HST 201: United States History, to 1877 (Winter 2015)
Instructor: Dr. Steve Campbell
Office Location: Building 94, Room 351
Office Hours: Tuesdays 10:10-11:30 AM
Class Number: 13359 (Section 2)
Class Time: Tue/Thur 8:00-9:50 AM
Email: swcampbell@csupomona.edu
Office Phone: (909) 869-2178
Units: 4
Classroom Location: Building 9, Rm 403
Prerequisites: None
Catalog Description: History of the United States from earliest settlement to the end of
Reconstruction (1877), with emphasis on the political, social, cultural and economic trends and
episodes which molded and characterized the early American nation.
Expected Student Learning Outcomes (SLOs):
Outcome 1: Knowledge
• Demonstrate factual knowledge of important areas of American economic, cultural,
and political history.
• Demonstrate knowledge of concepts needed to analyze and evaluate the American
experience.
Outcome 2: Analysis
• Students will be expected to understand and analyze important historical
interpretations.
• Students will analyze selected primary source historical documents through close
reading and contextualization.
Outcome 3: Representation
• Students will represent knowledge through written work that requires them to
demonstrate a basic understanding of major themes in American History.
• Students will be expected to represent knowledge in class through small group
projects/assignments and in-class presentations.
Outcome 4: Preparation for upper-division History and Humanities
• Students will be introduced to major events, people, and themes in U.S. History.
• Students will be introduced to primary sources and a variety of historical
interpretations in U.S. History.
Additional Themes and Goals:
Throughout the term, the instructor and students will together discover that history, like many
subjects, is a contested discipline with multiple interpretations; that the skills used by historians
have both practical and ideal applications to other disciplines, and to life more broadly; and that
the present can inform our understanding of the past while the past can inform our understanding
of the present. This course follows a loose chronological format, but is divided into two units:
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•
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Unit 1: The Colonial Period – Native American origins, the development of
European colonies, the Atlantic Slave Trade, the American Revolution, etc.
Unit 2: The Early Republic and Antebellum Era – The US Constitution, the
development of political parties, westward expansion, Indian Removal, Manifest
Destiny, the Mexican-American War, the Civil War, Reconstruction, etc.
Email Policy:
Ø please check your university email at least once per day. If I forget to make announcements
in class, I use email to relay important information to students.
Ø Email etiquette is important. When you send an email to me, please use formal language and
appropriate grammar and spelling (in other words, do not send the email to me as if you are
sending a text message to your friend).
Ø I will respond to most student emails within 24-48 hours.
Ø While it is part of my job to answer student questions, remember: individual self-reliance is
an important life skill. A lot of questions can be answered by looking at the syllabus.
Required Readings:
1. Textbook: Eric Foner, Give Me Liberty! An American History
- Volume: 1
- Brief Third Edition
- ISBN: 978-0-393-93552-3
- Publisher: W.W. Norton & Company
- Year: 2012
2. Primary Source Reader (PSR): Primary Source Documents on American Slavery
- this is a PDF file that will be posted on Blackboard
* Additional readings may be posted on Blackboard
Note: You may purchase electronic versions of the textbook or order it online with the
understanding that it must be shipped to you as soon as possible (the quarter goes quickly).
Grade Breakdown
Attendance
Participation
Group Presentation Reading Assignment
Midterm – Multiple-Choice
Five-Page Essay Assignment
Final Exam – Multiple-Choice
5%
10%
10%
25%
25%
25%
I calculate overall course grades by adding up the scores on all of the assignments above and
weighting them according to their respective percentages. This means that my grading standards
are transparent and that students can measure their academic performance throughout the term on
their own. Each course grade corresponds to the following percentages below:
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A+
A
AB+
B
BC+
98-100%
93-97%
90-92%
88-89%
83-87%
80-82%
78-79%
C
CD+
D
DF
73-77%
70-72%
68-69%
63-67%
60-62%
Below 60%
If you have a problem with a grade you’ve received, I ask you to follow these procedures:
1) Wait 24 hours before you say anything. Make sure you understand the comments on your
assignment and the reasons you received your grade.
