Northeast High School
Dual Enrollment
AMH 2010 History of the United States I (3 Credits)
William White, M.A.
Room: 26-07
Phone: 727-570-3138
E-mail: whitew@pcsb.org
Course Description:
This course addresses history in the land that becomes the United States of America, beginning with the migration of the
Western Hemisphere’s original inhabitants. It briefly surveys the pre-Columbian Native American cultures. It also
examines the impacts of the European “discovery” and settlement of North America on various groups of Native
Americans, on Europeans at home and in the colonies, and on Africans forced into slavery in the New World. The course
emphasizes the political, economic, social, cultural and religious aspects of life in the English North American colonies
through their evolution into the United States, from the country’s developmental years through the end of the Civil War.
This course partially satisfies the writing requirements outlined in the General Education Requirements. Credit is only
given for AMH 2010 or AMH 2010H or IDS 2103H. 47 contact hours.
Course Goals:
The goals of this course are to acquaint you with early American history; to get you writing clear and persuasive prose;
and to get you thinking and speaking like well-informed students of the past. Ultimately, I want you to make your own
sense of, and draw your own conclusions about, this crucial period in American History.
REQUIRED READINGS: Our reading is a mix of primary sources (first-hand accounts written during the time we
are studying) and secondary sources (interpretations of history written by scholars.)
Books Required:

Boyer, Enduring Vision, Volume 1, Cengage, Learning 7th ed., ISBN978061880169
Additional Readings:
There may be several printed works that will be required reading for this course.
Grading Scale: 90-100%=A; 80-89%=B; 70-79%=C; 60-69%=D; 59 below=F
EVALUATION:
Your final grade will be based on a variety of assignments. In each case, however, I look for a combination of effort,
insight, originality, knowledge, and skill.
1. Preparedness, Participation, and Organization
I will use power point presentations as a background and introduce new topics, but a great deal of our class time will be
devoted to discussion. Lively and learned discussion will not only make the course more interesting; it will also help you
remember what you learn. Listening to your classmates will also sharpen your analytical skills as you weight their
interpretations against your own. The success of our discussions, however, will depend on whether you come to class
prepared, whether you listen to and respect the opinions of your peers, and whether you are willing to take some
intellectual risks. Doing these things means refusing to become merely a spectator in the conversation. While it is my job
to facilitate discussion, you can help by raising new issues if you feel the discussion is getting bogged down. If someone
is monopolizing, you can politely chime in. If some students are not participating or seem to be having trouble getting a
word in, invite them to say what they think. Discussion also works best if it is an open exchange of ideas. This means
you have to pay attention and respond to what other say. If you disagree with someone, by all means say so—the class
will be dull if you don’t—but do so respectfully. If participating in discussion scares that pants off of you, don’t panic.
Keep in mind that I define participation broadly. Attending class everyday, asking questions, confessing to abject
confusion, and fomenting rebellion against me all count as participation. I will also take into account both the quality and
quantity of your participation when arriving at your grade. You will hand in your Power Point notes as part of this
grade/organization. (Returned Quizzes as well.) Preparedness, participation, and organization are worth
approximately 5% of your grade. (About 70 points)
***A Note on How To Read For This Class
In order to participate, you must do the assigned reading and come to class prepared to discuss the material in a
substantive fashion. Please bring the readings to class on the day they are assigned so that we can refer to
particular passages.
Reading, furthermore, is not a passive activity. Thus, I’ve put together some tips on reading for this class:
It is not enough to read a book or article, jot down the information you gleaned from it, and decide whether you found it
interesting. You have to evaluate what you read critically. Reading critically, however, does not mean that you have to
find something to criticize. It does mean that you have to read closely, analytically, and actively. You want to determine
not just whether you like an assigned reading but what you think of it and why. You will need to figure out what the
author is trying to say and whether you are convinced by his or her argument.
Here are some tips on how to read critically and taking notes:
Read through each assignment relatively quickly at first, trying to get a sense of the text as a whole and marking the
passages that seem most important. Then, go back through a second time, looking for answers to the following questions:
1.
2.
3.
4.
5.
6.
7.
8.
What is the subject of the reading? Think: who, what, where, when.
What is the author trying to say about this subject? In other words, what is his or her argument?
Why is this argument, and the reading as a whole, significant? Think: why does it matter? So What?
What sort of evidence does the author use to support his or her claims?
Does that evidence seem adequate?
Do you think the author is downplaying or ignoring issues that would undermine his or her argument?
