HST201: United States History to Reconstruction
Credit Hours:
3
Contact Hours:
This is a 3-credit course, offered in accelerated format. This means that 16 weeks of
material is covered in 8 weeks. The exact number of hours per week that you can
expect to spend on each course will vary based upon the weekly coursework, as
well as your study style and preferences. You should plan to spend 10-25 hours per
week in each course reading material, interacting on the discussion boards, writing
papers, completing projects, and doing research.
Faculty Information
Name:
Phone:
CSU-GC Email:
Virtual Office Hours:
Course Description and Outcomes
This course examines major political and historical trends in the history of the United States from the precolonial period through the conclusion of Reconstruction. The course addresses such topics as American
colonization and colonial life, the American Revolution, the founding of the early constitutional republic,
defining the American nation, expansion, the onset of the slavery crisis, sectionalism, and the Civil War.
Recurring themes in the course include the definition of liberty as both a political and a social construct. Special
emphasis is placed on the problems presented to the new republic by slavery and by the struggle to balance the
interests of the states and the public, democracy and the rights of the minority.
Students will finish the course with a greater understanding of the history they have studied as well as a broader
understanding of how to analyze historical events and perspectives. Students are challenged to present their
analyses using a variety of media and Web 2.0 tools.
Fulfills a general education History requirement, not an approved Colorado Pathways course.
Course Learning Outcomes
1. Examine the structure of U.S. history before 1877.
2. Analyze various sources used for historical research including government documents, memoirs, diaries
and letters, periodicals of the time, as well as other sources.
3. Evaluate the process that historians practice in interpreting the past.
4. Analyze the integration of historical information into the process of critical thinking.
5. Assess the role of slavery and westward expansion in the development of American institutions.
6. Discuss societal changes, including technology and economic changes, prior to 1877.
Participation & Attendance
Prompt and consistent attendance in your online courses is essential for your success at CSU-Global Campus.
Failure to verify your attendance within the first 7 days of this course may result in your withdrawal. If for some
reason you would like to drop a course, please contact your advisor.
Online classes have deadlines, assignments, and participation requirements just like on-campus classes. Budget
your time carefully and keep an open line of communication with your instructor. If you are having technical
problems, problems with your assignments, or other problems that are impeding your progress, let your
instructor know as soon as possible.
Course Materials
Required:
Foner, E. (2012). Give me liberty! An American history (3rd ed.), [Volume 1]. New York, NY: W.W. Norton. ISBN
978-0-393-91190-9
Course Schedule
Due Dates
The Academic Week at CSU-Global begins on Monday and ends the following Sunday.
 Discussion Boards: The original post must be completed by Thursday at 12 midnight MT and Peer
Responses posted by Sunday 12 midnight MT. Late posts may not be awarded points.
 Mastery Exercises: Students may access and retake mastery exercises through the last day of class until
they achieve the scores they desire.
 Critical Thinking Activities: Assignments are due Sunday at 12 midnight MT.
Week #
Readings
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3
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4
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Assignments
Chapters 1 - 2 in Give Me Liberty
The Requerimiento. (n.d.). Retrieved from
http://www.doctrineofdiscovery.org/requerimiento.htm
Mann, C. (2002). 1491. The Atlantic Monthly. Retrieved from
http://www.theatlantic.com/magazine/archive/2002/03/1491/302445
/
Foner, E. (2012). Chapter 1, Author insights [Podcast]. Retrieved from
http://www.wwnorton.com/college/history/give-meliberty3/ch/01/podcast.aspx
Foner, E. (2012). Chapter 2, Author insights [Podcast]. Retrieved from
http://www.wwnorton.com/college/history/give-meliberty3/ch/02/podcast.aspx
Chapters 3 - 4 in Give Me Liberty
http://www.rootsweb.ancestry.com/~galiber3/misc/darien2.html
Foner, E. (2012). Chapter 3, Author insights [Podcast]. Retrieved from
http://www.wwnorton.com/college/history/give-meliberty3/ch/03/podcast.aspx
Foner, E. (2012). Chapter 4, Author insights [Podcast]. Retrieved from
http://www.wwnorton.com/college/history/give-meliberty3/ch/04/podcast.aspx
Famous American Trials. (2009). Salem Witchcraft Trials: 1692.
