SADDLEBACKCOMMUNITY COLLEGE
History 22 - Internet
Survey of American History
Spring 2008: Internet Format (March 24th - May 22nd)
Instructor: Michael McKinney
Email:
Website:
Username/Password: Your Saddleback email username and password
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Course Description: This course is a survey of American History from the Pre-Columbian epoch through present-day. This course will examine the social, political, and economic variables that have influenced major events in American History. History 22 meets transfer requirements for UC and CSU, and satisfies the Saddleback College AA graduation requirements in American History.
Course Requirements:This course requires that you have a broadband Internet connection, basic Office applications (including MS Powerpoint), email, and the ability to play and listen to MP3 files, either on your computer or on an iPod (or similar device). Without any of above mentioned, it will be impossible for you to complete this course. Additionally, this course will require that you set aside time for downloads of files, some of which may take hours (depending on your connection). A certain level of computer ability is a pre-requisite for this course.
Course Structure: History 22 is an Internet course. There are no traditional class meetings. The entire course will be taught via the Internet from March 24th to May 22nd. The course will be broken down into 16 separate topic segments. There will be several segments per week. It is important, therefore, that you keep track of the schedule in the syllabus starting on page 6.
The expectations for each segment are very simple. Use the assigned textbook and historical documents (which are available on Blackboard) as supporting material. Then, open up the lecture Powerpoint and the accompanying audio file on Blackboard for that segment. You will then listen to the lecture, while you follow along with the Powerpoint.
Each segment will have assignments due on the Segment date (see grading detail). Each segment will be a chronological “period” in U.S. History, starting from Pre-Columbia (prior to 1492) and finishing with the Civil War and Reconstruction Period. Review the tables starting on Page 6 of this syllabus for details on the segments (timelines and assignments).
There will be several weekly obligations on your part to successfully complete this course:
Weekly Reading: The historical documents are available on blackboard. The textbook is available in the bookstore. Each segment contains textbook and historical document references for each segment. The tables starting on page 6 explain the reading details for each segment. . The textbook and historical documents are intended as a supplement and resource for the lectures. If you need details, or would like a different perspective from the lecture, consult the textbook. The historical documents, meanwhile, offer a primary source view of an historical segment. They are important for a thorough understanding and appreciation of US History.
Weekly Lectures: Every segment in this syllabus will have: 1) A PowerPoint Lecture 2) An MP3 Audio File of me giving the lecture. Both are available on Blackboard under COURSE DOCUMENTS in the Lectures Folder. You are expected to listen to the lecture while you follow along with the PowerPoint. Each lecture is between 1 and 2 hours long. Each MP3 file is at least 30MB, so plan the downloads with this fact in mind (ie, it may take an hour depending on your connection). You should right click on the file and save it locally to your computer, and then listen to it. For every segment’s due date (located in the tables starting on page 6), you will turn in a synopsis of the main points of the lecture (emailed to ). See the grading section for details.
Online Discussion Boards On Blackboard, there is a COMMUNICATION section, within which you will find a Discussion Board. On the discussion board, I have placed a different discussion group for every week of the course. Every week, you will need to enter the correct discussion board, and comment about your impressions of the material for that week in a constructive way. You may ask questions, leave comments about your view of the material, disclose additional research you’ve done, respond to other students, give your opinion or insight, etc. I will be on the discussion board throughout the week, answering questions and leaving my own comments. The intention is to make this as interactive as we can, so leave your comments and look for my replies. Make certain detailed and quality posts are submitted. If the posts do not reflect a deep analysis of the material, are curt, show the author did not spend time on the material, or are otherwise of low quality, then the grade will reflect that effort.
Additionally, there are other course obligations that are not weekly, but are still important to your overall grade:
- There will be an independent research project that you will complete. It will be on a topic of your choice (suitable material in the timeframe of this course). Details of the assignment can be found in the “Administration” folder of Blackboard. It is due May 22nd.
- There will be a final, distributed May 15th, and due May 22nd (open book/note)
- Students may choose to do an additional presentation 3% added to the final grade, depending on quality. Topics must be turned in for approval prior to Segment 8.
Course Goals: History 22 seeks to broaden a student's understanding of American History, as well as the techniques historians use to draw their conclusions. Additionally:
1)To critically understand how the past affects the present, and to recognize the relevance of history to our lives. To appreciate the phrase, "to fully understand who you are and where you're going, you must first look to where you've been".
2)Students will develop and enhance their critical thinking skills.
3)Students will learn to develop the "Historical Method" as an approach to thinking about History
4)Students will improve their writing and presentation skills
5)Students will learn to use various research techniques, and improve their methods
6)Students will enhance their knowledge of American History. Specifically:
- The impact European exploration and colonization had on the Indian population (1400-1600)
- Understanding the origins of slavery in North America (1613-1700)
- Compare the development of the colonies (1600-1763)
- Examine the causes of the American Revolution (1763-1790)
- Assess the Revolution's impact on American Society
- Examine the development of the Constitution and Federalism
- Assess the impact of the market economy on society (1800-1860)
- Examine the impact of Manifest Destiny on the West
- Explore the nature of Slavery in the old south (1800-1860)
- Examine the causes of the Civil War (1845-1860)
- Assess the impact of the Civil War on American Society (1861-1865)
- Analyze the Reconstruction Era (1863-1877)
Course Expectations:
1)All assignments are mandatory, and lapses will adversely impact a student's grade
2)Students are expected to turn in quality assignments
3)Students are expected to work hard and do their personal best.
