SYLLABUS
Course Title:
Number:
Schedule:
Term:
Credits:
HISTORY OF THE U.S. TO 1877
AMH 2010 Ref #828590 Wolfson Campus Room 3214
TR 11:15 AM to 12:30 PM
2014-2 (Spring 2015 Semester)
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Instructor Information
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Name/title: Paul Tisevich, Associate Professor, Senior
Department: Social Sciences, Wolfson Campus
Office: RM 3506-14.
Office Hours: M,W, F 9:00AM to 10:00 AM; other times/days by appointment
Telephone: (305)237-3094
Email: ptisevic@mdc.edu
Web Page: http://faculty.mdc.edu/ptisevic/
Course Description
Students will learn of the history of the United States to 1877 by examining the founding, growth,
and development of America from the colonial era through Reconstruction. (3 hr. lecture)
The major objectives of the course are: to reveal the historical roots of contemporary American society
by helping students understand the relationship between the past and the present; to challenge some of
the traditional stereotypes surrounding the key events and figures of the past; and to improve students'
critical thinking skills by discussing the dynamic, controversial, exciting quality of history and recent
historical debates and interpretations. Class lectures and discussions will focus on topics most crucial to
understanding both early American society and contemporary America, particularly those relating to our
national identity and the major issues facing the nation. Emphasis will be on historical trends and
concepts in early American History and how they relate to and interact with the wider world, rather than
the memorization of a list of names and dates.
Students will learn to analyze historical documents (Declaration of Independence, Constitution, Bill of
Rights, etc.) that are the basis for the U.S. political and legal system. They will become familiar with
major personalities who have been central to the American experience. There will be an emphasis on the
country’s geographic growth, regional differences and ethnic diversity. In the end, the course will help
students find their place in American history while learning to interpret their rights and responsibilities as
citizens, in order to participate in the democratic process.
Learning Outcomes
AMH 2010 will foster the following learning outcomes as formulated by the college to
facilitate the acquisition of fundamental knowledge and skills and the development of attitudes
that foster effective citizenship and life-long learning. While all Learning Outcomes come into
play in any course, AMH particularly emphasizes Outcomes 5 & 6.
1. Communicate effectively using listening, speaking, reading, and writing skills.
2. Use quantitative analytical skills to evaluate and process numerical data.
3. Solve problems using critical and creative thinking and scientific reasoning.
4. Formulate strategies to locate, evaluate, and apply information.
5. Demonstrate knowledge of diverse cultures, including global and historical perspectives.
6. Create strategies that can be used to fulfill personal, civic, and social responsibilities.
7. Demonstrate knowledge of ethical thinking and its application to issues in society.
8. Use computer and emerging technologies effectively.
9. Demonstrate an appreciation for aesthetics and creative activities.
10. Describe how natural systems function and recognize the impact of humans on the environment.
TEXTBOOK: Mark C. Carnes & John A. Garraty, The American Nation, Volume 1. 14th Edition, 2012
ISBN #9780205207725
Website accompanying text: www.myhistorylab.com
OTHER RESOURCES: Online Readings, as assigned.
STUDENT RESPONSIBILITIES
All students are required to keep up with reading assignments as listed and are responsible for the content
of lectures, film, handouts, assigned websites, emails or other material presented or discussed in class.
Textbook assignments must be read before class lectures and discussions. Also, be sure that the College
has your current/correct email address, as I will be sending you information by that method. It is
essential that you check your college email regularly!!!
Attendance is mandatory and essential to satisfactorily completing the course. If you miss more than 4
classes (which may include arriving late and leaving early for any reason) you may be withdrawn from
the class or possibly receive a grade of “F”. Students should notify the instructor of any planned
absences; this still does not relieve you of the obligation to attend class.
You are expected to arrive punctually at the designated time of class. Pop Quizzes will be usually (but
not always) be given out at the start time of class, and will generally be collected after 15 to 20 minutes.
So, if you arrive 10 or more minutes late for class, you will get no points for the pop quiz. That is why
pop quiz makeups are not allowed; they, along with other in-class exercises, are ways of checking your
attendance and commitment to the class.
Withdrawal from a course is not encouraged and should be considered as a last alternative. You are
responsible for filling out the withdrawal card and turning it in to the Registration Office before the
deadline. If you stop attending class and do not withdraw, you will receive a grade of “F”.
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Please note that cell phone use in class is prohibited, except on occasion when your Professor
directs you to use them. Please turn them off and put them away before class begins. Using cell
phones – including texting and/or leaving to make or take calls – will be penalized by class
participation grade reductions and may make you ineligible for extra credit.