Retrieved from
http://law2.umkc.edu/faculty/projects/ftrials/salem/salem.htm
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Discussion Board (25)
Mastery Exercises (10)
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Discussion Board (25)
Mastery Exercises (10)
Critical Thinking (70)
Chapters 5 - 6 in Give Me Liberty
Declaration of Independence. (n.d.). Retrieved from
http://www.archives.gov/exhibits/charters/declaration_transcript.htm
l
Foner, E. (2012). Chapter 5, Author insights [Podcast]. Retrieved from
http://www.wwnorton.com/college/history/give-meliberty3/ch/05/podcast.aspx
Foner, E. (2012). Chapter 4, Author insights [Podcast]. Retrieved from
http://www.wwnorton.com/college/history/give-meliberty3/ch/06/podcast.aspx
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Discussion Board (25)
Mastery Exercises (10)
Critical Thinking (70)
Portfolio Topic (5)
Chapters 7 - 8 in Give Me Liberty
Articles of Confederation. (n.d.). Retrieved from
http://www.archives.gov/exhibits/charters/charters_of_freedom_4.ht
ml
Constitution of the United States of America. (n.d.). Retrieved from
http://www.archives.gov/exhibits/charters/constitution.html
Foner, E. (2012). Chapter 7, Author insights [Podcast]. Retrieved from
http://www.wwnorton.com/college/history/give-meliberty3/ch/07/podcast.aspx
Foner, E. (2012). Chapter 8, Author insights [Podcast]. Retrieved from
http://www.wwnorton.com/college/history/give-me-
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Discussion Board (25)
Mastery Exercises (20)
Critical Thinking (70)
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5
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6
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7
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liberty3/ch/08/podcast.aspx
Library of Congress. (n.d.). Constitution: Primary sources. Retrieved
from:
http://www.loc.gov/teachers/classroommaterials/primarysourcesets/c
onstitution/ Click on the thumbnails to view the sources.
Chapters 9 - 10 in Give Me Liberty
Jackson, A. (1830). Message to Congress on Indian removal. Retrieved
fromhttp://www.ourdocuments.gov/doc.php?flash=true&doc=25
Foner, E. (2012). Chapter 9, Author insights [Podcast]. Retrieved from
http://www.wwnorton.com/college/history/give-meliberty3/ch/09/podcast.aspx
Foner, E. (2012). Chapter 10, Author insights [Podcast]. Retrieved from
http://www.wwnorton.com/college/history/give-meliberty3/ch/10/podcast.aspx
Marbury v. Madison. (1803). Retrieved from
http://www.pbs.org/wnet/supremecourt/antebellum/sources_docum
ent10.html
Library of Congress. (2010, July 23). Religion and the founding of the
American Republic. Retrieved from
http://www.loc.gov/exhibits/religion/rel07.html
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Discussion Board (25)
Mastery Exercises (10)
Critical Thinking (70)
Portfolio Bibliography
(10)
Chapters 11 - 12 in Give Me Liberty
Foner, E. (2012). Chapter 11, Author insights [Podcast]. Retrieved from
http://www.wwnorton.com/college/history/give-meliberty3/ch/11/podcast.aspx
Foner, E. (2012). Chapter 12, Author insights [Podcast]. Retrieved from
http://www.wwnorton.com/college/history/give-meliberty3/ch/12/podcast.aspx
Cotton and race in the making of America: The human costs of
economic power. (2012, May 11). Retrieved from
http://youtu.be/XgwZ6aeaCqo
New York Historical Society. (2006). Slavery in New York. Retrieved
from http://www.slaveryinnewyork.org/index.html
Harper, D. (2003). Slavery in the North: Northern profits from slavery.
Retrieved from http://www.slavenorth.com/profits.htm
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Discussion Board (25)
Mastery Exercises (10)
Critical Thinking (70)
Chapters 13 - 14 in Give Me Liberty
Public Broadcasting Service. (2006). John L. O’Sullivan on Manifest
Destiny, 1839. Retrieved from
http://www.pbs.org/kera/usmexicanwar/resources/manifest_destiny_
sullivan.html
Civil War Archive presents letters home from the Civil War. (2009).
Retrieved from http://www.civilwararchive.com/LETTERS/letters.htm
Foner, E. (2012). Chapter 13, Author Insights Podcast. Retrieved from
http://www.wwnorton.com/college/history/give-meliberty3/ch/13/podcast.aspx
Foner, E. (2012). Chapter 14, Author Insights Podcast. Retrieved from
http://www.wwnorton.com/college/history/give-me-
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Discussion Board (25)
Mastery Exercises (10)
Portfolio Draft Outline
(15)
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8
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liberty3/ch/14/podcast.aspx
Chapters 15 in Give Me Liberty
Library of Congress. (n.d.). Born in Slavery: Slave Narratives from the
Federal Writers Project, 1936-1938. Retrieved from
http://www.loc.gov/teachers/classroommaterials/connections/narrati
ves-slavery/history6.html
Foner, E. (2012). Chapter 15, Author Insights Podcast. Retrieved from
http://www.wwnorton.com/college/history/give-meliberty3/ch/15/podcast.aspx
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Discussion Board (25)
Mastery Exercises (20)
Portfolio Project (320)
Assignment Details
This course includes the following assignments/projects:
Week 2
Critical Thinking: Salem Witch Trials (70 Points)
Complete a 2-to 3-page paper in which you discuss the Salem witchcraft hysteria. Evaluate the participants by
answering the following questions:
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Who were the accusers (what part of society)?
