Seattle Central Community College
History 114: 19th Century United States
Winter 2009
E-mail: tesch@sccd.ctc.edu (the best way to contact me)
Instructor:
Thomas R.
Web: www.seattlecentral.edu/faculty/tesch
Esch
Office: 4111, hours by appointment and walk-in
Required Textbooks:
Sellers, Charles. The Market Revolution: Jacksonian America 1815 – 1846
Olsen, Christopher. The American Civil War: A Hands on History
Foner, Eric. Reconstruction: America’s Unfinished Revolution (available on
reserve)
Brown, Dee. Bury My Heart at Wounded Knee
Each book is available in the campus bookstore (the most convenient
location, though not the cheapest). While I encourage you to find
cheaper options via Amazon, abe.com, etc., understand that you are
responsible for having the textbooks in a timely manner.
Feel like you need a textbook? Here are my suggestions:

This site is free, and will provide a very basic overview of United
States history: http://www.digitalhistory.uh.edu/

If you have the money, purchase a textbook from:
http://www.wwnorton.com/students/disciplines/history/
My Rant of Policies, Expectations, and Teaching Philosophy
1. Because I believe all students learn differently, it is my goal to present
course material (as well as assess student achievement) in a multi-
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modal fashion: we will have lecture, discussion, audio-visual components,
and experiential exercises. By reading, writing, discussing, participating
you will improve your analytical thinking and writing, and pick up some
history along the way.
2. Expectations of student conduct:

Come to class, on time, every day and be ready to learn.

Be active in your reading, note taking, and assignments—ask
questions!

Do not plagiarize—consider the Google rule.

If, at any time during the quarter, you are confused about course
expectations, please consult the syllabus, a classmate, or for a
definitive source: ME. I’m reasonable and fair, I promise you.

This is a college, and while we’ll have fun, I expect mature behavior.
Put away your cell phone, as you will not need it; this is the
warning your warning. I reserve the right to kick out disruptive
students.
3. If you require accommodation on a documented disability, have
emergency information to share, or require special arrangements in case
of an emergency evacuation please make a confidential appointment
with me within the first week of class.
Assignments and Grading, or:
How I Learned to Stop Worrying about Grades and Love History
Assignment
% of the
Advice & Expectations:
Grade
This is easy: those who come to class, ready
to learn tend to do well in my classes.
Attendance
20%
Coming to class daily creates the framework
for success in the course.
You will receive one point for each day you
come to class. There are 56 days in the
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quarter, but I only count 50; this gives you
flexibility regarding the occasional
personal/sick day.
However, if you habitually miss multiple
days, week in, week out, then this class is
not for you.
There will be two content quizzes during
the quarter. Both will be given in class,
once during Week 6, and the other during
Week 11.
Content Quizzes
30%
To do well on the quizzes you will need
thorough notes (quizzes are open
note/book). I will take time to discuss
note taking in class. If you have no
experience with taking notes, let me know;
I will be more than happy to help you
develop this essential collegiate skill.
You will be responsible for two (2)
assignments of your
Two (2)
Student Choice
Assignments
choosing. The purpose of this is to exploit
50%
your individual interests. You will be
responsible for proposing your assignment
deadlines. More information provided on
page three of this syllabus.
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List of Student Choice Assignments
During the quarter you are required to complete two assignments of your
choosing. Each assignment is worth 25% of your final grade. Do not feel
limited to the choices below; however, you must receive my approval for
any alternative ideas. I will ask that you sign up for two assignments by
the end of week one. You must choose two different assignments, with
the exception of the traditional paper. There are two deadlines: by weeks
6 and 11. You must complete one assignment by the end of week 6, and
both by the end of week 11. Regardless of the assignment, you must
propose a due date (this staggers my workload enabling me to focus on
the quality of your work).
Lead a class discussion: A great deal of our class time will be spent
discussing the course reading and lecture material. This is an ideal
assignment for budding teachers, or those who simply enjoy being the
center of attention (some argue they’re one in the same). You will, in
consultation with me, design a class around the assigned reading/lectures.
How you present the material/lead the discussion is only limited by your
creativity and effort.
In-depth topic presentation: 19th century United States history is filled
with a myriad of topics, persons, movements, etc., that we simply cannot
cover them all. However, if there is a topic you’d like to explore more
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thoroughly and present your findings to the class, here’s your
opportunity. Think of this process similar to that of a research paper-the preparation is the same--it is the presentation that differs.
Therefore, you will need to turn in an annotated bibliography. You must
clear your topic with me first and tentatively propose a presentation date
(so we can best coordinate timing and relevancy).
Historical Reenactment: What better way to learn history, than to live it?
Given the nature of this assignment, it is entirely likely you will want to
do this with some of your peers. Just like the first two assignments,
the depth of research is as important as the presentation. You will be
responsible for turning in an annotated bibliography. You may do the
presentation live or record it. Bear in mind, that clear communication of
your material is important; it would be wise to test your footage out
before spending hours to record a low-volume production.
Create a historical graphic novel: This is an ideal assignment for talented
artists/cartoonists. Since history is really a narrative, visual presentation
of history can be just as effective as traditional prose. I have samples of
what this assignment should look like, so you know what kind of quality I
expect. Like all of the previous assignments, you must have an annotated
bibliography to accompany the final presentation.
Traditional Research Paper: This is for the hardcore history student. It
is important for you to know upfront, that I take writing very seriously.
Some say I grade writing assignments harshly. Having said that, if you
prefer to write a traditional history paper, you are highly advised to
consult this link:
http://www.bowdoin.edu/writing-guides/
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