HISTORY 310: A HISTORY OF THE AMERICAN PEOPLE TO 1877 (Course #17287)
PROFESSOR:
Stuart Graybill
OFFICE HOURS (RN 211):
MTWTh 9:15am-10:15am
Friday 2:30-4:00 pm
(or, by appointment)
CONTACT INFORMATION:
E-mail:
Phone: (916) 558-2309
Website: web.scc.losrios.edu/graybis
COURSE OVERVIEW:
This course will examine the historical development of American society and culture to 1877. Lectures and reading materials will introduce students to the origins and consequences of the major historical forces (economic, social, cultural and political) that helped shape life in America. Above all, we will examine the various ways that Americans understood the meaning of FREEDOM and how competing definitions of freedom emerged from and contributed to the complex forces of historical change in the United States.
REQUIRED READING MATERIALS:
Course Textbook: Give Me Liberty, Vol. 1. (Seagull 3rd Edition)
Electronic Device:IClicker Remote
(The textbook and the IClicker above are available in the SCC College Store and the textbook is also
on reserve in the Library)
GRADED ASSIGNMENTS:
Students will be required to complete THREE EXAMS and a FORMAL PAPER. The schedule for completing these assignments – and the relative value of them, as a percentage of students’ course grade – is provided in the table below:
First Exam: Friday, September 2820%
Second Exam:Friday, November 920%
Formal Essay:Friday, December 720%
Final Exam:Friday, December 1420%
Miscellaneous:20%
The EXAMS are designed to assess students’ command of course readings and in-class material (lectures, films, textbook, handouts, etc.). In the examinations, students will write essays and short answers in response to questions posed by the professor.
FORMAL ESSAY: students will write ONE formal essay that analyzes and interprets material from class and the textbook (approximately 5 pages, typed, double-spaced, 1" margins, with a cover page – more complete instructions for writing the essays follow later in this syllabus). Students must complete the formal essay to pass the class!
The PARTICIPATION portion of students' grade is a composite of students' participation in clicker exercises and other classroom exercises. Failure to participate in clicker exercises, absences, late arrival to, or early departure from, class counts against students’ miscellaneous grade component. The easiest “A” in the class is to attend every class session and participate in all the clicker exercises.
POLICY REGARDING MISSED EXAMS:
-If an unforeseen emergency compels you to miss one of the exams, you may make up that exam at the end of this semester. However, you may make-up only ONE of the exams! If you miss two exams, you will receive a zero (0) for one exam.
-The make-up exam will offer MUCH LESS CHOICE than the first two exams (see the “Exam Preparation” section of the syllabus for more information).
-A SINGLEMAKE-UP DATE for a missed exam will be offered – the make-up exam will be offered during the final exam, at the end of the semester. If you miss the make-up exam, you will receive a zero (0) for that exam. Furthermore, if you wish to make-up a missed exam, you must inform the professor of your intent to do so before the make-up exam date.
POLICY REGARDING LATE PAPERS:
* Papers submitted beyond the due date will be PENALIZED ONE FULL LETTER GRADE.
* Late Papers must be submitted within ONE WEEK of the due date to receive credit.
* NO PAPERS WILL BE ACCEPTED BEYOND ONE WEEK FOLLOWING THE DUE DATE!
*Therefore, in order to ensure you pass the course and maximize your chances for the best possible grade, complete the paper on time.
REQUIRED COURSES, SKILLS:
Completion of ENGWR 101 with a grade of "C" or better, or ESLW 320 with a grade of "C" or better is REQUIRED! The principal method of assessment in this course is through evaluation of written work. Therefore, to be successful in this course, proficiency in English composition is a strong asset.