Electronic devices for personal use of any sort should not be used in the classroom. Students who bring in
laptops or tablets to take notes MUST sit in the front rows of the classroom. Laptops must ONLY be
used for purposes of this class – no doing emails, chatting, surfing, etc. Doing so will result in you being
considered absent for the rest of the class that day.
This class demands your complete attention and as in all Miami Dade College classes, courteous college
behavior is expected at all times. Please have consideration for your fellow classmates and Professor and
refrain from doing things that would disturb the learning environment of the class. Students are
encouraged to meet with instructor regarding any concerns they may have in relation to the class. Please
do not hesitate to discuss any issues or questions that may arise, in person or through e-mail.
GRADING: All work must be completed and turned in by the due date. No work will be accepted past
the due date unless approved by the instructor. (Note: There will be absolutely no make ups of in-class
assignments). There will be a midterm and a final exam, one presentation, a map test and a film critique.
The key to success is to stay on schedule with the work, particularly the assigned readings, and do not get
behind, as you may never catch up.
Assignments
total points
Midterm Exam
Final Exam
Presentation
Film Critique
Map Test
Attendance and Participation
(will include in-class quizzes and other assignments)
TOTAL
60
100
80
60
50
150
500
(Note: Extra credit assignment(s) MAY be made available during the Semester.)
A = 450-500 of 500 total points
B = 400-449 of 500 total points
C = 350-399 of 500 total points
D = 300-349 of 500 total points
F = 0-299 of 500 total points
The Midterm Exam is multiple-choice; the Final, multiple choice and a short essay
Detailed instructions will be provided for the Film Critiques
Group presentation: Each group will be assigned a topic of importance to American History up to 1877.
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Detailed instructions for the presentations will be provided. The presentations will be made at appropriate
times during the semester.
In-class pop quizzes, exercises, and reflections are sometimes open-book, so be sure to bring the book to
class. They may also be cooperative in concept.
CALENDAR:
Week 1
(1/6 – 1/9):
Introduction; Syllabus.
Historical Research Sources; Pre-Columbian America
Pre-Columbian America; European ferment
Weekly Reading: Chapter 1
Week 2
(1/12 – 1/16):
Europe in the Americas
Weekly Reading: Chapter 2
Week 3
(1/20 – 1/23):
The British Colonies
The French and Indian War
American Colonial unrest
Weekly Reading: Chapter 3
Week 4
(1/26 – 1/30):
The American Revolution begins; “The shot heard ‘round the world”
The War continues
Victory! Ramifications
Weekly Reading: Chapter 4
Week 5
(2/2 – 2/6):
The Constitution
The U. S.: the early years
Weekly Reading: Chapter 5
Week 6
(2/9 – 2/13):
Jefferson
National stirrings
Americans caught in the Napoleonic Wars
Weekly Reading: Chapter 6
Week 7
(2/17 – 2/20):
Native Americans; Tecumseh
The War of 1812
Weekly Reading: Chapter 7
Week 8
(2/23 – 2/27):
Beginnings of industry
The changing and growing economy
Review
Weekly Reading: Chapter 8
Week 9
(3/2 – 3/6):
Midterm Exam!
Andrew Jackson
Weekly Reading: Chapter 9
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Week 10
(3/9 – 3/13):
American Culture
Entertainment, circa 1850
Play Ball! And other sports
Weekly Reading: Chapter 10
Week 11
(3/16 – 3/20):
The West
Texas
The Mexican War
Weekly Reading: Chapter 11
Week 12
(3/23 – 3/27):
Slavery
Sectionalism
Steam Power! Ships and Railroads
Weekly Reading: Chapter 12
Week 13
(3/30 – 4/2):
Railroads
Polarization: North and South
Dred Scott & John Brown; The Civil War comes
Weekly Reading: Chapter 13
Group Presentations
Week 14
(4/6 – 4/10):
The “War for the Union;” first blood
The War hardens
Battles and Leaders
Weekly Reading: Chapter 14
Group Presentations
Week 15
(4/13 – 4/17):
New weapons and tactics
“War is Hell”
The War ends; immediate outcomes; Film Critiques due!
Group Presentations
Week 16
(4/20 – 4-24):
Reconstruction
Review
Group Presentations
Weekly Reading Chapter 15
Week 17
Final Exam: Thursday, April 30, 11:15AM – 12:45PM
ACADEMIC INTEGRITY:
Cheating is the attempt – successful or not – to give or receive help or information by illicit means in
meeting any academic requirements, including exams. Plagiarism is the use, without proper
acknowledgement, of the ideas, phrases, sentences or expressions of another writer.
