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Summer 2015
History 17: US History: Colonization to Reconstruction
Section #83665, Monday through Thursday, 8:00—9:45 am, FNLC-120
Final Exam: Tuesday, July 28, 8:00—9:45 am, FNLC-120
Class Website: www.profgunderson.com
Text: The American Journey, Volume I (Sixth Edition)
by David Goldfield, et al, 2014. ISBN: 9780205960965
Available at Chaffey College Bookstore.
An older (2004) edition is available in the Library, but can be checked out for
only two hours!
This Syllabus is amendable by written change or verbal notice of change accessible
through the Class Website.
Instructor
Professor Luke Gunderson
luke.gunderson@chaffey.edu
Voicemail: (909) 652-7240
“Office” Hours immediately after class or by appointment
Chaffey College Course Description
Prerequisite: Eligibility for English 1A as determined by the Chaffey assessment process,
or satisfactory completion of English 475 or English as a Second Language 475.
Survey of United States history from its colonial foundations through Reconstruction.
Satisfies the California State University requirement in American History.
History 17 Student Learning Outcomes
Upon the successful completion of this class (grade C or higher), students will analyze
competing historical interpretations of colonial and 19th century United States history by
finding and using sources.
Upon the successful completion of this class (grade C or higher), students will appraise the
factors that shape history by explaining cause and effect (significance) of historical
events in colonial and 189th century United States history.
Upon the successful completion of this class (grade C or higher), students will demonstrate
the connections between events in colonial and 19th century United States history and
how events influence the course of history by explaining the chronology and context of
historical events.
Instructor’s Course Description
European discovery and colonization of the American continents has proven to be a
major turning point in human history. These discoveries led directly to European
imperialism, mercantilism, and the enslavement of non-white races which would deeply
impact the formation of the United States of America. The close ties between colonists
and Europeans forced many Americans to question the roles of imperialism, absolutism,
and slavery, which would in turn lead many Americans to demand political independence
from Europe. This class will discuss these problems along with the needs that arose from
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independence: new theories of popular sovereignty, creation of financial power, and the
territorial demands of an exploding population.
Course content will include major political events of the period, the main intellectual
arguments that provoked them, the arts that represented and popularized them, and the
military conflicts that decided their outcomes. Course materials will include PowerPoint
presentations, comparative timelines, and exposure to various excerpts of music,
literature, and paintings of each era under study. Students will also learn two of the most
important abilities for further success in collegiate study, time management and
organization, through the creation of Study Calendars from which they can allocate study
time along with the impact of their various outside, personal, familial, and professional
responsibilities. Three major exams and a short research paper will be given to assess
student learning.
All of these requirements are designed to facilitate student learning of the major political
developments in the United States from colonization to Reconstruction. Students
completing this course will be informed of the major political, intellectual, and artistic
questions that heavily impact their everyday life. Students will learn to recognize the
differences between political rhetoric, observed action, and utopian political theory.
Open questioning of political motivations and critical thinking will be emphasized.
This is an introductory course designed as a first step in comprehending the major
political, intellectual, and social movements of the first era of U.S. history and culture. It
is taught mainly in the professor-based lecture style.
Instructor’s Advice on Studying History
Most introductory students in history find the subject extremely frustrating because they
see much of it as being the memorization of “names, dates, and places.” These students
are quickly overwhelmed by the amount of information being given on a daily basis.
Names, dates, and places are merely the examples and evidences of larger historical
trends and ideas. Make sure you understand these larger ideas BEFORE trying to
memorize things at the level of names, dates, and places. In essence, do not lose sight of
the forest in the obsession with its trees. This policy will save you much blood, sweat,
and tears!
Even at the highest levels, history is taught as the interaction and interrelation of
concepts. Experts are always analyzing books and the historical movements they
describe in terms of “threads” that are present throughout. Understanding these larger,
overarching concepts will GREATLY assist you in learning the importance of smaller
names, dates, and places that are the nuts and bolts. If you learn the concepts first,
memorization of names, dates, and places will come much easier!
