United States History from Discovery to 1877
Dr. Edrene S. McKay  (479) 855-6836  Email: EdreneMcKay@cox.net  Website: Online-History.org
SYLLABUS – FALL 2010
CRN: 11636 (Bentonville) and 12386 (Gentry)
COURSE DESCRIPTION: A survey of United States history prior to 1877 beginning with European backgrounds,
discovery, and settlement and ending with the Civil War and reconstruction. Emphasis is on the economic, social,
political, constitutional, cultural, technological, and religious aspects of early United States history.
RATIONALE: Why study history? It is an important part of a liberal education (see below), it teaches us that
human actions have consequences, and it helps us to develop the skills necessary to meet the challenges of the 21st
century. Peter Stearns lists these specific reasons for studying history in his article "Why Study History?"
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History helps us to understand people, societies, and change – and how the society we live in came to be.
History offers perspective on human life and society, contributes to moral understanding, and illuminates
personal and national identities.
History lays the foundation for genuine citizenship by providing data about national institutions, problems,
and values; evidence about how nations have interacted with other societies; and understanding about changes
that currently affect the lives of citizens.
History encourages habits of mind that are vital for responsible public behavior, whether as a national or
community leader, an informed voter, a petitioner, or a simple observer.
History increases the ability to assess evidence, conflicting interpretations, and past examples of change.
History helps create good business people, professionals, and political leaders by developing research skills,
the ability to find and evaluate sources of information, and the means to identify and evaluate diverse
interpretations.
What Is Liberal Education? Liberal Education is an approach to learning that empowers individuals and
prepares them to deal with complexity, diversity, and change. It provides students with broad knowledge of the
wider world (e.g. science, culture, and society) as well as in-depth study in a specific area of interest. A liberal
education helps students develop a sense of social responsibility, as well as strong and transferable intellectual and
practical skills such as communication, analytical and problem-solving skills, and a demonstrated ability to apply
knowledge and skills in real-world settings. – American Association of Colleges and Universities
I believe that to meet the challenge of the next century, human beings will have to develop a greater sense of
universal responsibility. Each of us must learn to work not just for his or her own -self, family or nation, but for the
benefit of all mankind. – Dalai Lama
METHODS OF INSTRUCTION: A variety of instructional methods—including readings, audio-visual
presentations, and discussions—will be used to explore major themes and developments of United States history.
RESOURCES:
 Textbook: Eric Foner, Give Me Liberty! An American History, Vol. 1, 2nd Edition.
 Supplementary Readings: Available at my website: http://online-history.org
 Library Resources: Accessible on campus or through My NWACC Connection.
 Blackboard: Where you will submit assignments and receive grade reports: Accessible through My NWACC
Connection or directly from the logon page: http://nwacc.blackboard.com/webct/entryPageIns.dowebct. If
you need help logging onto Blackboard, see the tutorial on the Distance Learning website:
http://www.nwacc.edu/disted/nwdewctt.php.
 Technical Support is provided by the Student Technology Helpdesk and by the Distance Learning
Department. Contact the Student Helpdesk at 479-619-4376 or IT_HelpdeskStudent@nwacc.edu [there is an
underscore between the IT and Helpdesk]. Students on the Bentonville campus may visit Burns Hall Room
1265. Support may also be obtained from the Distance Learning Department via email at dl@nwacc.edu.
 Academic Support: Students can find information about academic support resources, including an Academic
Calendar with official dates at http://www.nwacc.edu/disted/academicsupport.php.
U.S. History 2003 Syllabus
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Page 2
Office Hours: 1478D by appointment. After class on MWF is most convenient for me, but appointments can
also be arranged to fit your schedule. Feel free to contact me via email or phone at any time. See below for
the correct email address.
You will be building your knowledge of history, seeking enlightenment, and developing insights from multiple
resources through reading, reflection, discussion, and group interaction.
COURSE REQUIREMENTS: You are required:
 To attend all class meetings, giving your full attention to lectures, presentations, and class discussions.
 To complete required reading assignments, reading with a purpose, focusing on thesis and supporting
arguments, and applying critical thinking skills.
 To complete required writing assignments by the deadlines, reflecting on the subject matter and using
effective analytical and communication skills.
 To come to class prepared to make a valuable contribution to each discussion.
 To complete a semester research project, exploring a significant principle, deed, or ideal of the American past
that was part of the development of Protestantism, capitalism, or democracy in American history.
Reading with a Purpose: The reading requirements for this course are challenging, but try not to be intimidated by
them. There's a technique you can use to guide your reading. I’ll always point out the most important sections of the
text, tell you what to look for when you read, and include more focused supplementary readings. You can skim over
the rest. Beyond that, remember that you're looking for answers to questions about the past proposed in the syllabus,
not just aimlessly trying to absorb everything. When you find something relevant, stop and think about it so it sinks
in. Look at it from a number of different perspectives, see what the implications are, how does it relate to what you
already know? If you want to read more, by all means do so. You will find that this textbook provides a worthwhile
reading experience. It's concise, to the point, focuses on the essentials, and won't waste your time with unnecessary
details. But remember, we're not building a gigantic database of facts, but trying to discover a few pearls of wisdom.
We're looking for insights (sudden realizations, epiphanies, aha experiences, light bulb moments). Read with a
purpose in mind and add your reflections to what you've read. In other words, read less and think more. That's
part of the formula for success in this course.
Journal Entries: Three written assignments are due each week and must be posted to your Blackboard journal
before the class period during which they will be discussed begins:
 Developing Insights: Short essays (10 points) are due before class on Monday.
 Making Connections: Short essays (10 points) are due before class on Wednesday
 Evaluating Historical Evidence: Document-based essays (30 points) are due before class on Friday.
All journal entries should be thoughtful, well-written, and substantive; reasonable in length (a minimum of 200
words for short essays and 500 words for document-based essays); supported by accurate facts; and clear and
original in expression. Journal entries not posted by the deadline cannot be made up.