2) Set up a time that we can talk about your grade. See if we can come to an understanding.
3) If you still think the grade is unfair, compose a write-up explaining why you believe your
grade should be raised. All appeals must be initiated within one week after an assignment has
been returned to students. Upon review, I reserve the right to lower as well as raise grades.
Lectures: Lecture is one of the most traditional and efficient means of covering historical
content. While students can expect to learn about basic historical facts and figures, there are also
other purposes of lecture. In particular, we will see how different forms of evidence support
various historical interpretations. I typically present lectures in PowerPoint format and post them
on Blackboard to facilitate learning and exam preparation. If you take notes by hand, I
recommend printing out the PowerPoints before coming to class and then writing additional
notes in the margins. If you use computers for note-taking, I recommend downloading the
PowerPoints ahead of time. Students should keep in mind that I do not put large amounts of text
on PowerPoint slides. This is deliberate. Students may think of PowerPoints as outlines for the
lectures, but they are not a substitute for coming to class. In many cases I will phrase concepts as
questions to allow for a brief discussion. The answer to every exam question may not always be
contained in the slides. You will need to take your own notes to truly internalize the material. Readings: A history course requires students to absorb a lot of information. There is not enough
time to cover all of the material in lecture, which is one of the reasons we assign readings.
Lectures and readings are meant to complement one another. The point of lecture is to cover a
few main points in depth. If you are to maximize your understanding of course material and be
fully prepared for the exams, you will need to complete the assigned readings before you come
to lecture. I recommend taking notes on the readings to prepare for the exams.
Attendance: Here is an opportunity for students to earn easy points. At some point during each
class (depending on the day’s activities), I will pass around a sign-up sheet for attendance. It is
your responsibility to sign your name for attendance. Please do not fill in other peoples’ names.
There are no make-ups for absences. If you are absent, you do not need to let me know over
email, but you should obtain lecture notes from a classmate. At Cal Poly Pomona, if students do
not attend the first day of class and they do not contact me over email with a valid excuse, I will
drop them from the class to make room for students who are wishing to add.
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Classroom Participation: Your participation grade is comprised of asking questions during
lecture, written exercises, and verbal participation during discussions and document analysis. For
some students, verbal participation might be terrifying. However, please keep in mind that 1)
almost all jobs require some form of verbal communication; 2) I am not necessarily looking for
any “right” answer. In fact, comments that are slightly off-base can lead to other interesting
insights. Note: Talking, texting, playing computer games, surfing the web, or other forms of
distracting behavior will negatively impact your participation grade.
Electronic Devices: For educational purposes only, I allow laptops, tablets, and phones in the
classroom. This is a privilege and I expect that you will not abuse this privilege with behavior
that is distracting and disrespectful to the professor and other students. If the use of electronic
devices becomes a persistent problem, I reserve the right to forbid them in the classroom.
Midterm and Final Exams: These exams will be multiple-choice, scantron tests drawing on
both the lecture and textbook, though not the primary source reader. You do not need to purchase
any scantrons – I have extras and can provide them. We will go over strategies and example
questions before the tests. Students should pay particular attention to the “Key Questions to
Consider” at the beginning of each PowerPoint presentation. You are expected to take the exams
on the days that they are scheduled. In a few rare cases, I can make exceptions, but you must
contact me at least three weeks in advance to reschedule.
Late Paper Policy: All written assignments are due at the beginning of class. You have a fiveminute window to turn in the assignment at the beginning of class. After the first five minutes, it
is considered late and you will be docked 1/3 of a grade on this assignment (ex: going from a
“B+” to a “B”). No questions asked. This penalty will remain in place for an initial 24-hour
period. For example, if a paper is due on Monday at 10 AM, the 1/3 grade penalty will remain in
place until Tuesday at 10:05 AM. If you hand in an assignment after this initial 24-hour period,
you will lose 1 full grade for each subsequent day that it is late (ex: going from a “B” to a “C”).