Did the author approach the subject with assumptions that shaped his or her finding?
How is the reading organized? Why did the author set it up that way?
Pay attention to how you respond as you read. Does anything:
1. Surprise you?
2. Challenge your assumptions?
3. Confirm or contradict what you have learned from other readings or what you knew before taking this class?
If you are delighted, bored, frustrated, or puzzled, ask yourself why. If you find yourself drawn to or repelled by a
particular person, event, idea, or the, try to figure out why.
Taking notes on what you read
Jotting down answers to the above questions will prepare you well for class and for our exams. Such note taking is much
more effective than simply underling or highlighting or trying to take notes on everything you read (Avoid highlighting!
It’s an awful way of helping you remember what you have read.) Taking good notes will also help you summarize,
analyze, and discuss the readings in class. Good notes will also help if you have read an assignment thoroughly days
before class, but have a hard time recalling what you read during discussion. Your notes will help jar your memory.
If you take notes in the ways I’ve described every time you read, you will have much better recall of the material and you
will find that you have more to say about it. You will also have great notes that you can use to inform your papers and
exam essays.
2. Document Based Research
Being able to interpret primary and secondary sources is extremely important in the study of history. Throughout the
semester we will have Document based essays on the following topics: Jamestown, Valley Forge, The U.S. Constitution,
Social rights of African-Americans in the North, War with Mexico, Harriet Tubman, and Gettysburg. Document based
research essays/packets are worth approximately 10% of your final grade. (About 140 points)
3. Reading Quizzes—AVOID USING PRONOUNS (It, they, she, he)!
These quizzes are designed to ensure that you are keeping up with the reading. I will administer quizzes many times
throughout the semester, almost always unannounced. Quizzes cannot be made up. Excused absences will be dealt with
on an individual basis. The readings shown in the syllabus need to be completed before the first day of that week.
Quizzes are worth approximately 15% of your final grade. (About 200 points)
4. Research Paper and presentation
Students must select a topic that pertains to some aspect of American history between the years 1500 to 1865. These
topics may involve political, social, cultural, military, or other historical approaches. All topics must be cleared by the
instructor. My suggestion is to finish this paper before the mid-term. The end of the term gets busy with Finals for
this class and other classes. Students should research the subject and write a brief descriptive and analytical paper.
Students are to use an essay format (no less than 6 pages but no more than 9 pages of text, double-spaced, using 12-point,
Times New Roman Font.) A Bibliography page will be included in the paper but does not count towards page count. All
Research Papers are required to have at least 4 primary sources. Sources may include Web sites (I strongly recommend
edu sites for citation), books, journal articles, period newspapers. Students must submit a one paragraph proposal on the
desired topics which must be approved by the instructor by September 9th, 2015. The paper must be emailed so that it
can be checked for plagiarism through turnitin.com. The final product will be submitted for a grade on December
8th, 2015. Late papers will not be accepted and the student will receive an “F” for the assignment if it is late. Divergence
of this policy will be at the instructor’s discretion. You will also be required to do a brief (3-5 minute) presentation of
your paper to the class that will count as 10% of your overall grade.
NOTE: Gordon Rule writing assignments are considered independent research projects. As such, students will not
cooperate, collaborate, or otherwise combine their efforts to produce the results of this assignment. Essays written for
another SPC class, e.g. American Federal Government, may not be used to fulfill the Gordon Rule writing requirement for
History of the United States I. The Research Paper will be worth approximately 15% of your final grade. (About
200 points)
You will submit your papers via email and by hard copy. I will submit the paper to an online database that checks
for plagiarism. See the ‘Deadlines” section under “Course Policies” below for my rules concerning late papers.
5. Mid-Term Exam (October 9th and 13th, 2015)
This exam will be an in-class essay and objective exam. The mid-term is worth approximately 22.5% of your final
grade. (About 300 points)
6. Final Exam (Week of December 14th, 2015)
This exam is a cumulative essay and/or objective exam that you will receive at the end of the semester. The final exam is
worth approximately 32.5% of your final grade. (About 450 points)
Class preparedness and participation – 5%
DBQ’s -- 10%
Reading/Note Quizzes – 15%
Research Paper -- 15%
Mid-term exam – 22.5%
Final Exam – 32.5%
Electronics
Turn off your cell phones, i-pods, pagers, blackberries, i-phones, toasters, microwaves, etc. before entering class. Do not
interrupt our train of thought by the annoying sounds of beeps and tones.
