Course Syllabus
LeFlore High School / Dual Enrollment
Course Number: History 201 Spring 2015
3 Hours
Course Description:
This course surveys United States history during colonial, Revolution, early national and antebellum
periods. It concludes with the Civil War and Reconstruction.
Prerequisites/Co-requisites:
Have a 3.0 GPA or higher.
Textbook:
America: A Narrative History. George Brown Tindall, et al. W. W. Norton & Company, 2007. Brief
Seventh Edition. ISBN 978-0393-92734-4
General Education Core Competencies:
After completing the required core classes, all students will be able to:
Objective 1: Communicate ideas effectively using standard written English;
Objective 2: Read critically and analytically in order to demonstrate comprehension of collegelevel textbooks and other sources of information;
Objective 3: Explain and apply fundamental mathematical processes, critically evaluate
quantitative information, and identify misleading or erroneous information; and
Objective 4: Utilize computer technology to record, retrieve, present, and apply information
Area Competencies
1. Demonstrate an understanding of social, psychological, historical, and cultural perspectives in the
study of human behavior and human society
Revised on: March 22, 2016
2. Differentiate between the key concepts in the behavioral sciences.
3. Compare the contributions of various approaches to the study of human behavior.
Departmental Competencies:
1. Analyze historical evidence as to assess, reliability, distinguish between primary and secondary
sources, identify bias and point of view, and corroborate evidence;
2. Demonstrate the ability to conduct research using print, non-print, and electronic sources;
3. Evaluate the significance of economic and geographic influences on history;
4. Draw conclusions about the influence of individuals and mass movements on historical
developments;
5. Demonstrate historical empathy (the ability to understand the motives, intentions, hopes and fears
of people in other times and situations);
6. Apply knowledge of history to current issues;
7. Demonstrate an awareness of career opportunities related to the study of history.
Student Learning Outcomes:
At the completion of this course, the student should be able to:
(a) Demonstrate analytical and critical thinking and engage in group discussions;
(b) Demonstrate the ability to ask and answer factual, contextual and analytical
questions;
(c) Demonstrate comprehension and writing skills;
(d) Demonstrate the relevance of history to the present and promote perspective in
understanding contemporary problems;
(e) Demonstrate an understanding of the impact of history on their lives.
Evaluations and Assessments:
Grading Weight: 20% Comprehensive Common Final Exam; 80% All other assignments/tests.
Grading Scale: A=90-100; B=80-89; C=70-79; D=60-69; F=0-59.
Other Course Specific Information:
Course Activities: Classroom activities may include but not limited to: lectures, discussions,
homework assignments, essays, tests, and other structured learning activities.
Assessments/Assignments: Assessments may include but not limited to the following: research
assignments, homework assignments, class work, map work, tests. A comprehensive common final
will be given to every student enrolled in the same titled/numbered course. Students will not be
allowed to use notes or textbooks on the comprehensive common final. Late assignments will not be
accepted. Overnight assignments cannot be made up, there are no exemptions. If you are absent
from class at anytime, you MUST contact the instructor before the next class meeting in order to find
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out what the assignment is for the next class meeting. Failure to follow these directions will result in
loss of credit.
Evaluation: student evaluation is determined by assignments/assessments. Tests will be given after
each unit or a combination of units/chapters. Some may be open book/notes or “take home” tests.
Regardless of the reason for an absence, it is the student’s responsibility to acquire materials missed in
class. LATE ASSIGNMENTS WILL NOT BE ACCEPTED. NO MAKE UP TEST/EXAM
EXCEPT FOR EXTREME DOCUMENTED CIRCUMSTANCES. You MUST bring to each
class meeting your textbook, a collegiate dictionary, two number two (2) pencils and a pen that writes
black ink. Late registration does not exempt a student from any test or assignment. There will be no
extra credit work. It is up to the student to meet all deadlines.
BSCC Attendance Policy:
Class attendance is strongly encouraged. Excessive absences may affect your final grade. Students are
expected to attend all classes as scheduled and exercise regularity and punctuality in attendance.