Graded Assignments
All students will be required to take three in-class examinations on the three major
portions of the course. The Final Exam will be non-cumulative. These exams will be the
primary means of assessing student learning. Learning how to adequately study for and
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take such hours-long exams will be a fundamental need for the vast majority of students
pursuing higher education; the professor will therefore be stringent in examination rules
in order to prepare students for their “upper division” future. Students are HIGHLY
advised to be present for all three exams; ANY make-ups or other alternative testing
dates will ONLY be granted by the professor’s judgment and the concurrence of the
Department Chairperson. As a result, there IS NO GUARANTEE that such make-ups
will be permitted. Please plan accordingly.
As a major factor in lower division collegiate education is the learned ability to write
effectively, all students are required to submit a mini-research paper approximately 5
pages in length. Students will work on this project throughout the semester, with separate
due dates for deciding on a topic, submitting sources, creating an outline, and submitting
a Rough Draft. Students will work on their rough drafts by completing Essay Formatting
Assignments through the course website and participating in a Rough Draft Peer Review.
Students may submit as many drafts as necessary to the professor.
Students are also required to submit their response to TWO reading assignments. These
Reading Responses should address the following questions:
1. What questions/criticisms does the writer raise?
2. What do YOU think is most important or effective about the reading?
3. What impact did the reading have on general society? Why is it important to discuss?
4. Do similar problems persist today? How or why?
Response length can range from two to three pages. See the Course Schedule for due
dates of each response. The grade is based on a total of ten points for each of the
questions above and the ability to use quotes to PROVE ideas.
Students are also required to submit thoughts on lectures. These Lecture Critiques can
focus on student questions regarding lectures or what worked (or did not work) in the
lecture to help their understanding of the topic. Critique length can range from two short
(but complete) sentences to a paragraph, but not beyond 100 words. Critiques will be
graded on a Credit or No Credit basis; students must receive Credit for 20 critiques
throughout the semester to receive the full 2% for the course grade. As 24 lectures are
planned for the semester, students may miss up to 4 critiques and still receive full credit.
Because a major factor in collegiate success is the ability to manage time effectively,
students in this class are assigned Study Calendars in an effort to teach and assess student
organization. Students will create these calendars and turn in one copy to the professor
on the designated date. These calendars should not only contain due dates of all
assignments for all classes taken this semester, but also any important personal or
professional dates that may impact study time.
Students are asked to compile a list of instances which they see US patriotism being used
as an advertising tool. This is intended to show students how much the ideas of “good
and evil” permeate American culture.
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Three “Map Quizzes” will be given throughout the semester. These quizzes are designed
so that students will learn important places and borders on the US map throughout the era
under study.
Any assignment turned in or taken after the due date or testing date will be punished by a
10% point reduction for every class session it is received late. Any assignment turned in
via e-mail after class begins on the due date will be regarded as late and therefore face the
10% point reduction. If you need to miss a test date, inform the professor AHEAD OF
TIME to avoid this reduction.
Extra Credit will be offered at the end of the semester ONLY to students that have turned
in ALL other assignments.