Research Project: A class presentation (100 points) highlighting the results of your research on an approved topic
should be thoughtful, substantive, well-organized, and persuasive; include multimedia components to highlight the
main points of your thesis; and be about ten minutes in length.
COURSE OBJECTIVES
1. To explore the major themes and trends of United States history, to discover how individuals have exercised
leadership and served as agents of constructive change, and to learn from the successes and failures of others.
2. To understand the approach to history defined by Will and Ariel Durant in The Lessons of History (1968):
"Obviously historiography [writing history] cannot be a science. It can only be an industry, an art, and a
philosophy—an industry by ferreting out the facts, an art by establishing a meaningful order in the chaos of
materials, a philosophy by seeking perspective and enlightenment."
3. To develop a working knowledge of the processes required to understand the past, to engage in the discovery,
analysis, interpretation, and communication of historical evidence (the various aspects of the historian's craft),
and to build that bridge that links past and present history together.
4. To develop the critical thinking skills and lifelong learning skills needed to meet the challenges of the 21st
century, especially the ability to separate fiction, fantasy, and falsehood from substantiated truth.
5. To share ideas, insights, and discoveries with others using effective oral and written communication skills.
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U.S. History 2003 Syllabus
STUDENT LEARNING OBJECTIVES:
1. Through an examination of the American colonial experience, the student will identify reasons for the
establishment of colonies in America, especially as regards England.
2. By investigating the development of the American government and politics, the student will identify
differences between the Articles of Confederation and the US Constitution and analyze the Constitution’s
impact on the new American government.
3. By observing the growth and division of early America, the student will trace American expansion resulting
in our becoming a coast-to-coast nation.
4. By examining causes of sectional differences, the student will identify reasons for the American Civil War
and its outcome.
5. Through an examination of post Civil War Reconstruction, the student will identify the successes and failures
of the Reconstruction period.
Weekly objectives are outlined in the course calendar below.
POLICIES
Communications Policy: To facilitate communication with your instructor, please use this email address:
EdreneMcKay@cox.net and be sure to: (1) include your full name, (2) specify your course (U.S. history), and (3)
specify your section (Bentonville or Gentry).
Attendance Policy: Everyone is allowed two absences without penalty. However, absences should be reserved for
emergencies (serious illness, severe weather, transportation difficulties, family crises, etc.). Medical and dental
appointments, as well as extracurricular activities, should be scheduled at times that do not interfere with class
meetings. If you are absent, it is your responsibility to contact another member of the class to find out what you
missed and to be prepared for the next class. Please exchange contact information with one or more members of
the class during the first week, so that you are prepared for emergencies.
Participation Policy: Students are expected to be courteous during lectures and class discussions, to have respect
for their fellow classmates, and to engage fully in all classroom activities. To eliminate distractions, all electronic
equipment (computers, cell phones) should be turned off before class begins. Learning is a partnership between you,
your fellow classmates, and your instructor. You can do your part by giving the class your full attention and
exhibiting the college-level traits of curiosity, serious-mindedness, and appreciation for learning.
Your grade for participation will be tied to (1) attendance and (2) discussion contributions. The number of points
available to you will be based on the following scale:
HIGHEST
POSSIBLE
COURSE
GRADE
A
B
C
D
ATTENDANCE
Absences
0-2
3
4
5
6
7
Available
Points
450
400
300
200
100
0
DISCUSSION
CONTRIBUTIONS
Level of Participation
100% 85% 75% 65%
450
383
338
293
400
340
300
260
300
255
225
195
200
170
150
130
100
85
75
65
0
0
0
0
For example, a student who has been absent three times can earn up to 400 points for participation. If discussion
contributions have been good, the overall grade for participation will be 340 points (or 85% of 400). However, if a
student has had seven or more absences, even if discussion contributions have been excellent, the overall grade for
participation will be zero (100% of zero).
Plagiarism: Plagiarism (presenting the ideas or expressions of others as your own without giving them credit) is a
serious academic and professional offense. When conducting research and incorporating the work of others into
your own projects and papers, you must cite the sources of quotes, paraphrases, summaries, and ideas that are
not your own. If your work is plagiarized, you will not be given credit for the assignment.
U.S. History 2003 Syllabus
Page 4
Deadlines: Journal entries and projects must be posted to Blackboard by the deadlines specified. Late journal entries
will not be accepted. They prepare you for classroom discussions with your classmates and once the topic has been
discussed there is no way to recreate that experience. Projects will not be accepted after the deadline unless there is a
serious emergency. In that case, students must request an extension and document the emergency.
Grievance Procedure: The Social Science Department follows our NWACC Student Handbook regarding the
proper steps should a grievance occur between fellow students, or a student and the instructor. The first step in any
grievance is to bring the complaint to the attention of the instructor. If the issue is not satisfactorily resolved,
the student (and/or instructor) should then contact the instructor’s departmental chair Greg Kiser
(gkiser@nwacc.edu).
Accommodations for Students with Disabilities: Any member of the class who needs disability-based
accommodations should contact the Disability Resource Center via email at disability@nwacc.edu or by phone at
(479) 986-4076. The DRC coordinates reasonable accommodations for students who have documented disabilities.
Once your registration with that office is complete, the DRC will contact me electronically to communicate what
accommodations are appropriate in your case, and you should follow up with me privately to discuss how we will
meet those specific needs collaboratively. The DRC office is located in Room 114 on the first floor of the Student
Center.
ABOUT ME
In case you're wondering, Edrene is a combination of Edward and Irene, my parents’ names. Here are a few things
you might want to know about me:
 I teach United States History, Western Civilization, World Civilization, and Contemporary European History.
 My Ph.D. is from the University of Arkansas in Fayetteville, and my specialty is late 19th and early 20th
century United States history, although in recent years I have been focusing on 1945 to present.
 I teach both online and onsite classes and I enjoy doing both.
 I created a history detective series for kids entitled From the Stone Age to the Information Age.