Absences will be recorded for each class, and no absences will be considered excused. Absences are
counted from the first day of the student’s registration in the course.
The attendance policy for classes on special schedules, such as the Health Related Programs, will be
announced during the first class meeting by the respective departments. These attendance policies take
precedence over any other policy.
Students are responsible for all coursework from the first scheduled day of class.
Students must abide by coursework and test makeup policy indicated in the course syllabus.
Exceptions to any attendance policy will be made only for persons required to fulfill military duty, jury
duty, or court witness obligations. Students must request approval for these exceptions in advance and
provide documentation to the Admissions Office on the appropriate campus prior to the scheduled
dates of absence. Exceptions must be approved by the Dean of Students/Assistant to the Dean of
Students.
Statement of Discrimination/Harassment:
The official policy of Bishop State Community College is that no person shall, on the grounds of race,
color, disability, sex, religion, creed, national origin, or age, be excluded from participating in, be
denied the benefits of, or be subjected to discrimination in any program, activity, or employment.
Bishop State complies with non-discriminatory regulations under Title VI and Title VII of the Civil
Rights Act of 1964, Title IX Education Amendments of 1972, and Section 504 of the Rehabilitation
Act of 1973 and ADA regulations as revised in 1992.
Americans with Disability Act:
The Office of Disabled Student Services assists students with disabilities to ensure that they are not
discriminated against based on disability. The department ensures that these students are allowed
reasonable accommodations based upon Section 504 of the Rehabilitation Act of 1973 and Title II of
the Americans with Disabilities Act of 1990. Registering with Disabled Student Services is completely
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optional; however, students must register with the Office of Disabled Student Services in order to
receive services. For more information, students should contact the Coordinator of Disabled Student
Services at 405-7028.
BSCC Academic Integrity Policy:
Bishop State Community College enthusiastically promotes academic integrity and professional ethics
among all members of the Bishop State academic community. Violations of this policy are considered
as serious misconduct and may result in disciplinary action and severe penalties.
BSCC Plagiarism Policy:
Plagiarism is the act of taking and/or using the ideas, work, and/or writings of another person as one’s
own.
1. To avoid plagiarism give written credit and acknowledgment to the source of thoughts, ideas,
and/or words, whether you have used direct quotation, paraphrasing, or just a reference to a general
idea.
2. If you directly quote works written by someone else, enclose the quotation with quotation marks
and provide an appropriate citation (e.g. footnote, endnote, bibliographical reference).
3. Research, as well as the complete written paper, must be the work of the person seeking academic
credit for the course. (Papers, book reports, projects, and/or other class assignments).
DISCIPLINE: FACULTY MEMBERS MAY RESPOND TO CASES OF PLAGIARISM IN ANY
OF THE FOLLOWING WAYS:
1. Return the paper or other item for rewriting; the grade may be lowered.
2. Give a failing grade on the paper or other item - “F” if a letter grade is used or zero if a
numerical grade is used.
3. Give the student who plagiarized a failing grade in the course.
4. Recommend sanctions, including disciplinary expulsion from the College.
DECORUM
1. Telephones and beepers are not allowed in the classroom as per Student handbook. If you insist on
bringing your telephone or beeper to class and your phone/beeper goes off, you are to get your
belongings and quietly leave class for the day. Failure to follow these directions will result in
administrative involvement.
2. MALES: Please remove all caps, hats, stocking caps, do rags or any other headgear while in class.
3. Children are not allowed in the classroom.
4. Be on time for class. When you are late you miss pertinent information.
5. There should be no talking during lectures, showing of videos or any other activity that demands
your attention.
6. No drinking or eating in the classroom.
7. PLEASE DO NOT CHEW GUM IN CLASS.
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Course Outline:
Week One: Course Introduction
Chapter 1-The Collision of Cultures & Chapter
Objectives: At the conclusion of the chapter the student should be able to:
A. Describe and explain the cultural and biological exchanges that occurred between Europe and America
following the discovery of the New World.