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Any student caught cheating or plagiarizing will receive a zero for the assignment in question. Violations
of Miami Dade College’s policies regarding academic integrity may also result in a student’s receiving a
grade of F for the course.
Access Disability Services:
Students with documented disabilities should contact ACCESS Disability Services in advance for
information and for obtaining assistance. No retroactive accommodations can be provided. The ACCESS
department is located in Room 1180 They may be reached at (305) 237-3072. Hours of operation: M-R
7:30am-6:00pm; F 7:30am-4:30pm.
Course Competencies:
Competency 1. THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF THE
CHARACTERISTICS OF THE PRE-INDEPENDENCE PERIOD IN NORTH AMERICA BY:
a. discussing the causes of European exploration and colonization.
b. describing the people and societies the Europeans encountered in the Americas.
c. analyzing the beginnings in the South, in New England, and in the Middle colonies.
d. identifying the political and economic concerns of the people and their life and thoughts.
e. recognizing the “other” Americans, including the Indians, the French and the enslaved Africans.
Competency 2. THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF THE
QUARREL OF THE COLONISTS WITH GREAT BRITAIN, THE AMERICAN WAR OF
INDEPENDENCE, AND THE POLITICAL REVOLUTION WHICH GAVE RISE TO THE UNITED
STATES BY:
a. examining the causes and the effects of the war with Great Britain.
b. discussing the struggle to create a new political system.
c. comprehending the competing political and economic world views of the Federalists and the antiFederalists and the compromises which led to a new Constitution.
d. enumerating the first domestic and foreign policies of the new country.
Competency 3. THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF THE AGE OF
THOMAS JEFFERSON, AND OF THE GREAT PHYSICAL TRANSFORMATION OF THE UNITED
STATES BY:
a. examining the principal political and economic developments of the period, the revival of slavery, and
the appearance of organized labor
b. discussing the significance of the Louisiana Purchase, the expansion westward, and the transportation
revolution
c. analyzing American foreign policies, including the war of 1812 d. summarizing new ways of thinking,
including that of the Romantics, Unitarians, Transcendentalists, Mormons, Adventists, and others.
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Competency 4. THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF THE AGE OF
JACKSON AND OF THE AMERICAN SURGE TO THE PACIFIC BY:
a. describing the period’s major political and economic developments.
b. analyzing the national visions of the Whigs and of the Democrats
c. studying about the Spanish borderlands and Mexican rule over California, Texas, and New Mexico,
and knowing about the revolution in Texas, Manifest Destiny, and the war with Mexico.
Competency 5. THE STUDENT WILL SHOW AND UNDERSTANDING OF THE ABOLITIONIST
MOVEMENT AND OF THE STATUS OF THE NORTH AND THE SOUTH AT MID-CENTURY BY:
a. summarizing the Nullification crisis, identifying Old, New School, and Black Abolitionism, the
Wilmot Proviso, the election of 1848, and the Compromise of 1850.
b. describing the great migration of the 1850's and the anti-immigrant reaction.
c. analyzing the industrial revolution of the 1850's , the evolution of slavery, and the economy of the
South.
Competency 6: THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF THE
COLLAPSE OF THE OLD UNION BY:
a. recognizing the Kansas crisis, the attack on Charles Sumner, the rise of the Republican Party, and the
election of 1856.
b. analyzing the Dred Scott decision, the emergence of Abraham Lincoln, and the Lincoln-Douglas
debates.
c. studying the John Brown’s raid on Harper’s Ferry, the election of 1860, and the formation of the
Confederate States of America.
Competency 7: THE STUDENTS WILL DEMONSTRATE AN UNDERSTANDING OF THE CIVIL
WAR AND RECONSTRUCTION BY:
a. analyzing the different causes of the civil war and how it became a revolution
b. describing the major battles and turning points of the civil war, and Lincoln’s last days
c. listing the main characteristics of Andrew Johnson’s Presidency and of the Reconstruction, with
particular emphasis on the Civil War Amendments , Radical Reconstruction, Black Reconstruction, and
the Economic Reconstruction in the South
d. evaluating the Grant Administration, foreign affairs, the counter Reconstruction, and the election of
1876
This Syllabus
Students will receive a copy of this syllabus in a digital format via e-mail. Students should print out a
copy of the course syllabus and create a back-up digital copy. Students should consult the syllabus often
(at least weekly) in order to remain up to date on all readings and assignments. Should a student lose
his/her copy of the syllabus, it is his/her responsibility to contact the professor immediately to receive
another copy.
The Professor reserves the right to make changes as he may deem necessary to class
assignments. This syllabus is tentative & may be subject to change.
January 6, 2015
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