 I am a faculty advisor for a student organization called OMNI-NWACC. It is a chapter of the OMNI Center
for Peace, Justice, and Ecology in Fayetteville, and there is a chapter at the University of Arkansas as well.
The organization was created for educational purposes:
 To provide opportunities for the campus and community to address issues related to peace, justice, and
ecology (including environmental protection and sustainability)
 To envision and inspire creation of a world dominated by a culture of peace.
 To enable, empower, and energize the campus and community to help bring about constructive change
in these areas.
PHILOSOPHY OF EDUCATION
My philosophy of education involves these principles:
 Equality: I regard everyone in the classroom as equal. Each person, regardless of background, education, or
expertise, can make a unique and valuable contribution to the class based on personal experiences, aptitudes,
and perspectives.
 Diversity: I think diversity is essential to learning. It gives us an opportunity to experience a variety of views
and perspectives and to interact and be challenged by other’s thoughts and ideas.
 Respect: I affirm the dignity, worth, and potential of every person in the classroom. By respecting another's
views, even if they are distasteful to us, we challenge our own assumptions, broaden our personal perspective,
learn to make value judgments, and develop the ability to think independently.
 Leadership: I believe that even ordinary citizens can serve as agents of constructive change. Conventional
wisdom says that if you want to play a significant role in history, you have to do something big. But it is
small acts of leadership – refusing to move to the back of the bus, circulating a petition, organizing a strike –
that eventually move mountains. Small acts of leadership, not big heroic acts, performed by like-minded
people ultimately add up. Small acts of leadership slowly and effectively bring about constructive change.
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U.S. History 2003 Syllabus
Student Success
My concept of student success is summarized by this story:
Once there were three bricklayers. Each one of them was asked what they were doing.
 The first man answered gruffly, ―I'm laying bricks.‖
 The second man replied sarcastically, ―I'm making $12.50 an hour.‖
 But the third man said enthusiastically and with pride, ―I'm building a cathedral.
--First told by Sir Christopher Wren (the famous architect who built St. Paul’s Cathedral in London)
In this history class:
 The first student is ―taking a class.
 The second student is ―earning a grade.
 But the third student is ―getting a worthwhile, liberal education."
According to Catherine Pulsifer (a motivational speaker), this story reveals two secrets of success:
 Attitude: ―Your attitude towards whatever you are doing determines your ultimate level of success.
 Grasping the Big Picture: ―Being able to see the end result, rather than just the task, eliminates obstacles,
focuses your energy, and provides motivation to excel.
My hope is that all of you will build a cathedral in the coming months.
EVALUATION CRITERIA
I will use the following scale as a foundation for my evaluation of your accomplishments at the end of the semester.
However, in the end, the final grades I assign are less a strict expression of the numeric points you accumulated
during the semester and more an assessment of the overall quality of your performance in the class. Can you
demonstrate knowledge of the major themes and trends of Unite States history? Have you mastered the intellectual
habits of mind required by a college level history class? Can you make valid comparisons, point out similarities and
differences, and identify cause and effect? Are you able to see patterns and make connections? Are you able to use
the tools of the historian (discovery, analysis, interpretation, and communication) in your research and writing? Are
you able to derive more than facts from your study of history? Does it leave you with insights and the capacity
to make enlightened decisions about the future? Although I will never give you a final grade lower than the points
you have earned, if you start out slow but gain momentum during the semester and finish strong, rest assured that I
will assign you a higher grade.
POINTS
1200
1080
1079
960
959
840
839
720
< 719
GRADE
A
B
C
D
F
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U.S. History 2003 Syllabus
COURSE CALENDAR
WEEK 1 – August 23-29, 2010
(If the links below are not functional, you will find the necessary documents at http://online-history.org,)
PTS
TOPICS/LEARNING RESOURCES/ASSIGNMENTS
COURSE INTRODUCTION
Objective: After examining the scope of the course, the student will develop personal course objectives,
evaluate the textbook, and develop strategies for creating a positive learning experience in the class.
0
Preparation: Review syllabus and course calendar and complete the following worksheets:
 Skills Analysis Worksheet
 Personal Course Objectives
(should be based on the results of your Skills Analysis Worksheet, which you need not submit)
 Textbook Evaluation
 The Historians v. American History
Grasping the Basic Facts: Know the answers to these questions:
1. Why is history an important part of a liberal education?
2. Explain how to “read with a purpose.”
3. What should you aim to achieve when you study for this class?
10
Developing Insights: Copy and paste your Personal Course Objectives into your Blackboard journal
before class (8:50 a.m.) on Wednesday and be prepared to discuss them in class. Your objectives should
be based on the results of your Skills Analysis Worksheet; however, you should not turn in the worksheet.
10
Making Connections: Copy and paste your Textbook Evaluation into your Blackboard journal before
class (8:50 a.m.) on Wednesday and be prepared to discuss it in class.
30
Evaluating Historical Evidence: Post your response to this question in your Blackboard journal before
class (8:50 a.m.) on Friday and be prepared to discuss it in class: Why is the author of The Historians v.
American History critical of how American history is taught today? What does he think students should
be required to learn? Does he think that ordinary citizens played a significant role in our nation’s past?
Based on the author’s comments, what (1) principles, (2) deeds, and (3) ideals does our nation stand for?
Are you in agreement with the author or not? Explain your answer.
50
TOTAL
U.S. History 2003 Syllabus
Page 7
WEEK 2 – August 30-September 5, 2010
(If the links below are not functional, you will find the necessary documents at http://online-history.org,)
PPTSS
TOPICS/LEARNING RESOURCES/ASSIGNMENTS
INTRODUCTION TO HISTORICAL STUDY AND RESEARCH
Objective: After exploring history as an academic discipline, the student will identify primary and
secondary sources, describe the processes that historians use to develop an understanding of the past, and
explain why history is important to contemporary society
0
Online Resources: Read or view the following supplements:
 History as an Academic Discipline
 Guidelines for Source Analysis
 Why Study History?