Exceptions to this policy may arise under unusual circumstances, emergencies, or medical issues,
but these should be clarified with the professor as soon as possible and be supported by some
form of documentation such as a doctor’s note.
Policy on Outside Sources: You are not required to study additional material online (other than
what is posted on Blackboard). You can get an “A” in this course simply by using the required
course materials. In fact, I would encourage you not to use sites like Wikipedia or history.com as
they can sometimes be unreliable or misleading. If you feel strongly that bringing in outside
material will be helpful on an assignment, I will allow it, but only in a limited capacity. I am
most concerned with how you engage the required materials. This ensures that all students have
the same opportunity for success. If excessive amounts of material from outside the course show
up on an assignment or exam, I reserve the right to dock points.
Miscellaneous:
- I do not offer make-ups for assignments.
- I do not typically offer extra credit assignments. However, on occasion in the past, I have
sometimes offered them on a case-by-case basis. If students are interested in extra credit, they
must come see me personally in office hours.
- I do not allow students to record my lectures unless it is related to a documented disability.
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- All written work should be typed and use standard margins, font, and spacing. This means 1”
margins on all sides, Times or Times New Roman font, and double-spaced text.
- I do not accept submissions of assignments over email except under unusual circumstances.
- If you miss an exam due to an emergency and would like to make up the exam, you must notify
me immediately (within 1-3 days of the exam) and provide some form of documentation.
Plagiarism and Academic Integrity: Plagiarism is the act of representing someone else’s words
or ideas as your own. It occurs when a writer deliberately uses someone else’s language, ideas,
or other original material without acknowledging its source. Common knowledge does not need
to be cited. This definition applies to texts published in print or online, to manuscripts, and to the
work of other students. To avoid plagiarism, you must give credit to the original source with
proper citation. Plagiarism is a serious offense. It constitutes intellectual dishonesty and
diminishes the integrity of our school system. Plagiarism will most likely earn you a failing
grade in this course and will be reported for possible disciplinary action. Stay tuned for further
details on how to properly cite sources. If you are unsure about how or whether to cite a source,
do not hesitate to ask me. All students are expected to know the campus’s policy on academic
integrity, which can be found at: www.csupomona.edu/~judicialaffairs/academic-integrityresources/academic-integrity.shtml.
Students with Disabilities: If you are a student with a documented disability and would like to
discuss accommodations, please contact me as soon as possible in whatever setting is most
comfortable for you (office hours, e-mail, or after class). If you have a disability that has not
been documented, please contact the Disability Resource Center at (909) 869-3333, or at the
following address: http://www.csupomona.edu/~drc/index.shtml. Without documentation,
accommodations cannot be made for you.
Learning Environment
To create a positive learning environment for the instructor and students, I ask the following:
ο If you plan to use your phone, tablet or laptop in the classroom, please turn off or silence
all messages and notifications for the entirety of the class period.
ο We may occasionally discuss controversial issues related to course themes. Some students
may feel uncomfortable in these situations, but we should keep in mind that practicing one’s
verbal communication skills is essential to college life and employment, and that much can
be gained from discussing controversial issues aloud. To be successful at maintaining a
positive learning environment, we must discuss all issues with respect and civility.
ο You do not need permission to eat, drink, use the restroom or step outside for any reason,
but please try not to be disruptive in these activities.
