History 81-History of Working People in the United States I
Fall, 2012, Section #0747, 9:35-11 a.m. TTh-NEA-122
Dr. Ellen Joiner, NEA-181, Office Phone: 310-233-4582
e-mail:
Office hours: 7- 8a.m., 12:45-1:15p.m., TTh or by appointment
Study materials at
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Course Summary:
“We’ve taught about the Carnegies and the Fords, and all of those millionaires, but not what working people do.” Dolores Huerta, co-founder UFW
This course studies the history of American labor from the colonial era through Reconstruction. Colonial development, revolution, the early republic, the ante-bellum period, the Civil War and Reconstruction are viewed through the eyes of America’s multicultural working people. Emphasis is also placed upon the defining role of the American Constitution and its impact upon labor.
History 81 Student Learning Outcomes (SLOs):
1)Define historical methodology and sources in the context of U.S. labor history.
2)Formulate a chronology of the American colonial era.
3)Compare the ideological and economic motives of Spanish, French, Dutch, and English colonization in the Western Hemisphere. Clarify the impact of these motives on native and African peoples.
4)Identify the economic and political institutions of colonial America and explain working peoples’ adaptations to these institutions in various social and physical environments.
5)Analyze social classes and their stance toward the American Revolution.
6)Assess the impact of independence and government-building on working people through primary documents (Declaration of Independence, Articles and Confederation, and the Constitution).
7)Trace the development of American sectionalism between the free labor North and slave labor South and clarify the governmental efforts to resolve this divide.
8)Evaluate class development in the ante-bellum period comparing the experiences, of industrialists, merchants, planters, and professionals with those of skilled workers, laborers, farmers, slaves, and Native Americans.
9)Summarize the causes of the Civil War and compare the war’s impact on the North, South, and West.
10)Appraise the transformation of labor relations in the North and South in the Reconstruction era.
Required Books:
Roy Rosenzweig, et.al., Who Built America? Working People and the Nation’s History, vol. 1, 3rd ed., Boston: Bedford/St. Martin’s, 2008.
The textbook is available in the Harbor College Bookstore. Copies are also on reserve in the Harbor College Library. Students should also purchase 3 multiple choice-essay forms for the examinations.
Grading:
1)Attendance: Regular and prompt attendance in class is required. Students not in class when the roll is taken will be counted absent. More than two unexcused absences could result in a lowering of the grade or a student’s being dropped from the class. It is important to eliminate as many distractions as possible and to create a class environment in which every student can learn. Please bring your textbook to class each day, mute your cell phones, and do not text in class.
2)Instructor Conference: In the first six weeks of the course all students are required to attend a short conference with the instructor to discuss individual progress in the course. The conference may be scheduled during instructor office hours or at another more convenient time. (10 pts.)
3)Etudes Textbook Tools: In the first week of the class you should purchase the textbook. If you need help paying for books and other college expenses, call the Financial Aid Office at 310-233-4320 in the Student Services/ Administration Building-AD125or contact http: After looking through the book take the Textbook Tools quiz at Etudes to familiarize yourself with the organization of the text and to insure that you know how to use it effectively in the course. This quiz is untimed so you may take it several times to receive full credit. If you are unable to purchase the text during the first week please let me know. The book is on reserve in the Library and can be used to take the first test. To access Etudes go to myetudes.org. User ID is the first two letters of your first name + the first two letters of your last name + the last 5 numbers of your student ID number. Password is month and day of birth (two digits each). Please be sure to use lower case.
4)Etudes Modules: Each chapter of Who Built America? has an accompanying Module that lists important identifications and terms for the chapter. The Modules work as a study guide to help you read through the text and to help you prepare for the exams. No written work is required for the Modules.
5)Etudes Practice Tests: Each chapter in your text has an accompanying practice test to help you review the material that you have been assigned. After completing your reading assignment you should complete the multiple choice test at Etudes and submit it. The practice tests are not timed so you can take as much time as you need. Your test scores will count toward your final point total and your final grade so it is important that you complete the tests each week and on time.
6)Examinations: Exams will be administered in class. The exams will be based on text reading, class discussion, vocabulary, and chronology. The three exams will be a combination of matching, true/false, and essay. (50 pts/exam)
7)Essays: Four 3-page essays that evaluate assigned primary sources are also required for the class. Each essay submission must include an outline, thesis statement, the essay, and a works cited page (Chicago Style). All total each essay will be at least five pages of material (one page outline, three page essay, one page work cited). Essay assignments must be handed in to turnitin.com on the due date. Late essays will automatically lose five points. (30 pts. each)
8)Learning Disability: If you have a learning disability please let me know immediately so that you may receive appropriate assistanceto help you succeed in the course.