 PPT: The Historians' Toolbox
 Video: Howard Zinn: You Can’t Be Neutral on a Moving Train (9 min)
 PPT: A Crossroads in History
Note: PPT = PowerPoint presentation. If you do not have PowerPoint on your computer, you will need
to download a PowerPoint viewer from Microsoft: Download PPT Viewer.
Grasping the Basic Facts: Know the answers to these questions:
1. What is a primary source? What is a secondary source? How are you able to tell the difference?
Is one more reliable than the other or do they each serve different purposes?
2. What evidence do you find in the American Historical Association's "Standards of Professional
Conduct" that shows that professional historians are committed to high standards of professional
conduct?
3. Why should social leaders and ordinary citizens study history? What knowledge and skills do we
develop from studying the past? Why does this have practical value?
10
Developing Insights: Since you are not a professional historian, what questions should you ask to help
you decide if what you read or see on TV about history is accurate (i.e., reliable, credible, and
objective)? See Guidelines for Source Analysis for help with this question.
10
Making Connections: The American Historical Association defines history as “the never-ending process
whereby people seek to understand the past and its meaning.” What is the special role of the historian in
understanding the past? Describe the processes that historians use (i.e., discovery, analysis,
interpretation, and communication) to develop an understanding of the past. What special dimension
does Howard Zinn add to the profession? Based on his example, how can we use our knowledge of
history to intercede in what is happening in the world?
30
Evaluating Historical Evidence: Locate a primary source on a current event that interests you. Now
find a secondary source that helps to explain the primary source. What type of information (e.g., facts,
attitude, interpretation, social commentary) does each of these sources provide? Which source do you
find most helpful in understanding what actually happened? Which source do you find most interesting?
If someone only had time to read one of these sources, which would you recommend? Be sure to post the
two URLs and bring them to class on a floppy disk or flash drive so that we can compare them too.
50
TOTAL
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U.S. History 2003 Syllabus
WEEK 3 – September 7-12, 2010
(If the links below are not functional, you will find the necessary documents at http://online-history.org,)
PTS
TOPICS/LEARNING RESOURCES/ASSIGNMENTS
0
LABOR DAY HOLIDAY: September 6, 2010
EUROPEAN SETTLEMENT OF NORTH AMERICA
Objective: Objective: After examining European settlement of North America, the student will describe
the background and motivation for colonization and contrast Spanish, French, and English patterns of
settlement.
Textbook: Read the following sections:
Foner, Chapter 1: A New World
 Skim the chapter for the context of European settlement.
 Read pp. 19-27, 35-38, more carefully.
0
Online Resources: Read or view the following supplements:
 Protestantism, Capitalism, and Democracy
 Major Themes in American History
 PPT: The Background for Colonization
 PPT: Motives for British Colonization
 It Came in the First Ships: Capitalism in America
 Spanish, French. and English Settlement
 What Historians Say About Christopher Columbus
Grasping the Basic Facts: Know the answers to these questions:
1. The European settlement of North America took place during the transition from Medieval to
Early Modern Europe. What social, economic, political, and religious developments during this
period provided motives for exploration, conquest, and settlement?
2. Why did Englishmen want to leave England and colonize North America? What conclusions about
economic and social conditions in England can you draw from their desire to seek new opportunities
in the New World?
3. Contrast Spanish, French, and English settlement patterns. What methods did the Spanish
monarchy use in its attempt to create a highly centralized, highly controlled, Catholic, feudal, and
hierarchical empire? How did the French monarchy attempt to achieve the same goal? How was
English settlement different from Spanish and French settlement? Why were the English more
successful than the others in building permanent settlements?
10
Developing Insights: After you have read What Historians Say About Christopher Columbus, write a
source analysis (see Guidelines for Source Analysis) in which you try to answer these questions: Are the
selections in this paper primary or secondary source? Who are the authors? What are their
qualifications for writing about Columbus and the Spanish conquest of America? How do the authors
interpret Columbus’ life and work? Do they agree with each other? Which interpretation do you think is
most insightful?—DUE WED.
10
Making Connections: In the late eighteenth century, a French philosopher, Abbé Raynal offered a
prize for the best answer to this question: "Was the discovery of America beneficial or harmful to the
human race?" What, in your estimation, is the legacy of 1492? Were Columbus’ voyages a vehicle of
progress or did they have a more negative impact on history?— DUE WED.
30
Evaluating Historical Evidence: Using the primary source documents in A Document-Based Analysis
of European Exploration and your knowledge of American history, analyze European exploration and
expansion in the Atlantic Ocean and West Africa. Include in your essay, an analysis of:
 Motives for exploration, conquest, and settlement
 Technological achievements
 Attitudes toward non-European populations
50
TOTAL
Page 9
U.S. History 2003 Syllabus
WEEK 4 – September 13-19, 2010
(If the links below are not functional, you will find the necessary documents at http://online-history.org,)
PTS
TOPICS/LEARNING RESOURCES/ASSIGNMENTS
THE ENGLISH COLONIES
Objective: After studying the English colonies, the student will explain how the Southern, New England,
and mid-Atlantic colonies varied in their patterns of social, economic, and political development.
Textbook: Read the following sections:
Foner, Chapter 2: Beginnings of English America, 1607–1660
 Skim the chapter for the context of the motives for British colonization.
 Read pp. 43-44, 48-50, 54-60, 62-76 more carefully.
Foner, Chapter 3: Creating Anglo-America, 1660–1750
 Skim the chapter for the context of English settlement.
 Read pp. 92-102 more carefully.
0
Online Resources: Read or view the following supplements:
 The Southern Colonies: Virginia and the Origins of Slavery
 Slavery and Freedom: The American Paradox
 The New England Colonies: The Puritans of Massachusetts
 A Model of Christian Charity
 Anne Hutchinson is Banished
 The Legacy of Puritanism
 William Penn’s Holy Experiment
Research Project: Research Proposal – DUE BY MIDNIGHT SUNDAY (SEPT. 19)
Grasping the Basic Facts: Know the answers to these questions:
1. Virginia: How did the Virginia colonists compromise their values to insure their economic and
political survival)?