What do their fears tell us about beliefs and society in this period?
Why did the trial come to an end?
What does the outcome of the trial tell us about the leaders of English society in North America?
Be sure to provide citations from your readings to support your statements. Write your paper, and cite your sources,
using CSU-Global APA formatting.
Week 3
Critical Thinking: The Revolutionary War (70 Points)
Complete a 2- to 3-page paper in which you address the following:
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Only the Wars in Afghanistan and Vietnam lasted longer than the Revolutionary War. Why was the
war so lengthy and what were the costs involved for the British and for the Americans? You might
consider not only loss of life and munitions, but also political, social and actual economic costs.
Be sure to provide citations from your readings to support your statements. Write your paper, and cite your sources,
using CSU-Global APA formatting.
Portfolio Project: Portfolio Description Posting (5 Points)
In a discussion message, describe your project, its title and the main era and people you want to examine. Discuss how
you think you can find sources, and describe any difficulties you are having with your project. Comment on the topics
of others by giving helpful advice. Helpful means sharing ways to limit the topic, or places to find sources, or
something useful to think about when working on the portfolio.
Week 4
Critical Thinking: How the Constitution Endangered Freedom (70 Points)
Complete a 2-3-page paper in which you discuss the following:
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Why did some Founding Fathers think that the Constitution might endanger freedom?
What is the response of those who favored the Constitution – how did they think it would protect freedom or
improve on the Articles of Confederation?
Be sure to provide citations from your readings to support your statements. Write your paper, and cite your sources,
using CSU-Global APA formatting.
Week 5
Critical Thinking: Indian Removal Act (70 Points)
Complete a 2-3-page paper in which you discuss the following:
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Explain who benefited from the Indian Removal Act. What were the benefits?
What were the problems with the Act?
Be sure to provide citations from your readings to support your statements. Write your paper, and cite your sources,
using CSU-Global APA formatting.
Portfolio Project: Bibliography of Sources (10 Points)
Attach to a discussion message a draft of your bibliography of sources. Each source should be listed in correct APA
format.
You should have at least five sources, including three primary sources and a scholarly journal article, to support your
paper, and at least five images for your presentation. You should fully cite all the sources and images in your draft
bibliography. You are free to decide not to use these sources in your paper – this draft is intended to be a starting point
for your paper (much as you would gather the ingredients together for a cake before you start to bake). The CSU-Global
Library is a good place to start for these sources along with the sources outlined in Module 3.
Include with your bibliography a paragraph explaining where you found your sources, how you have decided to
present your images (Web site, Voicethread, PowerPoint converted to pdf or YouTube) and any difficulties you are
having with your project. Comment on the draft bibliography of other students helpfully. Helpful means correcting
errors in APA, or suggesting a solution to any problems discussed, or recommending any other sources, etc.
Week 6
Critical Thinking: The Benefits of Slavery (70 Points)
Complete a 2- to 3-page paper in which you discuss the following:
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How did the North benefit from slavery? List at least three different ways northerners profited from slavery
and why.
Be sure to provide citations from your readings to support your statements. Write your paper, and cite your sources,
using CSU-Global APA formatting.
Week 7
Portfolio Project: Outline (15 Points)
Attach to a discussion message a draft outline of your portfolio paper. Include a References page which lists all your
sources in correct APA format.
Include with your message a discussion of your findings and describe any problems you have overcome or need to
overcome to have a successful project.
Comment on the draft bibliography of other students helpfully. Helpful means correcting errors, or suggesting a
solution to any problems discussed, etc.
Week 8
Portfolio Project (350 points)
For the final portfolio project, you will write a 5-8 page paper about three individuals who had a significant impact on
US history from the time of settlement to Reconstruction. All individuals should be contemporaries (live at more or
less the same time). One should be a political leader, one a writer or artist, and one a figure from any other field
(religion, business, education, etc.) Additionally, you will illustrate your argument with a visual presentation.
Your paper should be based on at least five sources, including a scholarly journal article and three primary sources,
and provide the following information about each person:
1.
2.
An explanation for why you chose these individuals, what made them important historical figures.
Biographical information (childhood, education, occupation).
3. Information about the era in which they lived – what were the major events or problems of the country
during that period that affected your subject?
4. The historical legacy of each person – what did they accomplish, did they change the world, whom
did they influence?
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A conclusion about what was important about the people and the era they lived in.
For your presentation, you should gather a variety of media: examples might include portraits, images of documents
important to the individual, images of the country at the time.
You may present your images on a website on a free site like Weebly.com, or you may create a presentation in a Web
2.0 application such as Prezi (prezi.com), Voicethread (voicethread.com), or a PowerPoint saved to PDF or YouTube
format.