B. Explain the different characteristics of the European contacts with the New World before the permanent
settlements of the seventeenth century.
C. Assess the strengths of the European nations compared to the Indian cultures in the New World.
D. Discuss the importance of the horse to Indian life.
E. Understand the rivalries among European countries for influence in the New World.
Chapter 2-England and Its Colonies
Objectives: At the conclusion of the chapter the student should be able to:
A. Identify the key features in the settlement and early development of each of the thirteen North American
colonies of England, particularly Virginia, Massachusetts, Maryland, and New York.
B. Understand the events in Stuart England that affected colonization and the relations between the mother
country and the colonies.
C. Understand the chief features of English colonization in North America as a whole.
D. Compare and contrast English colonization efforts with those of Spain and France.
E. Assess the relations between the settlers of the thirteen colonies and the Indians.
F. Appreciate the different motives involved in the settlement of the colonies.
G. Evaluate the success of the English colonies.
Week Two
Chapter 3- Colonial Ways of Life
Objectives: At the conclusion of the chapter the student should be able to:
A. Identify population patterns in the colonies and explain their impact on institutions and the development of
the colonies.
B. Compare the chief features of the southern, New England, and middle colonies.
C. Explain the land and labor systems developed in the colonies, the reasons for their development, and their
long-range influences on the colonies.
D. Describe the major features of social life in the colonies in the seventeenth and eighteenth centuries.
E. Understand the effects of the Enlightenment and the Great Awakening on the colonies.
Chapter 4- The Imperial Perspective
Objectives: At the conclusion of the chapter the student should be able to:
A. Understand the extent and limits of British political and economic control of the colonies.
B. Delineate the major institutions of colonial government in the mother country.
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C. Explain the major institutions of colonial government in the colonies.
D. Assess the general relations between the British settlers and the Indians.
E. Describe the nature of French colonization of North America and compare France’s colonial policy with
Britain’s.
F. Discuss the general course of the conflict for empire between France and Britain, and indicate why the
British won.
G. Analyze the consequences of Britain’s victory in its Great War for Empire with France.
Week Three
1st Hour Exam Chapters 1-4
Chapter 5-From Empire to Independence
Objectives: At the conclusion of the chapter the student should be able to:
A. Explain how the British victory over France in the Great War for Empire, the new government of George III,
and other factors worked together to produce Grenville’s program.
B. Account for and assess the importance of colonial reaction to the Grenville program, and especially the
stamp tax.
C. Analyze the counterplay of British actions and colonial reactions from the repeal of the stamp tax to the
Revolution in 1775.
D. Assess British and colonial responsibility for the coming of the Revolution.
Week Four
Chapter 6- The American Revolution
Objectives: At the conclusion of the chapter the student should be able to:
A. Explain the major military strategies of the war, especially focusing on the turning points.
B. Account for the division of sentiments in the colonial population during the war.
C. Assess the degree to which the Revolution was a social revolution—the impact of the war on slavery,
women, religion, and socioeconomic levels.
D. Identify the governmental principles incorporated into the new national and state governments.
E. Describe America’s postwar nationalism and show its impact on various aspects of American culture.
Week Five
Chapter 7- Shaping A Federal Union
Objectives: At the conclusion of the chapter the student should be able to:
A. Analyze the strengths and weaknesses of the government under the Articles of Confederation.
B. Describe the key accomplishments of the Confederation government in diplomacy, governmental
organization, land policy, and finance.
C. List and explain the major problems that the Confederation government faced in finance and diplomacy.
D. Account for the movement to adopt a new constitution and assess the degree to which a new government was
needed.
E. Analyze the principles considered and incorporated in the Constitution.
F. Explain for the success of the movement to ratify the Constitution.
Week Six
Chapter 8- The Federalist Era
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Objectives: At the conclusion of the chapter the student should be able to:
A. Explain the challenge that confronted the Washington administration in creating a new government.
B. Name and summarize the three major proposals presented by Alexander Hamilton for establishing the new
government on a sound financial basis.