2. Massachusetts: The Puritans came to America seeking religious freedom, but they were extremely
intolerant of others beliefs? How do you explain this? How did the Puritan colonists compromise
their values to insure their survival as a community)?
3. Pennsylvania: How did Quaker principles shape the establishment of Pennsylvania? If you
consider that the Puritans abandoned their principles to maintain their power and the Quakers
relinquished their power to maintain their principles, was William Penn’s Holy Experiment a
success or failure? Explain your answer.
10
Developing Insights: There are several theories about why slavery became the South's dominant labor
system: (1) One theory states that racism (European prejudice against darker-skinned peoples) was the
main cause. (2) Another theory argues that the switch from white indentured servants to black slaves was
primarily an economic move. (3) A third theory holds that the southern switch to slavery had political
causes: white servants were becoming harder to attract and control while former servants were
beginning to form a rebellious element in southern society. Based on your knowledge of United States
history, which theory is most accurate? Why?
10
Making Connections: The Puritans had a mission. They believed that they were God’s chosen people –
that they were part of the “elect” and called by God to establish a “City Upon a Hill” in the New World
to serve as an example to the rest of the world of what a true God-like society should be like. Using
contemporary news reports and commentary, decide whether the United States has maintained this sense
of “exceptionalism” and still has a mission today. If so, how has the mission changed? How has the rest
of the world viewed this “exceptionalism?”
30
Evaluating Historical Evidence: Evaluate the arguments on both sides of the debate: How Should
Society Balance the Need for Tolerance with the Need to Protect Itself? Which side’s arguments are
most effective and convincing? Use specific reasons and examples to support your position. Note:
Debates are in a PDF format and require Adobe Reader to view. If you do not have this software on your
computer, you can download it from the Adobe website: Download Adobe Reader.
50
TOTAL
Page 10
U.S. History 2003 Syllabus
WEEK 5 – September 20-26, 2010
(If the links below are not functional, you will find the necessary documents at http://online-history.org,)
PTS
TOPICS/LEARNING RESOURCES/ASSIGNMENTS
18TH CENTURY CULTURAL DEVELOPMENTS
Objective: After observing 18th century cultural developments, the student will describe the
Enlightenment and the Great Awakening and their influence on society, politics, and religion.
Textbook: Read the following sections:
Foner, Chapter 4: Slavery, Freedom, and the Struggle for Empire, to 1763
 Skim the chapter for the context the Enlightenment and Great Awakening.
 Read pp. 151(beginning with the Enlightenment)-154, more carefully.
0
Online Resources: Read or view the following supplements:
 The Enlightenment
 The Philosophe
 Of Civil Government
 The Great Awakening
 The First Great Awakening
Grasping the Basic Facts: Know the answers to these questions:
1. Why was the Enlightenment called the “Age of Reason?” How did Enlightenment thinkers view
the universe, God, and man? How did they provide a total system of thought to replace traditional
ways of thinking about society, politics, and religion?
2. Describe the wave of religious enthusiasm, known as the “Great Awakening,” that swept through
the colonies in the mid-1700s? Why was this emotional form of religion so popular?
3. How did the Enlightenment and the Great Awakening prepare a generation of Americans to fight
a revolution?
10
Developing Insights: Colonial life was characterized by a discrepancy between the ideal and the real.
The European ideal involved fixed social classes, well-established governments, manorialism, and an
established church. The colonial reality was less social stratification, more democratic governments, a
diversified economy, and religious diversity. Explain how the Enlightenment and the Great Awakening
helped to legitimatize American practices.
10
Making Connections: What could account for the tremendous appeal of evangelical Christianity to men
and women living on both sides of the Atlantic during the latter half of the 18th century? Religious
culture in America today bears many resemblances to that of the 18th century. Since the 1960s,
membership in conservative evangelical Protestant churches has grown dramatically while the
membership of national organizations like the Promise Keepers and local bible study groups have also
expanded at an astonishing rate. How do you account for these trends?
30
Evaluating Historical Evidence: Using the primary source documents in A Document-Based Analysis
of the Enlightenment and your knowledge of American history, analyze the values and ideas of the
Enlightenment. How might these values and ideas contradict or challenge existing religious beliefs in
Europe or America during this period?
50
TOTAL
U.S. History 2003 Syllabus
Page 11
WEEK 6 – September 27-October 3, 2010
(If the links below are not functional, you will find the necessary documents at http://online-history.org,)
PTS
TOPICS/LEARNING RESOURCES/ASSIGNMENTS
THE AMERICAN REVOLUTION
Objective: After investigating the American Revolution, the student will identify the sources of colonial
discontent that led to separation from Great Britain and describe the revolutionary ideals and political
strategies that guided the revolution.
Textbook: Read the following sections:
 Foner, Chapter 5: The American Revolution, 1763–1783
 Skim the chapter for the causes and consequences of the American Revolution.
 Read pp. 167-190, more carefully.
 Foner, Chapter 6: The Revolution Within
 Skim the chapter for the revolutionary ideals that were implemented after the revolution.
 Read pp. 191-216, more carefully.
0
Online Resources: Read the following supplements:
 The Imperial Problem
 The Western Problem and the Origins of National Character.
 The Problem of Colonial Taxation
 The American Revolution
Grasping the Basic Facts: Know the answers to these questions:
1. Explain how Great Britain attempted to solve the imperial problem of haphazard growth and
administration.
2. What was the Western Problem and how does Frederick Jackson Turner’s Frontier Thesis help to
explain the origins of national character.
3. During this period, many colonists were unhappy with the taxes and duties imposed by the British.
How did the views of colonists and Great Britain differ with regard to representation and
taxation? Were they able to resolve their differences?
10
10
Developing Insights: What insights did you gain from your exploration of the American Revolution?