The illustrative presentation should include visual representations (images, videos or recordings), captions or a voiceover providing an explanation of the representations, and a Suggested Readings page. All captions should include the
source of the image and a short explanation of its importance.
Summary of Requirements:
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A five- to eight-page paper (1,500 words minimum) on three important figures from an era in U.S. history
between European settlement and Reconstruction. The paper must be well-organized and:
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Be in CSU-Global APA format
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Have an introduction and strong thesis
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Make use of support and examples supporting your thesis
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Finish with a forceful conclusion reiterating your argument.
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Reflect correct APA citation style and include a page of works cited. The works cited should include, but
need not be limited to, those you submitted for your draft bibliography: at least five substantial Web
sites or books. Among these five sources must be a scholarly journal article and at least three primary
sources.
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An online presentation (may be a file in PowerPoint, or a Web 2.0 application) posted to the discussion
board for others in the class to enjoy. The presentation should include:
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At least five images from three different media sources and an annotated bibliography or a “suggested
reading” list for your audience. Your suggested reading list may be different from the works cited list for
your paper, and should include the most interesting sources you have found. The list should contain at
least five substantial Web sites or primary sources. Among these five sources must be a scholarly
journal article and at least three primary sources.
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Captions for each image
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Annotations for each source. “Annotation” means you will write a sentence or two for each source
listed which tells the reader what is worthwhile about this source.
Consider beginning your research on the following sites:
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CSU Global Library, particularly Proquest (click Peer Reviewed) and Dissertations & Abstracts.
http://www.loc.gov/ This is the Library of Congress, the largest library in the US. You will find many primary
sources which you CAN quote here
http://www.digitalhistory.uh.edu/ Access to dozens of primary sources
http://www.fordham.edu/halsall/mod/modsbook26.html Still more primary sources
Course Policies
Late Work
Students are permitted a 7 day grace period during which they may submit a Critical Thinking assignment after
the original due date without penalty. Papers submitted between 8 and 14 days after the original due date will
be accepted with a potential 10 percent reduction in grade for late submission. Papers submitted 15 or more
days beyond the original due date may not be accepted unless prior arrangements have been made with the
instructor. No Portfolios will be accepted late and no assignments will be accepted after the last day of class
unless a student has requested an incomplete grade in accordance with the Incomplete Policy.
Course Grading
25% Discussion Participation
10% Mastery Exercises
40% Critical Thinking Activities
25% Portfolio
Grading Scale and Policies
A
95.0 – 100
A-
90.0 – 94.9
B+
86.7 – 89.9
B
83.3 – 86.6
B-
80.0 – 83.2
C+
75.0 – 79.9
C
70.0 – 74.9
D
60.0 – 69.9
F
59.9 or below
FN*
Failure for Nonparticipation
I**
Incomplete
* Students who stop attending class and fail the course for nonparticipation will be issued the “FN” grade. The FN grade may have
implications for financial aid and scholarship awards.
** An “I” grade may be assigned at the Instructor’s discretion to students who are in good standing (passing) in the course. Students
should have completed a majority of the coursework in order to be eligible for the “I” grade. Students should request an "I" grade from
the Instructor with a written justification, which must include explanation of extenuating circumstances that prevented timely
completion of the coursework. If the request is approved, the Instructor will require a written agreement consisting of a) the specific
coursework to be completed, b) the plan to complete the coursework, and c) the deadline for completion. The agreement will be kept on
file at CSU-Global Campus. An incomplete course must be satisfactorily completed within the time frame stipulated in the agreement, but
no later than the end of the following semester from the date the “I” was given. An incomplete not removed within one year shall
convert to an F and be included in the computation of the student’s grade point average.
Academic Integrity
Students must assume responsibility for maintaining honesty in all work submitted for credit and in any other
work designated by the instructor of the course. Academic dishonesty includes cheating,
plagiarism, unauthorized possession of academic materials, and falsification. The Student Handbook
provides information on how students can avoid plagiarism by understanding what it is and how to use library
and internet resources appropriately with proper citation. Please refer to the Academic Catalog for complete
policies regarding plagiarism and academic dishonesty.
APA
Students are expected to follow the CSU-Global APA requirements when citing in APA (based on the APA Style
Manual, 6th edition). For details on CSU-Global APA style, please review the APA resources located under the
Library tab in Blackboard.
Netiquette
All posts and classroom communication must be conducted in a professional and respectful manner in
accordance with the student code of conduct. Think before you push the Send button. Did you say just what you
meant? How will the person on the other end read the words?
Any derogatory or inappropriate comments regarding race, gender, age, religion, sexual orientation, are
unacceptable and subject to disciplinary action.
If you have concerns about something that has been said, please let your instructor know.
Institutional Policies
Refer to the Academic Catalog for comprehensive documentation of CSU-GC institutional policies.