STANDARDS FOR CLASSROOM COURTESY:
1) Students are not permitted to answer cell phones in class! 2) Cell phones must be turned off or set to vibrate mode. 3) If you must return phone calls during the class period, exit the classroom as unobtrusively as possible and take the call outside. If you anticipate that you may need to answer a call, please position yourself close to the exit so that you do not disturb class when you leave. 4) Arrive in class on time. 5) NO LAPTOP COMPUTERS are allowed without the express permission of the professor.
ATTENDANCE POLICY:
Attendance is a requirement of the course. Students are allowed two absences that do not count against the student’s miscellaneous portion of their grade.
Each absence after that, however, reduces the student’s miscellaneous grade by half a letter grade.
Two late arrivals, or early departures from class, also count as one absence.
Students will be dropped if excessively absent.
So, to maximize your chances of earning the best possible grade: 1) attend class regularly; 2) show up on time; 3) and don’t leave early.
LEARNING ACCOMMODATIONS:
I will be delighted to assist students who present to me proper verification of their need for learning accommodations. Please inform the professor at the beginning of the semester in order to make arrangements for completing assignments.
EXAM PREPARATION INSTRUCTIONS
The midterm and final examinations are structurally identical and will be divided into three parts.
PART I is an extra credit section containing several very short answer questions drawn from the chronology tables (dates) in each chapter of the textbook.
PARTS II & III will examine students on textbook and lecture material through written essays.
At the beginning of each chapter of the textbook, Give Me Liberty, is a section titled FOCUS QUESTIONS. That section contains questions that analyze the subject matter of that chapter.
Essay questions on PARTS II & III of the exams will be drawn from the FOCUS QUESTIONS at the beginning of each chapter of the textbook. By the time you complete reading each chapter of Give Me Liberty, you should be prepared to write an examination essay on each of the FOCUS QUESTIONS for that chapter.
FOR EXAMPLE:
In PART II of the first midterm exam, I will choose, at random, TWO or THREE of the FOCUS QUESTIONS from chapters 1-2 in the textbook, Give Me Liberty and place those questions on the exam (there are a total of 12 FOCUS QUESTIONS in chapters 1-2). You will then write an ESSAY on ONE of those three questions – the one question that you think you are best able to answer.
On PART III of the first midterm exam, I will choose, at random, TWO or THREE of the FOCUS QUESTIONS from chapters 3-4 in the textbook, Give Me Liberty and place those questions on the exam (there are a total of 12 FOCUS QUESTIONS in chapters 3-4). You will then write an ESSAY on ONE of those three questions – the one question that you think you are best able to answer.
In PART II of the second midterm exam, I will choose, at random, TWO or THREE of the FOCUS QUESTIONS from chapters 5-7 in the textbook, Give Me Liberty and place those questions on the exam (there are a total of 14 FOCUS QUESTIONS in chapters 5-7). You will then write an ESSAY on ONE of those three questions – the one question that you think you are best able to answer.
On PART III of the second midterm exam, I will choose, at random, TWO or THREE of the FOCUS QUESTIONS from chapters 8-10 in the textbook, Give Me Liberty and place those questions on the exam (there are a total of 13 FOCUS QUESTIONS in chapters 8-10). You will then write an ESSAY on ONE of those three questions – the one question that you think you are best able to answer.
In PART II of the final exam, I will choose, at random, TWO or THREE of the FOCUS QUESTIONS from chapters 11-13 in the textbook, Give Me Liberty and place those questions on the exam (there are a total of 13 FOCUS QUESTIONS in chapters 11-13). You will then write an ESSAY on ONE of those three questions – the one question that you think you are best able to answer.
On PART III of the final exam, I will choose, at random, TWO or THREE of the FOCUS QUESTIONS from chapters 14-15 in the textbook, Give Me Liberty and place those questions on the exam (there are a total of 10 FOCUS QUESTIONS in chapters 14-15). You will then write an ESSAY on ONE of those three questions – the one question that you think you are best able to answer.