Deadlines
Course work is due on the date indicated on this syllabus and on assignment handouts I will make available for you. I will
deduct a letter grade for each day an assignment is late up to 3 days. After that, I will no longer accept the assignment. I
will accept only one late assignment from any student during the semester.
Changes in Syllabus
The Instructor reserves the right to alter course assignments, requirements, or any other information as necessary during
the term. Any changes will be provided to students in advance.
Academic Honesty
Learning is shared venture. Thus, I expect you will discuss the course and your work with your peers. HOWEVER, all
work turned in to me must be your own. I will not tolerate cheating and/or plagiarism in this course.
Course Schedule and Reading Assignments:
Week 1
Introduction—Go over syllabus, reading list, evaluation of student performance, how to read and
take notes for the class, reading quizzes, paper writing, etc.
The Early Modern World and The Columbian Exchange, 1200-1600
Reading: Pages 3-7, 10-11, 11-20, 24-34
Week 2
The New World: Natives and Strangers
Film: The New World (2005)
DBQ: Jamestown
Reading: Pages 46-51, 61-63, 68-70
Week 3
Colonial America: The 17th and 18th Century
Film: Last of the Mohicans (1992)
Reading: Pages 54-58, 74-80
****Research Topic Due**** September 9th, 2015
Colonial America: The 17th and 18th Century Continued
Week 4
Film: John Adams Part I
Reading: Pages 114-118
Week 5
French and Indian Wars (1763-1776)
Film: Revolution, American Story of Us
DBQ: Valley Forge
Reading: Pages 143, 147-151
The People’s Revolution: Independence and Liberty, 1770-1789
Week 6
DBQ: Constitution and Tyranny
Reading: Pages 154-157, 167-170, 171-172, 177-181, 188-190
Week 7
The New Nation: The Federalist Era, 1789-1801
Film: John Adams Part II
DBQ: Free Northern African-Americans
Reading: Pages 201-203, 209-211
Week 8
Thomas Jefferson, the Empire of Liberty, and Mr. Madison’s War,
1801-1815
Film: John Adams Part III-V
Reading: Pages 220-224 (exploring), 232-238
Week 9
Thomas Jefferson, the Empire of Liberty, and Mr. Madison’s War,
1801-1815 Continued
Film: John Adams Part VI
Reading: None
October 9th and 13th
********MIDTERM EXAMINATION—WEEKS 1-8********
Week 10
The Era of Good Feelings and American Nationalism, 1815-1827
Film: John Adams Part VII
Reading: Pages 238-242, 255-257
Week 11
U.S. Economic Growth (1820-1827)
Film: John Adams Part VIII
Reading: Pages 265-266, 270-272, 297-305
Week 12
The Age of Jackson, Expansion, and the Market Revolution, 1828-1848
Film: John Adams Part VIIII
Reading: Pages 280-284, 286-287
Week 13
Abolitionism, Reform, and the Mexican War, 1830-1848
Reading: Pages 248-250, 390-292, 401-404
DBQ: War with Mexico
Week 14
Week 15
*****Thanksgiving Break****
The Old South and the Road to Secession 1848-1860
Film: Civil War, America Story of us
Reading: Pages 407-409, 418-419
Week 16
Abe Lincoln and the War for the Union, 1861-1863
DBQ: Harriet Tubman
Reading: Pages 449-452
Week 17
Total War, the Confederacy, and the Lost Cause, 1863-1865
DBQ: Gettysburg
Week 18
Total War, the Confederacy, and the Lost Cause, 1863-1865 Continued
Film: Glory
****Final Review Sheet handed out****
Week 19/20
Week 21
***WINTER BREAK***
*****Research Paper and presentations due December 8th, 2015.****
***FINALS REVIEW***
Week 22
***FINAL EXAMINATION***
(SYLLABUS APPENDIX)
RESEARCH PAPER
Suggested Topics
*Recommended topics, but students may select a topic not listed below
*A, one paragraph description of topic/thesis is due on September 9th, 2015.
*Final paper due on December 8th, 2015.
*St. Augustine (1st permanent European settlement in North America, 1565)
(historical setting/ significance)
*What really occurred during the first Thanksgiving? Separate reality from myth.
*What forces led up to the formation of the Providence of Rhode Island?
*characteristics of French settlements in the New World in the 16th & 17th centuries.
*Origins of the Pilgrims.
*Origins and consequences of King Philip’s War (1675-1676)
*Analyze how women contributed to the economy in Colonial times.
*Explore the impact the Great Awakening had on religious views in the North and in the South.