Your grade in History 81 will be based on the points earned from the Textbook Tools quiz, the instructor conference, the Etudes practice tests, examinations, and essays. The total points will be calculated on a percentage basis of the total number of possible points. 90% of total points will be an A, 80%=B, 70%=C, 60%=D.
Class Schedule:
Week 1
Aug. 28 Introduction to History 81
Aug. 30 Nuts and Bolts of History 81p.3-5
PART I-Colonization and Revolution, 1492-1815
Week 2
Sept. 4 Three Worldsp. 6-20.
Sept. 6 Contactc. 1: A Most Horrible Scene, 30-31.
Their Extraordinary Great Labour, 45.
Now They Were as They Had Been, 54.
Week 3
Sept. 11Southern Servitude & Slaveryp. 62-80: To Be in England, 71.
Sept. 13Southern Slave Societiesc. 2: Advertisements for Slaves, 92
A Bloody Tragedy, 94.
Barns Being Burned, 95.
Week 4
Sept. 18Family Labor in the Northp.110-127: The 7th of the month, 117.
Sept. 20Rural & Urban Societiesc. 3: Oak Tree Stumps, 129.
Forty Shillings Reward, 145.
PS-1 due
Week 5
Sept. 25Roads to Rebellionp.160-180: Have Not Your Purses, 171.
Another Race, 177
Sept. 27Imperial Conflictc.4: In Praise of Liberty, 185.
Let Every Man do his Duty, 191.
Remember the Ladies, 201.
Week 6
Oct. 2Revolution!p. 210-227: A Natural & Inalienable, 220.
A Determined Resolution, 221.
Oct. 4Forming A Nationc. 5: They Will Swallow Up All of Us, 243.
Week 7
Oct. 9 Exam I (c. 1-5)
PART II- Free Labor and Slavery, 1790-1850
Oct. 11Southern Slaveryp. 265-299: We Weren’t Allowed, 290.
The Bargain Was Agreed, 297.
PS-2 due
Week 8
Oct. 16The White Southc.6: Let No Man of Us, 310.
The Colored Man Has No Redress, 314.
Oct. 18Northern Societyp. 324-341: Harriet Noble’s Life, 333.
Week 9
Oct. 23Wage Laborc. 7: No One Ever Hurried, 344. The Natural Tie, 346.
This Monopoly Should Be, 353.
I Cannot Be a Slave, 356.
Oct. 25Northern Growthc. 8: Wretched Indeed, 388.
Can This Be the Sabbath?, 405.
Nativist & Immigrant Arguments, 408.
The Money Power, 413.
Repeated Injuries and Usurpations,416
Week 10
Oct. 30Slavery Expansionp. 427-444: So Cheapened the White, 443.
Nov. 1Slavery & the Western Frontierc. 9: Guarded from Want, 453.
I Plead the Cause of White, 468.
PS-3 due
Week 11
Nov. 6 Exam 2 (c. 6-9)
PART III-War, Reconstruction, and Labor, 1848-1877
Nov. 8Western Settlementp. 427-444
Week 12
Nov. 13Slavery Compromises499-516
Nov. 15The Labor Questionc. 10: An Empty Pocket, 519.
You Have Been Brave Enough, 525.
Week 13
Nov. 20Nation Divided533-552: Harriet Tubman Helps Slaves, 548.
Nov. 22 Thanksgiving Holiday-no class
Week 14
Nov. 27Wartime Realitiesc. 11: I Have Never Conceived, 555.
A Poor Man, 565.
Go Fight for the Negroes, 574.
Women & Children, 575.
PS-4 due
Nov. 29 Reconstructing the Nationc.12: ThereWas Never Any Pay, 593.
It’s Slavery Over Again, 596.
We Are Willing to Take, 603.
Week 15
Dec. 4 Expanding Westp 632-647: Every Lick We Strike, 637.
This Was to Be Our Land, 642.
Dec. 6America’s Industrial Cyclesc. 13: Eight Hours & No Surrender!, 657.
Narrow & Unjust, 661.
Less Than $.25 a Day, 663.
Dec. 13 Final Exam (c. 7-13)
10:30-12:30
Essay Assignments-General Explanation
1) Context -In addition to reading and discussing primary readings for class there are four 3-page writing assignments that require you to examine and evaluate primary sources (PS). You will remember from the class discussion on the first day that a primary source is one that originates at the time an event is happening, and a secondary account is a historian's interpretation and understanding of the event.In order to analyze and evaluate a primary source which is required for each essay will do you will need to do some background reading. Each source will be accompanied by a short description to acquaint you with the topic and to give you some more information to write about.This is provides the context or background for the source. It is not required to do reading other than that which is assigned. When you are doing this background reading pay close attention to the description of the event as well as to the important names, places, and terms.