INSTRUCTIONS FOR COMPOSING EXAM PREPARATION CARDS:
In order to assist you in writing your essays during the midterm and the final examinations students may use 3x5 EXAM PREPARATION CARDS (if you take the time to create them). On those cards, students may prepare the basic outlines and facts necessary to compose an essay that answers each of the FOCUS QUESTIONS in each chapter of Give Me Liberty.
And, since chapters 1-4 are the subject matter of the FIRST MIDTERM EXAM, and since there are a total of 24 FOCUS QUESTIONS in chapters 1-4 of Give Me Liberty, students may compose a total of 24 3x5 NOTE CARDS (one for each FOCUS QUESTION in chapters 1-4)for the first exam.
Students may then use those 3x5 cards to assist in composing responses to the essay questions that appear on the FIRST MIDTERM EXAM. The same procedure for composing 3x5 cards applies to all subsequence exams.
If you decide to prepare 3x5 cards to assist you in answering the essay questions for Parts II & III of the exams, your cards should conform to the following rules, because cards that you us to answer essay questions must be submitted with the exam:
On a 3x5 notecard, include:
1) NAME in the upper right hand corner - REQUIRED FOR ANY CARDS YOU CREATE
2) you may write out, longhand, the QUESTION from the "Focus Questions" section of the relevant
chapter of Give Me Liberty.
3) you may identify the BOOK and the CHAPTER number from which the question comes.
4) a THESIS STATEMENT for the essay you intend to write.
5) a FIVE POINT OUTLINE for the essay you intend to write.
In this outline, you may write a complete topic sentence for each outline point. Beneath each
outline point you may also include all the factual information that you might include in the essay.
That is, you may include dates,names,events,movements, organizations,geographical
locations, etc. You may include as much of this sort of information as you can crowd onto the
card (on both sides). You may hand write the card or you may type it.
With the exception of the thesis statement and the topic sentences for the outlines, however,
YOU MAY NOT WRITE COMPLETE SENTENCES ON THE CARD!
IN OTHER WORDS, YOU MAY NOT COPY AN ESSAY ON TO YOUR CARD!
The cards are VOLUNTARY! You are not required to make them, but you will almost certainly do better on the exams if you make them. If you decide to make the cards and use them on the exam, you must submit the cards you use for writing the exam essays with your green book.
ALL EXAMS MUST BE COMPLETED IN A GREEN BOOK!
History 310 SAMPLE EXAM Graybill
In the questions you choose to answer in Parts I & II below, be sure discuss the relevance of
the main theme of the course to the subject matter of the question.
Please double-space your essays in your green book to make it easier to read.
PART I – EXTRA CREDIT – 4 pts – ONE LINE ONLY!
1. When did English colonists settle in Plymouth, the first English settlement in Massachusetts?
2. When was the First Great Awakening?
3. When did Thomas Jefferson purchase the Louisiana territory from the French?
4. When was the Second Great Awakening?
Part II – Essay – 50% – Answer ONE of the following questions from the textbook and lectures:
1. What were the chief features of the Spanish empire in America? (Chapter 1, Question 3)
How does the textbook answer the question above? Also, explain (from your understanding of lecture material) the Spanish imperial system in the Americas between 1500 and 1600.
2. How did patterns of class and gender roles change in eighteenth-century colonies?
(Chapter 3, Question 5)
How does the textbook answer the question above? Also, discuss from lecture, the legal status of women and the social patterns of deference that existed in the English colonies of North America.
3. What was the significance of the Great Awakening? (Chapter 4, Question 5)
How does the textbook answer the question above? Also, explain (from your understanding of lecture material) the origins of religious freedom in American culture.
Part III – Essay – 50% – Answer ONE of the following questions from the textbook and lectures:
1. How did equality become a stronger component of American freedom after the Revolution?
(Chapter 6, Question 1)
How does the textbook answer the question above? Also, explain (from your understanding of lecture material) why equality was an “unintended” outcome of the Revolution.