*What was significance of the attraction of the Masonic order to middle and upper-class Americans in the late 18th and
early 19th centuries?
*What was the cult of domesticity? What impact did it have on women and the family?
*How did the events at Lexington and Concord degenerate into a running battle? Analyze the significance of this
cataclysmic event.
*Historical figures (Analytical Biographies are acceptable). Ex. Benjamin Franklin, George Washington, Benedict Arnold
etc… A thesis could be created around an aspect of the subject (personal qualities, contributions, or overall significance)
*Any one battle of any U.S. war (1500-1865). Ex. Saratoga Cowpens/Shiloh
-Include the circumstance, significance, participants, and your analysis on the outcome and legacy of the clash
*Who was John Paul Jones and how does the man compare with the legend?
*Why and how did the American’s win the Revolutionary War.? Advantages and disadvantages. Compare and contrast
American and British forces.
*Thomas Jefferson and Sally Hemings: The relationship that still has not been fully resolved.
*Who was Aaron Burr and why is he considered one of the most bizarre characters of U.S. History?
*What were the shortcomings of the Articles of Confederation?
*James Madison’s role in the formation of the U.S. Constitution.
*What was the back story (controversy and compromise) of the Bill of Rights?
*The U.S. Constitution and Slavery. How and why did the institution of slavery survive the Constitutional Convention?
*Analyze the events that led to the burning of Washington D.C. during the War of 1812.
*Why did Andrew Jackson politically attack the Bank of the United States?
*What was significance of the Nullification Crisis? What sort of Constitutional questions did it reveal?
*Harriet Tubman and/or the Underground Railroad
*Examine the position of free blacks in American society before the Civil War. How did blacks attempt to deal with their
status?
*What were the forces that drove the U.S. into the Mexican – American War?
*Why did the various national compromises on slavery ultimately fail to prevent the Civil War (one may want to focus on
just one of the following topics:
*
Missouri Compromise of 1820
*
Compromise of 1850
*
“popular Sovereignty”
*Dred Scott Case 1857 (significance and controversy)
*Describe and analyze the life of the typical Civil War soldier ex Battle conditions/camp life/emotional aspect (battle
fatigue, loneliness, outlook) / health
*What was the significance of the Emancipation Proclamation as a new war aim in late 1862?
(SYLLABUS APPENDIX)
Suggested online sites for Research
*students are not either required or limited to these sites
*students need to use at least 6 sources 4 of which must be primary.
-Reminder:
Primary source- document from the period under study.
Ex. Diaries/journals/autobiographies
Speeches/govt. records/newspapers
Secondary source-document that was created after the period
Under study. Ex. Books/documentaries/commentaries
*
The Library of Congress
//www.loc.gov
*
The National Archives
//www.archives.gov/historical-docs/
*
Jamestown archaeological excavations
//www.apva.org
*
Colonial Williamsburg, Virginia
//research.history.org
*
Women’s Rights Historical Park, Seneca Falls, New York
//www.nps.gov/wori
*
The American Civil War Homepage
//www.civil-war.net
*
The History Place
//www.historyplace.com
*
The University of Oklahoma – Chronology of US Historical Documents
//www.law.ou.edu/hist/
*
History – National Park Service
//www.nps.gov
RESEARCH PAPER GRADING CRITERIA
Name:__________________________________
Paper Criteria:
I
II
III
IV
Possible
Score
Assigned
Score
Essay Structure
*
Remained focus on thesis
5
_________
*
Supporting evidence / sources were established
(at least 6 references have been cited)
10
_________
*
Argument is sound and reasonable
10
_________
*
Conclusion that draws together the evidence,
facts, and your opinion into one paragraph
5
_________
Research (Assignment) Requirements
*
Page count (word count) satisfied (6-9 pgs)
10
__________
*
Chicago Turabian or other acceptable format utilized
Effectively. In text referencing mandatory.
15
__________
*
Facts are accurate and correct
10
__________
*
Organized (facts, text, topic, etc…)
10
__________
Writing Mechanics
*
Sentences are clear and concise
5
__________
*
Effective transitions (Chronological or logical)
5
__________
*
Spelling, punctuation, and overall general
writing mechanics
5
__________
10
__________
Overall Effort/Presentation—3-5 Minutes
*
Time, eye contact, tone, and knowledge.
GRADE
__________
Note: You will lose 10% off per page short of 6 pages. Title page and Bibliography does not count towards page count.
COMMENTS: ______________________________________________________________________
______________________________________________________________________
______________________________________________________________________