2) Carefully read and analyze the primary source- After you have completed reading the context, you will evaluate or analyze the primary source based upon several questions that I will give you. Read my questions first, then read the primary source carefully looking for answers to the questions that I have assigned.
3) Write the thesis-After reading through and examining your assigned source, write a one sentence statement that lays out the main point or thesis of your paper.A thesis statement is not a restatement of your topic or a summary of the reading; it is a specific point that you will pursue in your essay and that is supported by the evidence. Your essay should be like a lawyer going before a jury. You will present the main idea (the thesis) followed by the evidence that supports your main idea and try to convince thejury(or the readers) that your thesis is correct. The questions that I give you about the source will direct you to the main points that should be addressed by the thesis. The thesis statement should be on the top of the first page of your essay followed by the outline which the next step.
4) Organize an outline-After formulating a thesisre-read the questions to be answered in the essay and organize a short topicaloutline that uses the questions as the main topics.The outline should use correct outline format with Roman numerals for the main topics and capitalized letters for the subtopics.Do notwrite paragraphs for the outline, save the writingto "flesh out"the topics in your actual essay.The thesis statement and the outline provide the framework for your essay and should be submitted on the first page of your essay so that I can see how you have organized your work.
5) Write the essay- After completing your thesis statement and outline, begin your essay with an introductory paragraph that introduces the topic and also includes the thesis statement (that will give the readera clearidea of the main focus of the essay). The introductory paragraph will be followed by four to five body paragraphs that follow your outline and "flesh out" or answer the questions that have been incorporated into the outline. The body of the paper will be followed by a conclusion that summarizes your essay and reinforces the thesis.
6)Make transitions-The body paragraphs of the essays must be connected with appropriate transitions. Do not simply answer the first question with paragraph one followed by question two in the second paragraph. Make transitions that lead the reader from one paragraph to the next. "Connect" the two paragraphs together into a unified essay that centers around and supports the thesis. Use the introduction and conclusion to do the same-fit the essay together and support the thesis.
7) End the essay- End the essay with a conclusion that summarizes the main points of your paper. Be sure to keep the paper focused on the thesis and then write, simply and clearly,your interpretation of this source.
8)Citing Sources-Each of the sources that you read for your essay (including the textbook) must be cited. That means you have to tell the reader the source of your information. On the last page of your paper list both the primary and secondary sources that you used. The sources should be listed using the Chicago Style format. If you have questions about how to do this see the Harbor College Library website-Writing and Research Guides for further help.
9) Plagiarism- Essays must in your own words. Use the secondary readings for background only.Do not directly quote from the secondary sources, paraphrase if necessary. It is permissable to quote from the primary source but keep the quotes short and to the point.(no more than a sentence long) Your essay should be at least four pages (size 12 font, double-spaced) long. The outline and thesis will be another page. At least 99% of those pages should be your words.
10) Submitting the Essay-The thesis, outline, essay, and works cited page must be submitted together. Keep all of the four sections together as one .doc file. Turnitin does not accept multiple submission for one assignment. I will not grade an essay if any of the four parts are missing.
Primary Source Assignments: Complete submissions (outline, thesis statement, essay, works cited) must be to turnitin.com by 11 p.m. on due date.
PS-1 “Now They Were as They had been in Ancient Times”: The Pueblo Revolt of 1680 (p. 54)-due Sept. 20
1)What is the context for this historical source?
2)What were the causes of the 1680 Pueblo Revolt? What role did labor play in the revolt?
3)How was the revolt organized?
4)Why was this revolt successful?
5)What was the outcome of the revolt on Native-Spanish relations? In what ways does this source clarify “the middle ground”?
PS-2 “Have Not Your Purses Been Pillaged…?” The North Carolina Regulators (p.171)-due Oct. 11
1)What is the historical context for this source?
2)What are the primary complaints expressed by Herman Husband?
3)In what ways are Husband’s complaints related to labor issues?
4)What are the proposed solutions to the issues raised by Husband and the Regulators?
PS-3 “The Bargain Was Agreed Upon”: A View of the Slave Market (p. 297)-due Nov.1
1)What is the status of slavery in the United States in 1841 when Solomon Northrup was kidnapped and sold into slavery?
2)What was the purpose and organization of the slave market?
3)In what ways did the slave market enforce white dominance over blacks?
4)Based upon this source, what was the impact of the slave system on social and familial relations?
PS-4 “A Poor Man but a Man for All That”: New Yorkers Debate the Draft Riots (p.565)-due Nov. 27
1)What is the historical context for this source?
2)What are the two differing perspectives offered by the draft riot participant and the editor of the New York Times? What factors could explain these differing perspectives?
3)What role does race play in the draft riots?
4)What are the implications of this source for the conduct of the war in the North?
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