C. Analyze the conflict of philosophy between Hamilton and Jefferson over the constitutionality of the national
bank and explain how that conflict led to the development of two political parties.
D. Account for the diplomatic problems with Britain, France, and Spain that buffeted the new nation, and
explain the resolution of each.
E. Assess the differing roles played by Adams, Hamilton, and Washington in Federalist politics and describe
their effects on Adams’s administration.
F. Understand the significance of the elections of 1796 and 1800.
G. Explain the importance of the Alien and Sedition Acts and the Kentucky and Virginia Resolutions as parts of
continuing conflicts between individual liberty and governmental authority, and states’ rights versus
national governmental authority.
Chapter 9- The Early Republic
Objectives: At the conclusion of the chapter the student should be able to:
A. Assess the impact of Republican control of the government under Jefferson’s administration.
B. Understand the growth of the judicial branch under John Marshall and the partisan disputes between
Republicans and Federalists over the judiciary.
C. Account for the notable acts of political dissidence in the years 1801–1815.
D. Evaluate the causes of the War of 1812 and draw a conclusion about their relative importance.
E. Explain the impact of the War of 1812 on the United States
Week Seven
2nd Hour Exam Chapters 5-9
Chapter 10- Nationalism And Sectionalism
Objectives: At the conclusion of the chapter the student should be able to:
A. Understand the emergence of nationalism after the War of 1812 in the economy, the government, diplomacy,
Supreme Court decisions, and politics.
B. Trace the outbursts of sectionalism between 1816 and 1828.
C. Explain the demise of the first political party system and analyze the shifting patterns of party principles in
this era.
D. Assess the significant Supreme Court decisions of this time.
E. Describe the political rise of Andrew Jackson.
Week Eight
Chapter 11- The Jacksonian Impulse
Objectives: At the conclusion of the chapter the student should be able to:
A.
B.
C.
D.
E.
Discuss the political controversy between Jackson and Calhoun.
Describe the nullification controversy with South Carolina.
Understand the bank war and its economic consequences.
Evaluate Jackson’s Indian policy.
Analyze the emergence of the second political party system.
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F. Assess the significance of Jacksonian democracy.
Chapter 12- The Dynamics of Growth
Objectives: At the conclusion of the chapter the student should be able to:
A.
B.
C.
D.
E.
F.
G.
Explain changes in agriculture from 1800 to 1860 and describe their social and economic impact.
List and describe improvements in transportation and communication from 1800 to 1860.
Assess the significant advances in technology from 1800 to 1860 and their impact on society.
Account for the emergence of the factory as a method of production and assess its social impact.
Explain how the growth of manufacturing affected urbanization and vice versa.
Appreciate the changes in popular culture during this period.
Describe the nature of immigration prior to 1860 and the reaction of previously settled Americans to this
new immigration.
H. Analyze the early development of labor unions and account for their failure to gain widespread acceptance.
I. Describe and explain the distribution of wealth in the United States in “the era of the common man.”
J. Explain the rise of the major professions in the decades before the Civil War
Week Nine
Chapter 13- An Amer. Renaissance
Objectives: At the conclusion of the chapter the student should be able to:
A. Describe the religious denominations developed after the Enlightenment.
B. Account for the Second Great Awakening and trace its impact on society.
C. Understand the nature of Transcendentalism and describe its impact on the intellectual life of the United
States.
D. Appreciate the major literary figures of the antebellum period and portray their contributions.
E. Assess the stirrings for improvement in education.
F. Explain the impetus for reform and show its manifestations in temperance, prisons, asylums, and women’s
rights.
G. Account for the movement for utopian communities and describe significant examples.
Chapter 14- Manifest Destiny
Objectives: At the conclusion of the chapter the student should be able to:
A.
B.
C.
D.
E.
F.
Account for Tyler’s difficulties with Congress and explain the accomplishments of his administration.
Explain the issues settled in the Webster-Ashburton Treaty and account for its compromises.