You may focus on any aspect of the revolution that interests you (e.g., revolutionary ideals, military
campaigns, political or military strategies, the experiences of participants, the contributions of women,
etc.).
Making Connections: Today’s “Tea Party” members like to compare themselves to the colonial
patriots who opposed Great Britain’s Tea Act in 1773. Using contemporary news reports and analyses
and your knowledge of American history, compare the two groups. In each case, describe:
 The sources of discontent
 Who provided leadership and/or financing
 The targets of protest
 The methods of protest
 What the protestors hoped to achieve.
To what extent did revolutionary ideals (i.e., equality, religious liberty, and economic freedom) play a
role in these protests? Is the comparison between colonial patriots and today’s “Tea Party” members
valid?
30
Evaluating Historical Evidence: Using the primary source documents in A Document-Based Analysis
of the American Revolution and your knowledge of American history, describe the events leading up to
the Revolutionary War. Include information about:
 The acts passed by the British Parliament
 Political cartoons, newspaper articles, and engravings of pictures
 Protests and clashes between the colonists and the British
50
TOTAL
Page 12
U.S. History 2003 Syllabus
WEEK 7 – October 4-10, 2010
(If the links below are not functional, you will find the necessary documents at http://online-history.org,)
PTS
TOPICS/LEARNING RESOURCES/ASSIGNMENTS
THE NEW REPUBLIC
Objective: After exploring the development of American government and politics, the student will
identify the strengths and weaknesses of the Articles of Confederation, explain the compromises
involved in creation of the Constitution of 1787, and analyze the structure of the federal government
under the new constitution.
Textbook: Read the following sections:
Foner, Chapter 7: Founding a Nation, 1783–1789
 Skim the chapter for the early development of American government and politics:
 Read pp. 251-25, 254, 257, and 260 more carefully.
0
Online Resources:
 Creating Republican Institutions
 PPT: Constitutional Convention
 PPT: Six Basic Principles of the Constitution
Grasping the Basic Facts: Know the answers to these questions:
1. Describe the strengths and weaknesses of the Articles of Confederation. Why didn’t the Articles of
Confederation have more than one branch of government? What important powers did the
Confederation Congress lack? How did these deficiencies cause problems for the new nation?
2. Analyze the compromises that were necessary to write the Constitution of 1787, including the
Great Compromise (how legislators would be selected), the Three-Fifths Compromise (how slaves
would be counted), and the Electoral College (how the president would be selected).
3. How were these basic constitutional principles worked into the Constitution of 1787: popular
sovereignty, limited government, rule of law, federalism, separation of powers, and checks and
balances?
10
Developing Insights: In Completing the American Revolution, Norman D. Livergood claims that we live
in a plutocracy. He argues that the United States Constitution was deliberately constructed so that the
nation is ruled by the wealthy. Present evidence to support or refute these assertions.
10
Making Connections: Read the Bill of Rights carefully and then answer these questions: What is the
purpose of the Bill of Rights? Why is it a significant part of our Constitution? Using contemporary news
reports and commentary, assess the status of the Bill of Rights today. Are there certain human rights and
civil liberties that are not as well protected as the founders intended?
30
Evaluating Historical Evidence: Evaluate the arguments on both sides of the debate: How Powerful
Should the National Government Be? Which side’s arguments are most effective and convincing? Use
specific reasons and examples to support your position.
50
TOTAL
Page 13
U.S. History 2003 Syllabus
WEEK 8 – October 11-17, 2010
(If the links below are not functional, you will find the necessary documents at http://online-history.org,)
PTS
TOPICS/LEARNING RESOURCES/ASSIGNMENTS
AN ORDERLY TRANSFER OF POWER
Objective: After examining the establishment of the government under the new Constitution and the
development of political parties in the United States, the student will describe the steps involved in
implementing the Constitution, identify the ideological and political differences that divided the nation
during the 1790s, and explain how it was possible to undergo an orderly transfer of power in 1800.
Textbook: : Read the following sections:
Foner, Chapter 8: Securing the Republic, 1790–1815
 Skim the chapter for the development of political parties and the Election of 1800:
 Read pp. 269-288 more carefully.
0
Online Resources:
 Establishing a New Government
 Republican Motherhood
 The First Party System: Federalists v. Republicans
Grasping the Basic Facts: Know the answers to these questions:
1. Describe the steps involved in implementing the new Constitution. Why were the Judiciary Act of
1789, Washington’s cabinet, the Bill of Rights, and the Tariff of 1787so important to the new
nation? Why did most states have property qualifications for voting? What role were women
expected to play in the new nation?
2. Identify the ideological and political differences that divided the nation during the 1790s. What
roles did Hamilton’s financial plan, foreign entanglements, and the Alien and Sedition acts play in
the emerging rivalry between Federalists and Republicans?
3. Explain how it was possible to undergo an orderly transfer of power in 1800?Be sure to include
an analysis of the necessity for the Twelfth Amendment
10
Developing Insights: How have political parties evolved through the years in terms of their support for
a strong or limited federal government and a pro-business or pro-ordinary citizen approach? Is it true,
as the diagram seems to suggest, that Republicans support a strong federal government and are both
pro-ordinary citizen and pro-business? How is it possible, with two very different agendas, for both
Democrats and Republicans to support ordinary citizens? Give evidence to support your conclusions.
10
Making Connections: Summarize Susan Hill Lindley’s discussion of Republican motherhood in “You
Have Stept Out of Your Place”: A History of Women and Religion in America. Who assumes the role of
training the next generation to be “a virtuous and intelligent citizenry” today?
