidents Day Holiday: February 20
Office Closed: Spring Break: March 12-18
Last Day for Admin/Student Withdrawal: March 29
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Office Closed: Easter Holiday: April 6-8
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 4 to the Buffalo Soldiers National
Museum. A full 2 page coherent essay is required prior to class on April 11. 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 26. (15%)
4) Test 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 test (Feb 22). 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)
8) Socio-political & economic reasons for sectionalism (1700-1860)
9) Slavery within the Five Civilized Nations (1700-1865)
10) Women Activism, 1700-1865
Essays for museum visit & monograph should have standard paper presentation. Use Kate
Turabian’s “A Manual for Writers of Term, Paper, Thesis, & Dissertation” 6 edition as a
reference. Place name, course subject, & instructor’s name atop first page on 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 with thesis statement, body,
conclusion, footnotes if necessary & bibliography (10 plus sources, including 3 internet). Papers
should be typed (12). Critique final version before submission!
Tremendous importance is placed on good writing. Along with content, papers will be evaluated
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 manual is an excellent reference. Papers must be submitted
electronically by April 30. 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.
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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 and commences on the first day. If a student misses six hours
of instruction, the instructor has the authority to drop that student. If you wish to drop the course, 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.
It is imperative students are on time. 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 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.
Academic dishonesty constitutes a severe violation of HCC policy and 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 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
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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: Syllabus Review, & Ch. 1 “Contact, Conflict & Exchange in the Atlantic
World to 1590,”pp. 1-25.
Week 2
Session 2: January 23: Ch. 2 “Colonization of North America, 1590-1675,” pp. 27-53
Session 3: January 25: Ch. 3 “Crisis & Change, 1675-1720” pp. 55-82.
Week 3
Session 4: January 30: Ch. 4 “The Expansion of British America, 1720-176,” pp. 84-110
Session 5: February 1: Ch. 5 “War for Independence, 1764-1783,” pp. 112-142.
Week 4
Session 6: February 6: Ch. 5 cont.
Session 7: February 8: Ch. 6 “Toward a More Perfect Union, 1783-1788,” pp. 144-169
Week 5
Session 8: February 13: Ch. 6 cont.
Session 9: February 15: Ch. 7 “The Federalist Republic, 1789-1799, pp. 171-195
Week 6
Session 10: February 20: Ch.8: “The New Republic Faces a New Century, pp. 197-223.
Session 11: February 22: Ch. 1-8 Test
Week 7
Session 12: February 27: Ch. 9 “Exploded Boundaries, 1815-1828,” pp. 225-246.
Session 13: February 29: Ch. 10 “The Years of Andrew Jackson, 1829-1836,” pp. 248-271.
Week 8
Session 14: March 5: Ch. 10 cont.
Session 15: March 7: Ch. 11 “Panic & Boom, 1837-1845” pp.27 3-298.
SPRING BREAK – March 12-18
Week 9
Session 16: March 19: Ch. 11 cont.
Session 17: March 21: Ch. 12 “Expansion & Reaction, 1846-1854” pp. 300-324.
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Week 10
Session 18: March 26: Ch. 12 cont. & Monograph Due
Session 19: March 28: Ch. 13 “Broken Bonds,” pp. 326-347
Week 11
Session 20: April 2: Ch. 13 cont.
Session 21: April 4: Museum Tour
Week 12
Session 22: April 9: Ch. 14 “Descent into War, 1861-1862” pp. 348-374.
Session 23: April 11: Ch. 14 cont. & Museum essay due
Week 13
Session 24: April 16: Ch. 15 “Blood & Freedom, 1863-1865,” pp. 377-399
Session 25: April 18: Ch. 15 cont.
Week 14
Session 26: April 23: Ch. 15 cont.
Session 27: April 25: Ch. 16 “Reconstruction: Its Rise & Fall, 1865-1877,” pp. 401-429.
Week 15
Session 28: April 30: Ch. 16 cont. & Research Paper due
Session 29: May 2: Ch.16 cont. & closure
Weeks 16
Session 29: May 7: Final Exam @11:00 AM
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