2. How did the Revolution bring a loss of freedom for Indians? (Chapter 6, Question 4)
How does the textbook answer the question above? Also, explain (from your understanding of lecture material) the westward expansion of the United States after 1780.
3. What were the major debates that gave shape to the Constitution? (Chapter 7, Question 2)
How does the textbook answer the question above? Also, explain (from your understanding of lecture material) why writers of the Constitution were hostile to democracy?
INSTRUCTIONS FOR WRITING FORMAL ESSAYS (PAY CAREFUL ATTENTION!!!!):
The textbook (Give Me Liberty, Volume 1), class lectures, films, and other class materials, are the primary subject matter for the formal essay assigned for this class. Outside sources (i.e., library, web, etc.) are permissible as long as the overwhelming bulk of the formal essay submitted by the student is drawn from class materials.
Each chapter of the textbook includes a section titled, “Voices of Freedom.” Each “Voices of Freedom” section contains TWO separate essays, one on the left page, and another on the right. To prepare for this assignment, read all the “Voices of Freedom” selections in each chapter, as well as the questions that accompany the selections. Then pick the one “Voices of Freedom” selection that most interests you (remember, each “Voices of Freedom” selection contains TWO separate essays – your essay should examine and compare both essays).
In the “Voices of Freedom” selection you choose, there is a section on the bottom of the right-hand page, in the corner, that contains three questions beneath a bold subheading titled, “QUESTIONS. Your formal essay should be an integrated composition that answers the three questions for the “Voices of Freedom” selections you choose.
In addition to answering those three questions, your essay should also explain the historical context of the selections (when? where? what? who? etc.) by selectively using information drawn from textbook material (as well as other class sources) that is relevant to the “Voices of Freedom” selections and questions.
Again, to complete the assignment, you should read the “Voices of Freedom” selections carefully, read the relevant ALL material from the textbook thoroughly, and review lectures and class materials for all the information that might help you write your essay.
While you may consult and cite any sources you wish to complete this assignment, your grade on this assignment will dependon how well you analyze and employ class materials (especially the textbook) to support your essay. If you use outside sources, you must specifically and precisely cite them.
Be sure to make your essays SPECIFIC, PRECISE, and ACCURATE!
Essays that are general, imprecise, and vague will demonstrate a lack of serious application, and will be graded accordingly.
ABOVE ALL, YOUR WRITING MUST DEMONSTRATE A THOROUGH COMMAND OF THE RELEVANT SUBJECT MATTER FROM THE TEXTBOOK AND CLASS MATERIALS!
ORGANIZATION AND MECHANICS OF FORMAL ESSAYS
1. The essays should be composed in the following manner:
Each essay should be approximately 5 pages,typed, double-spaced, 12 pt. font, 1" margins, with
a title page. Each essay should also contain an introductoryparagraph, a body, and a conclusion.
2. The introduction should provide just that – an introduction to the subject you’ve chosen. A good introduction provides a thesis statement (a single sentence or a small number of sentences that decisively state an argument or position that you will develop and demonstrate in your essay) and a brief statement of the main points you intend to develop in your essay. Or, to put it another way, the introduction should introduce the WHO? WHAT? WHERE? WHEN? factual elements of your essay. WHO are the main figures in this story? WHAT is it about? WHERE does it take place? WHEN does it take place?
3. The body should be composed of several paragraphs that support your thesis and main points of your essay. Above all, the body should provide hard EVIDENCE and EXAMPLES, drawn from the Give Me Liberty and class materials sufficient to prove your thesis. In this sense, your essay should demonstrate thorough familiarity with the historical context, the time period in question. That is, you should read the relevant chapters in the textbook thoroughly and refer to evidence from those chapters to support your essay. More than any other single criteria, your work will be judged on the quantity and quality of the evidence that you provide from the textbook and class materials, as well as your analysis of it! So you should devote most of your time to assembling and intelligently examining evidence and examples!