Grading Scale
Exam 1: Exam One: Europe’s American Colonies: 150 Points = 15%
Exam 2: Exam Two: The United States Wins Independence: 150 Points = 15%
Final Exam: Creation of a Continental Empire: 150 Points = 15%
Term Paper on Topic of Student’s Choice: 200 Points = 20%
Rough Draft Process (topic, website evaluation, sources, and outline due dates)
40 Points (10 points each) = 4%
Essay Formatting Worksheet: 50 Points = 5%
Rough Draft Peer Review: 30 Points = 3%
Reading Responses 1: 50 Points = 5%
Reading Responses 2: 50 Points = 5%
Study Calendars: 20 Points = 2%
Map Quiz 1: 20 Points = 2%
Map Quiz 2: 20 Points = 2%
Map Quiz 3: 20 Points = 2%
Patriotism in Advertising List: 20 Points = 2%
Lecture Critiques: 20 Points = 2%
Syllabus Quiz: 10 Points = 1%
Total
1,000 Points = 100%
Term Grading Scale
A+ = 97-100% (970-1000 points)
A = 93-96.9% (930-969 points)
A- = 90-92.9% (900-929 points)
B+ = 87-89.9% (870-899 points)
B = 83-86.9% (830-869 points)
B- = 80-82.9% (800-829 points)
C+ = 77-79.9% (770-799 points)
C = 70-76.9% (700-769 points)
D+ = 67-69.9% (670-699 points)
D = 63-66.9% (630-669 points)
D = 60-62.9% (600-629 points)
F = 59.9% and below (599 and less points)
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Schedule (subject to written or verbal change by the professor)
M 6-8: Course Introduction, Views of History, The Western World at 1500
T 6-9: Reasons for Leaving Europe: Feudalism, Mercantilism, Absolutism, Religion
Syllabus Quiz
W 6-10: English Politics and Colonization 1585-1640
Study Calendars Due
TH 6-11: English Politics and Colonization 1640-1763
Patriotism in Advertising List Due
M 6-15: Religion in the 1700s: The Great Awakening and Deism
Map Quiz 1
T 6-16: The Enlightenment
W 6-17: Enlightenment Political Philosophy
Term Paper Topic Due
TH 6-18: Exam One: Europe’s American Colonies
Reading Response 1 Due
M 6-22: Library Visit on Finding Academic Sources (meet in our normal classroom!)
T 6-23: The Growth of Colonial Revolt 1763-75
Evaluation Online Resources DLA (from Success Center) Due
W 6-24: Revolutionary Theory and War 1776-83
TH 6-25: Economic and Political Crises under the Articles of Confederation 1783-7
M 6-29: The Constitutional Convention and Ratification 1787-8
Map Quiz 2
T 6-30: Warring Ideologies: Hamilton vs. Jefferson/Madison 1789-93
W 7-1: U.S. Relations with the French Revolution 1789-1800
TH 7-2: Ideology, Land, and Jefferson’s Presidency 1801-7
M 7-6: The “War of 1812”: An American Defeat?
Term Paper Annotated Sources Due
T 7-7: Exam Two: The United States Wins Independence
Reading Response 2 Due
W 7-8: Crash Course in Essay Writing
Essay Formatting Worksheet (will be performed in class!)
LAST DAY TO DROP THIS CLASS!!!
TH 7-9: The End of Jeffersonian Policy 1815-28
Term Paper Outline Due
M 7-13: The Era of Jacksonian Politics 1828-41
T 7-14: “Manifest Destiny” as the Ideology of Expansion
W 7-15: James Polk, Texas, and the War with Mexico 1844-9
TH 7-16: Rough Draft Peer Review (rough draft due!)
M 7-20: Slavery in the Territories
T 7-21: Political Crises and the Election of 1860
Map Quiz 3
W 7-22: The Civil War, Part One: Confederate Victories and Union Debates 1861-3
TH 7-23: The Civil War, Part Two: “Total War” and Unconditional Victory 1863-5
Term Paper Final Draft Due (also turn in Rough Draft!)