Schedule of Lectures and Assignments (Subject to Change)
Tues Jan. 6
Thurs Jan. 8
WEEK ONE
Lecture: Class Canceled
Reading Due: None
Lecture: Introduction, Course Syllabus and Policies, and Native American Settlement
Reading Due: None
WEEK TWO
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Tues Jan. 13
Thurs Jan. 15
Tues Jan. 20
Thurs Jan. 22
Tues Jan. 27
Thurs Jan. 29
Tues Feb. 3
Thurs Feb. 5
Lecture: Puritan New England
Reading Due: Textbook – Eric Foner, Give Me Liberty! (GML): Ch. 1; Primary Source
Reader (PSR): Tips on How to Read a Document; Gomes Eames and King of Congo Docs
Lecture: Colonial Virginia
Reading Due: GML: Ch. 2-3; PSR: Dunlop, Barbot, and Virginia Slave Code Docs
WEEK THREE
Lecture: The Atlantic Slave Trade
Reading Due: GML: Ch. 4; PSR: Lt. Governor, Snelgrave and Byrd Docs
Lecture: The Road to Revolution
Reading Due: GML, Ch. 5; PSR: Bull, South Carolina Slave Code, and A Planter Docs
WEEK FOUR
Lecture: The American Revolution
Reading Due: GML: Ch. 6; PSR: Jefferson and Equiano Docs
Lecture: The U.S. Constitution
Reading Due: GML, Ch. 7
WEEK FIVE
Lecture: MIDTERM EXAM
Reading Due: None – study for exam
Lecture: Hamilton, Jefferson, and the First Party System
Reading Due: GML: Ch. 8; PSR: George Lawrence Doc
WEEK SIX
Tues Feb. 10
Thurs Feb. 12
Lecture: Jackson, Clay, and the Second Party System
Reading Due: PSR: Walker and Opening Editorial Docs
Lecture: Indian Removal
Reading Due: GML: Ch. 10; PSR: Walker and Opening Editorial Docs
WEEK SEVEN
Tues Feb. 17
Thurs Feb. 19
Tues Feb. 24
Thurs Feb. 26
Tues Mar. 3
Thurs Mar. 5
Tues Mar. 10
Thurs Mar. 12
Lecture: Slavery and the Old South
Reading Due: GML: Ch. 11; PSR: Hammond and Bibb Docs
Lecture: The Transportation Revolution
Reading Due: GML: Ch. 9
WEEK EIGHT
Lecture: Religion, Politics, and Reform
Reading Due: GML: Ch. 12; Frederick Douglass and Solomon Northup Docs
Lecture: ESSAY ASSIGNMENT DUE; Manifest Destiny and Westward Expansion
Reading Due: None – work on essay
WEEK NINE
Lecture: The Mexican-American War
Reading Due: GML: Ch. 13
Lecture: The Tumultuous Politics of the 1850s
Reading Due: PSR: William Seward Doc
WEEK TEN
Lecture: Slavery and the Origins of the Civil War
Reading Due: GML, Ch. 14; PSR: South Carolina Ordinance Doc
Lecture: Reconstruction
Reading Due: GML, Ch. 15; PSR: Black Codes and Ku Klux Klan Docs
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Tues Mar. 17
FINALS WEEK
Final Exam: In our regular classroom, 7:00-9:00 AM
A Note on the Syllabus: Congratulations! You have just finished reading a long document with
quite a few rules. The purpose here is not to create rules for their own sake, but to provide an
orderly arrangement for the class, establish an agreement between the professor and students,
and prevent miscommunications. I expect all students to become familiar with this syllabus and
will occasionally refer them back to this document for questions on course policies. I will do my
best to follow this schedule, but it is subject to change. If any changes occur, I will announce
them both verbally and electronically.
Ending on a Positive: I am quite passionate about the ideas, arguments, and visual and artistic
aspects of history. I teach for a variety of reasons, including the belief that learning is a two-way
interaction between students and professors that keeps the mind young and lasts a lifetime! My
love of maps and geography will rub off on you! You will also learn to love handouts! Most
importantly, I guarantee that you will learn something interesting in this class that will have
practical and ideal benefits to your life. I look forward to working with you!!
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