30
Evaluating Historical Evidence: Using your knowledge of American history and the first ten primary
source documents (through “The Hartford Convention”) at the website The Early Republic, compare
opposing points of view on these issues:
 Popular rule
 Agriculture v. Industry
 Constitutionality of the Bank
 Principle of Nullification
 Role of Government
 Secession
50
TOTAL
Page 14
U.S. History 2003 Syllabus
WEEK 9 – October 18-24, 2010
(If the links below are not functional, you will find the necessary documents at http://online-history.org,)
PTS
TOPICS/LEARNING RESOURCES/ASSIGNMENTS
REPUBLICANS IN POWER
Objective: After studying the Jeffersonian presidency, the student will describe Jefferson’s views on
republican virtue, explain the constitutional issues of the period, and analyze the causes and
consequences of the War of 1812.
Textbook: Read the following sections:
Foner, Chapter 8: Securing the Republic, 1790–1815
(Focus on Jefferson’s views, constitutional issues, and the causes of the War of 1812)
Online Resources:
 The Jeffersonian Presidency
 Foreign Entanglements
0
Grasping the Basic Facts: Know the answers to these questions:
1. Describe Jefferson’s views on republican virtue. Why did he favor an agrarian society over an
industrial one and a well-educated citizenry over an ill-informed one? How did these views result
in a reversal of certain Federalist policies?
2. Two important constitutional issues emerged during Jefferson’s presidency: (a) Why was Marbury
v. Madison a landmark Supreme Court decision? (b) Jefferson argued for a strict interpretation of
the Constitution during the political debates of the 1790s, but supported a loose interpretation
with regard to the Louisiana Purchase. How do you account for this inconsistency?
3. Young congressional Republicans, known as War Hawks, gave as their aims for going to war: to
justify western attacks, to end impressments, and to preserve national honor. Which of these
motives do you think was most important to them? Do you find a discrepancy between the
Republican’s democratic ideals and their expansionist policy? Explain.
10
Developing Insights: Are Jefferson’s views on republican virtue, agrarian society, and an educated
citizenry relevant to American society today or do they need updating? If they are updated, is it possible
to retain the moral aspects of his views?
10
Making Connections: The Jeffersonian Perspective provides commentary on today’s social and
political issues based on the writings of Thomas Jefferson. Some of the issues discussed include: animal
rights, Microsoft and corporate equal rights, cloning humans in a free society, cultural diversity,
educational elitism, morality and government, religious fundamentalism v. democracy, school shootings
and social disintegration, welfare and government assistance. Explore an issue that interests you and
describe how Jefferson might have viewed the issue.
30
Evaluating Historical Evidence: Evaluate the arguments on both sides of the debate: How Should
Americans Treat the Land? Which side’s arguments are most effective and convincing? Use specific
reasons and examples to support your position.
50
TOTAL
Page 15
U.S. History 2003 Syllabus
WEEK 10 – October 25-31, 2010
(If the links below are not functional, you will find the necessary documents at http://online-history.org,)
PTS
TOPICS/LEARNING RESOURCES/ASSIGNMENTS
ECONOMIC DEVELOPMENT AND THE EXPANSION OF DEMOCRACY
Objective: After studying economic development and the expansion of democracy in the early 19 th
century, the student will describe the industrialization process in the Northeast and westward expansion
to the Southwest and the Midwest; efforts to maintain a balance of power in a nation characterized by
both sectionalism and nationalism; and the rise of popular politics during the Age of Jackson.
Textbook: Read the following sections:
Foner, Chapter 9: The Market Revolution, 1800–1840
(Read section relating to the industrial revolution)
Foner, Chapter 10: Democracy in America, 1815–1840
(Focus on the expansion of democracy)
Online Resources:
 Economic Development
 Changes in the Social Structure
 Maintaining the Balance of Power
 The Rise of Popular Politics
 The Jacksonian Presidency
Grasping the Basic Facts: Know the answers to these questions:
1. The industrial revolution has been described as a process of mechanization, urbanization, and
consumption. How are these three developments related? What motivated migration to the
Southwest and Midwest?
2. As a resolution to the problem of sectionalism, how did the Missouri Compromise of 1820 attempt
to settle the debate over the future of slavery in the growing American republic? As an expression
of nationalism, what is significant about the Monroe Doctrine? What principles of foreign policy
did this Doctrine establish?
3. How did the Jacksonian Era expand democracy politically, economically, and culturally?
10
Developing Insights: The Jacksonian presidency was characterized by a “politics of opportunity” that
served some groups at the expense of others. Explain how westward expansion, Indian removal,
nullification, and the “war” with the second Bank of the United States fit this pattern. In each case, who
benefited and who lost?
10
Making Connections: Describe how the industrial revolution transformed the family from an integrated
unit of production to a fragmented unit of consumption. How would you describe the current family and
its relationship to the economy?
30
Evaluating Historical Evidence: Evaluate the arguments on both sides of the debate: Who Should Be
Allowed to Vote? Which side’s arguments are most effective and convincing? Use specific reasons and
examples to support your position.
50
TOTAL
Page 16
U.S. History 2003 Syllabus
WEEK 11 – November 1-7, 2010
(If the links below are not functional, you will find the necessary documents at http://online-history.org,)
PTS
TOPICS/LEARNING RESOURCES/ASSIGNMENTS
19TH CENTURY CULTURAL DEVELOPMENTS
Objective: After investigating 19th century cultural developments, the student will explain the causes
and consequences of the 2nd Great Awakening and describe resulting efforts to reform society.
Textbook: Read the following sections:
Foner, Chapter 9: The Market Revolution, 1800–1840
(Read section relating to the 2nd Great Awakening)
Foner, Chapter 12: An Age of Reform, 1820–1840
(Focus on the various types of reform efforts)
0
Online Resources:
 The Second Great Awakening
 Efforts to Reform Society
Grasping the Basic Facts: Know the answers to these questions:
1. How do you account for the wave of religious fervor that took hold of the country in the early
1800s? What great changes were transforming the republic at this time?
2. What cultural, economic, and social developments interacted to bring about revivalism and
reform?
3. Give examples of reforms advocated by religious enthusiasts. Which of these reforms were most
difficult to achieve?