M 7-27: Political and Socio-Economic Attempts at Reconstruction, 1865-77
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T 7-28: Final Exam: Creation of a Continental Empire
8:00—9:45 am in the same room
Textbook Readings Schedule 2013 (Seventh) edition
T 6-9: Western Europe of the Eve of Exploration (Pages 13-14) and Contact (Pages 14
-23)
W 6-10: The French in North America (Pages 31-34), The Dutch Overseas Empire
(Pages 34-35), English Settlement in the Chesapeake (Pages 35-42), and The
Founding of New England (Pages 42-48)
TH 6-11: Competition in the Caribbean (Pages 48-50), The Restoration Colonies (Pages
50-54), and Conclusion (Page 54)
M 6-15: The Transformation of Culture (Pages 93-99)
T 6-16: The Colonial Political World (Pages 99-103)
T 6-23: Chapter 5: Imperial Breakdown, 1763-1774 (Pages 117-139)
W 6-24:: Chapter 6: The War for Independence (Pages 141-195)
TH 6-25: The New Order of Republicanism (Pages 171-178), Problems at Home (Pages
178-185), and Diplomatic Weaknesses (Pages 185-187)
M 6-29: Toward a New Union (Pages 187-195)
T 6-30: Forging a New Government (Pages 206-210) and The Emergence of Parties
(Pages 210-215)
W 7-1: The Last Federalist Administration (Pages 215-221)
TH 7-2: Jefferson’s Presidency (Pages 226-232)
M 7-6: Madison and the Coming of War (Pages 232-235) and The War of 1812 (Pages
235-240)
TH 7-9: The Era of Good Feelings (Pages 240-243), The Breakdown of Unity (Pages
243-247), and Industrial Change and Urbanization (Pages 307-321)
M 7-13: The Egalitarian Impulse (Pages 251-2575), Jackson’s Presidency (Pages 257265), Van Buren and Hard Times (Pages 265-270), and The Rise of the Whig
Party (Pages 270-274)
W 7-15: The Whigs in Power (Pages 274-276), The Mexican Borderlands (Pages 352359), and Politics, Expansion, and War (359-364)
M 7-20: Slavery in the Territories (Pages 370-379)
T 7-21: Political Realignment (Pages 379-390) and The Road to Disunion (Pages 390
-401)
W 7-22: Mobilization, North and South (Pages 406-411), The Early War, 1861-1862
(Pages 411-417), and the first half of Turning Points (Pages 423-424)
TH 7-23: Second half of Turning Points (Pages 424-431), The Confederacy Disintegrates
(Pages 435-438), and The Union Prevails, 1864-1865 (Pages 438-446)
M 7-27: Chapter 16: Reconstruction: 1865-1877 (Pages 449-479)
Textbook Readings Schedule 2004 (Third) edition:
T 6-9: Western Europe of the Eve of Exploration (Pages 16-18) and Contact (Pages 1824)
W 6-10: The French in North America (Pages 33-34), The Dutch Overseas Empire
(Pages 51-52), English Settlement in the Chesapeake (Pages 34-40), and The
Founding of New England (Pages 40-45)
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TH 6-11: Competition in the Caribbean (Pages 45-46), The Proprietary Colonies (Pages
46-51), and Conclusion (Pages 53-54)
M 6-15: The Import Trade and the Ties of Credit (Pages 86-87), Becoming More Like
England (Pages 87-88), The Transformation of Culture (Pages 88-90), and
Colonial Religion and the Great Awakening (Pages 90-93)
T 6-16: The Colonial Political World (Pages 93-97)
T 6-23: Chapter 5: Imperial Breakdown, 1763-1774 (Pages 111-129)
W 6-24: The Outbreak of War and The Declaration of Independence, 1774-1776 (Pages
135-142), The War in the North, 1776-1777 (Pages147-149), The War Widens,
1778-1781 (Pages 149-155), and The American Victory,1782-1783 (Pages 155158)
TH 6-25: The New Order of Republicanism (Pages 169-175), Problems at Home (Pages
175-181), and Diplomatic Weaknesses (Pages 181-183)
M 6-29: Toward a New Union (Pages 183-190) and Conclusion (Pages 190-191)
T 6-30: Forming a New Government (Pages 201-205) and The Emergence of Parties
(Pages 205-210)
W 7-1: The Last Federalist Administration (Pages 210-213) and Conclusion (Pages 213
-214)
TH 7-2: Jefferson’s Presidency (Pages 219-224)
M 7-6: Madison and the Coming of War (Pages 224-226) and The War of 1812 (Pages
226-231)
TH 7-9: The Era of Good Feelings (Pages 231-233), The Breakdown of Unity (Pages
233-237), and Industrial Change and Urbanization (Pages 291-301)
M 7-13: The Egalitarian Impulse (Pages 243-247), Jackson’s Presidency (Pages 247254), Van Buren and Hard Times (Pages 254-256), and The Rise of the Whig
Party (Pages 256-259)
W 7-15: The Whigs in Power (Pages 259-261), The Mexican Borderlands (Pages 338343), and Politics, Expansionism, and War (343-346)
M 7-20: Slavery in the Territories (Pages 353-359)
T 7-21: Political Realignment (Pages 359-365) and The Road to Disunion (Pages 365375)
W 7-22: Mobilization, North and South (Pages 381-385), The Early War, 1861-1862
(Pages 385-388), and the first half of Turning Points (Pages 388-392)
TH 7-23: Second half of Turning Points (Pages 392-396), The Confederacy Disintegrates
(Pages 400-401), and The Union Prevails, 1864-1865 (Pages 401-407)
M 7-27: Chapter 16: Reconstruction: 1865-1877 (Pages 417-433)
Course Policies
Chaffey College does not permit eating, drinking (other than water), or smoking inside
any classroom. This includes gum, chewing tobacco, and other such sloppiness!