Describe the westward surge and trace the impact of settlement in Oregon, California, and Utah.
Explain how the annexation of Texas developed.
Account for the acquisition of a clear claim to Oregon.
Analyze the responsibility for starting the Mexican War and describe its results.
Week Ten
3rd Hour Exam Chapters 10-14
Week Eleven & Twelve
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Chapter 15- The Old South
Objectives: At the conclusion of the chapter the student should be able to:
A.
B.
C.
D.
E.
F.
G.
H.
Assess the conditions that helped shape the antebellum South.
Separate reality from myth in descriptions of the antebellum South.
Analyze the economic development of the antebellum South.
Understand the importance of honor in the culture of the Old South.
Account for the different levels of white, black, and multiracial people in the antebellum South.
Understand the differences between the frontier South and the more established South.
Trace the development of the antislavery movement of the nation up to the early 1840s.
Explain some of the significant defenses of slavery developed in the South.
Week Thirteen
Chapter 16- The Crisis of Union
Objectives: At the conclusion of the chapter the student should be able to:
A. Explain the controversies that grew over the issue of slavery in the western lands acquired from Mexico.
B. List and explain the terms of the Compromise of 1850 and show to what extent those terms were fulfilled
through 1861.
C. Account for the decline of the Whig party and the rise of the Republican party, noting the consequences of
the change.
D. Explain the controversy over the Kansas-Nebraska Act and the resolution of that controversy.
E. Explain the meaning and importance of the Dred Scott decision.
F. Show how the election of 1860 demonstrated the breakup of political cohesion in the United States.
Week Fourteen & Fifteen
Chapter 17- The War of the Union
Objectives: At the conclusion of the chapter the student should be able to:
A.
B.
C.
D.
E.
F.
G.
H.
Explain how the outbreak of fighting occurred.
Analyze the advantages that each side had in the war.
Identify the problems associated with raising an army for both the North and the South.
Trace the major strategic and military developments of the Civil War.
Evaluate the political problems of the governments in both the North and the South.
Account for the emancipation of slaves and describe its impact.
Describe Confederate diplomatic aspirations.
Explain how each side financed the war and the economic effects of the war on the North.
Chapter 18 – Reconstruction: North and South
Objectives: At the conclusion of the chapter the student should be able to:
A.
B.
C.
D.
E.
F.
Assess the impact of the Civil War on both the North and South and on the status of freed blacks.
Outline the circumstances that led to Radical Reconstruction.
Describe the nature and extent of Radical Reconstruction.
Explain the process that returned control of the South to the conservatives.
Evaluate the contributions and failures of the Grant administration.
Understand the outcome of the election of 1876, the effects of that election, and the special arrangements
made to conclude it.
G. Appraise the overall impact of Reconstruction.
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Week Sixteen
Final Exam
U.S. Domestic/Foreign Policy Oral Presentation
An Oral Presentation on current US Domestic or Foreign Policy. As President Barak Obama charts the
waters of world leadership there are many issues that he must address during his administration. You are
required to make an oral presentation on one issue that you feel must be addressed by the Obama
administration. The presentation should focus on a particular issue, the specifics of that issue; how does
that issue impact Americans, you should define the issue, describe the problems and challenges around the
issue, if not addressed the impact it will have on Americans and how might the President best address the
issue in your opinion. Give an analytical review of what authors, reporters, and other analyst write about
your issue. The Presentation should be no more than 5 minutes in length and no less than 3 minutes. All
of your research should be documented in a bibliography on all resources that are used for this research
project. Your presentation topic should be submitted to me by January 19, 2010. Submit your topic to
dthomas@bishop.edu include your name, course section, and topic.
Course Evaluation
1st Hour Exam=100
2nd Hour Exam=100
3rd Hour Exam=100
Oral Presentation=200
Computer Assignments/Class Participation/Quizzes=150
Final Exam=150
Computer Assignments
During the semester you may be assigned various research assignments that will require
your work to be done via the internet. These assignments will require independent work,
and will be assigned by the instructor throughout the semester.
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