10
Developing Insights: To what extent do you think this statement, made by economist John Kenneth
Galbraith, characterizes the United States today and prevents us from engaging in the serious reform
efforts that were undertaken in the 19th century: “These are the days when men of all social disciplines
and all political faiths seek the comfortable and the accepted; when the man of controversy is looked
upon as a disturbing influence; when originality is taken to be a mark of instability; and when, in minor
modification of the original parable, the bland lead the bland.”
10
Making Connections: Thomas Jefferson foresaw the corruption that can enter public life if people
become inattentive to public affairs: “We have the greatest opportunity the world has ever seen, as long
as we remain honest -- which will be as long as we can keep the attention of our people alive. If they
once become inattentive to public affairs, you and I, and Congress and Assemblies, judges and
governors would all become wolves.” Using contemporary news reports and commentary, evaluate the
extent to which public “inattention” is responsible for today’s economic, social, and political problems.
30
Evaluating Historical Evidence: Evaluate the arguments on both sides of the debate: Should Women
Have Equal Treatment Under the Law? Which side’s arguments are most effective and convincing? Use
specific reasons and examples to support your position.
50
TOTAL
Page 17
U.S. History 2003 Syllabus
WEEK 12 – November 8-14, 2010
(If the links below are not functional, you will find the necessary documents at http://online-history.org,)
PTS
TOPICS/LEARNING RESOURCES/ASSIGNMENTS
SECTIONAL CONFLICT AND COMPROMISE
Objective: After studying the issues dividing the nation in the pre-Civil War era, the student will
describe the positions of the Northeast, the Northwest, and the South on public land policy, the protective
tariff, internal improvements, and slavery expansion; explain how the politics of slavery worked to
perpetuate the institution of slavery despite the trend toward democratization; and analyze the role of
Manifest Destiny in the controversy over slavery expansion.
Textbook: Read the following sections:
Foner, Chapter 9: The Market Revolution, 1800–1840
(Read section relating to the industrial North.)
Foner, Chapter 11: The Peculiar Institution
(Read section relating to the slave culture of the South)
0
Online Resources:
 PPT: Pre-Civil War America
 The Industrial North.
 The Agrarian South
 Issues Dividing the Nation
 Manifest Destiny
Grasping the Basic Facts: Know the answers to these questions:
1. Describe the positions of the Northeast, the Northwest, and the South on public land policy, the
protective tariff, internal improvements, and slavery expansion.
2. How did the politics of slavery work to perpetuate the institution of slavery despite the trend
toward democratization?
3. Analyze the role of Manifest Destiny in the controversy over slavery expansion
10
10
30
50
Developing Insights: Why did all classes of white southerners support white supremacy, harsh slave
codes, and racial solidarity? What role did northern intermediaries play in perpetuating the institution
of slavery?
Making Connections: Describe what you have learned about America’s expansionist policies from your
reading about Manifest Destiny and discuss how the concept of mission has evolved from the Puritan
idea of a “City upon a Hill” to the secular idea of Manifest Destiny to our present expansionist foreign
policies. What are the positive and negative aspects of Manifest Destiny and subsequent expansionist
policies?
Evaluating Historical Evidence: Using the primary source documents in A Document-Based Analysis of
the Slave Experience and your knowledge of American history, describe the conditions under which
slaves lived in the South before the Civil War and analyze how they responded to their environment.
TOTAL
Page 18
U.S. History 2003 Syllabus
WEEK 13 – November 15-21, 2010
(If the links below are not functional, you will find the necessary documents at http://online-history.org,)
PTS
TOPICS/LEARNING RESOURCES/ASSIGNMENTS
THE CIVIL WAR AND RECONSTRUCTION
Objective: After exploring the Civil War and Reconstruction, the student will analyze the reasons for the
Civil War, explain how the strengths and weaknesses of each side contributed to the war’s outcome, and
describe the successes and failures of Reconstruction.
0
Textbook: Read the following sections:
Foner, Chapter 13: A House Divided, 1840–1861
(Read section relating to the steps leading to the Civil War)
Foner, Chapter 14: A New Birth of Freedom: The Civil War, 1861–1865
(Read section relating to the strengths and weaknesses of each side)
Foner, Chapter 15: “What Is Freedom?”: Reconstruction, 1865–1877
(Read section relating to the successes and failures of Reconstruction)
Online Resources:
 PPT: The Civil War and Reconstruction
 The Civil War in Perspective
Grasping the Basic Facts: Know the answers to these questions:
1. Trace the steps between 1850 and 1860 which made compromise between the North and the South
an unattainable goal.
2. Explain how the strengths and weaknesses of each side contributed to the war’s outcome. Under
what circumstances might the South have won the war?
3. Describe the successes and failures of the Reconstruction period.
10
Developing Insights: Was the Civil War inevitable?
10
Making Connections: Select one or more of the developments that Joan Chittister describes in The Civil
War in Perspective as part of today’s cultural situation. Using your knowledge of the Civil War
experience, discuss how an agent of constructive change might resolve today’s economic, political and
religious crises by constructing a new world-view that brings people to new understandings about old
values.
30
Interpreting Historical Evidence: Using information from the A Document-Based Analysis of the Civil
War and your knowledge of American history, analyze the economic, political, and moral reasons for the
Civil War. What were the South’s specific grievances against the North? What measures did the South
take to remedy its situation? How did the North react?
50
TOTAL
U.S. History 2003 Syllabus
Page 19
WEEKS 14-15 – November 29-December 8, 2010
(If the links below are not functional, you will find the necessary documents at http://online-history.org,)
PTS
TOPICS/LEARNING RESOURCES/ASSIGNMENTS
THANKSGIVING HOLIDAY: November 22-28, 2010
STUDENT PRESENTATIONS
Students will present the results of their semester research projects, exploring significant principles,
deeds, or ideals of the American past that were part of the development of Protestantism, capitalism, or
democracy in American history.
100
Presentations will be scheduled over a five-day period. Students will have ten minutes each to make their
presentations.
A schedule will be developed mid-semester.
100
TOTAL