The instructor will take roll at every session in the first few weeks of class. Students
missing sessions in the first two weeks of the course must inform the instructor; any
unannounced absences during this time may result in the student being dropped in order
to create room on the roster for potential students on the registration “wait-list.” Students
are expected to attend all class sessions, and are responsible for all information given in
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each session whether they attended that day or not. Students are responsible for
dropping the class. Never assume that you were dropped by the instructor or by the
registrar until you have obtained written evidence! Poor assumptions can lead to
dramatic consequences on your academic transcript!
Your professor is no fan of having cellular phones in the classroom. However, as this is a
community college, he accepts the fact that many people must be on call for professional
reasons. If this is the case, a student may keep their cell phone on as long as it is set to
silent, vibrate, or a similarly non-disruptive task. The student may leave the room quietly
and courteously if they receive a call. This policy is subject to amendment by the
instructor if cell phones become a consistent disruption to classroom activities, with the
professor deciding what is to be defined as a “consistent disruption.”
However, cell phones and ALL other electronic devices are not permitted to be on and/or
functioning while the class is taking a test or quiz. Any type of communication amongst
students is strictly forbidden at these times, so any type of communication will be
immediately regarded as the pursuit of cheating and will be severely punished. Chaffey
College considers plagiarism to be “academic dishonesty.” The professor MUST report
any instance of suspected plagiarism, exam cheating, or other types of academic
dishonesty to the Department Chairperson. See the Chaffey College policy on Academic
Dishonesty for more information.
Again, Students are HIGHLY advised to be present for all three exams; ANY make-ups
or other alternative testing dates will ONLY be granted by the professor’s judgment and
the concurrence of the Department Chairperson. As a result, there IS NO
GUARANTEE that such make-ups will be permitted. Please plan accordingly.
Also because this is a community college, the instructor understands that some students
may be a few minutes late to class. Since he cannot delay the start of class, the professor
humbly requests that those on time kindly move to the front of the room in order to allow
a few rows in the back to permit late students to enter quietly and without disruption.
Chaffey College rules prohibit students from bringing young children to class. This is an
issue of liability and you can see one of the Deans or the President of the College for
more information.
Rubric for Term Paper
Student papers will be graded according to three criteria. First, students must submit at
least ONE rough draft by the Rough Draft Due Date. The rough draft will be
accomplished in stages throughout the semester, with specific due dates for students to
submit paper topics, proof of student’s ability to evaluate internet sources (attained
through the Writing Center), annotated sources, and outlines. The entire rough draft is
worth 40 points (4% of the student’s course grade).
Students MUST turn in their final draft by the Final Draft Due Date. These final drafts
will be graded for Content (historical information on the student’s chosen topic) and
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Writing (clarity of thesis, paragraph construction, connection between argument and
evidence, citation, and grammar). Content and Writing are worth 100 points each,
making the final draft worth 200 points (20% of the student’s final grade). Please see the
rubric on the class website’s “Documents” page for explication of an “A” paper, followed
by all other results.