4)If there is any class-related matter which requires my assistance (attendance, questions, subject matter help, etc.), you are expected to email me immediately. Send an email to . I will respond ASAP.
Grading Details
Online Discussion of Material (30% of Final Grade):Every week, you will need to enter the correct weekly discussion board on Blackboard, and comment about your impressions of the material for that week in a constructive way. You may ask questions, leave comments about your view of the material, disclose additional research you’ve done, respond to other students, give your opinion or insight, etc. I will be on the discussion board throughout the week, answering questions and leaving my own comments. The intention is to make this as interactive as we can, so leave your comments and look for my replies. Make certain that detailed and quality posts are submitted. If the posts do not reflect a deep analysis of the material, are curt, show the author did not spend time on the material, or are otherwise of low quality, then the grade will reflect that effort.
Research Project (25% of Final Grade) : Students will assemble a PowerPoint presentation based on independent research they do on a relevant historical topic of their choice (pending approval by Michael McKinney). Instructions are available in the “Administration” folder of Blackboard. This presentation will comprise 25% of your final grade. It should be emailed to on or before the due date on May 22nd. I will look for quality, research, analysis, detail, level of comprehension, and on time submission for grading. Assignment details can be found in the administration folder of Blackboard. Read the assignment in detail for specifics.
Lecture Synopsis (30% of Final Grade): Every segment has a PowerPoint Lecture and an accompanying MP3 Audio File of me giving the lecture. Both are available on Blackboard in the “Lecture” Folder. For each segment, you will provide a detailed synopsis of the points that I made in that lecture. You will email your synopsis (along with your discussion questions) to . Each synopsis is due no later than midnight on the segment due date. At the end of this course, I will select 7 random segments and grade them. If there is no submission for one of the weeks chosen, this will negatively impact the grade. I will look for quality, detail, level of comprehension, and on-time submission. Do Not only review the PowerPoint. You must listen to the lecture along with the PowerPoint. If a synopsis does not contain references to the audio portion of the lecture, no grade higher than a C will be given for this grading component. This component comprises 25% of your final course grade.
Final (15% of Final Grade): There will be a 1 question open book final at the end of this course. The final will be in the Administration folder of Blackboard on May 15th. It is due May 22nd. The completed final must be emailed to me at before the due date. Complete instructions can be found on the final exam. The final exam will comprise 15% of your course grade.
Extra Credit: See me about an extra credit assignment, if you want to add 3% to your final grade (to qualify you for a higher final grade, if you’re on the borderline). It will be a second class presentation (submitted only to me) or a second paper.
Grading Breakdown
ComponentPercentage
Detailed Synopsis of the Lecture / 30%Weekly Discussion Board Participation / 30%
Independent Research Assignment / 25%
Final Exam / 15%
Optional Extra Credit Class Presentation / Add 1, 2 or 3%
Students are strongly encouraged to do their personal best. The instructor does not use a curve to grade course work. The Course Grade will be based on the following scales:
Grade Percentages
A / 90-100%B / 80-89%
C / 70-79%
D / 60-69%
F / <60%
Class Policies
1)Plagiarism (literary theft) on papers or presentations, and other forms of dishonest student behavior will not be tolerated. Not only will the offender receive an "F" for this course, but they will also be turned over to the Dean of Student Services for further disciplinary action.
2)A student with a verified disability may be entitled to appropriate academic accommodations. Please contact your instructor and/or the Disabled Students Program Services Office for further information
3)If you decide at any point to drop this course, it will be your responsibility to submit the necessary paperwork to records and admissions. Failure to do so will result in a grade of 'F' on your permanent record for this course.
4)Papers are expected to be turned in on the assigned due date. Late papers will be accepted, but will have 1 Full Letter Grade taken off for every week the paper is late.
5)Please send any correspondence to my email address . I will generally respond within 24 hours.
Every week is broken out into a table. Each table describes the assignment for that week. The table is broken out into 1) Textbook 2) General Points and Topics 3) Historical Documents 4) Class Discussion Topics
Textbook: Please obtain a copy of the following textbook for weekly text assignments:
American Destiny –Narrative of a Nation (Volume II Since 1876) John A. Garraty• Mark C. Carnes; Longman - Publishers
The weekly textbook assignment is described in the first row of each table. You are expected to have this read prior to the lecture. It will form the basis of the lecture for that week.
General Points and Topics: These are the general points and topics which will be discussed during the lecture for this week. If you do not find a particular topic in the textbook, or in the historical documents, you will be expected to do independent research and learn about them. You should begin the lecture with a good general understanding of each topic.
Historical Documents: Every week, there will be primary source historical documents assigned as reading. These documents will be available on the class website (details above), or may be obtained from the instructor. You are also expected to have read them prior to the lecture. It will also form the basis of the lecture for that week.
Class Discussion: You will answer the class discussion questions for each segment, and turn them in by the due date. Turn them into
Lecture Topics and Reading Schedule
For each week's readings, reflect on the social, political, and economic context in which major historical events and trends occurred.
**DUE DATE IN GRAY BOX** ______
SEGMENT 1: Mar24th ORIENTATION: Nothing is due. Listen to Orientation.
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SEGMENT 2: Mar31stParadise Lost? Pre-Columbian Civilization, Expansion of
Europe into the Americas, Rise of the Colonies (1492-1700)
Text: / Chapter 1 – Alien Encounters: Europe in the AmericasChapter 2 – American Society in the Making
General Points and Topics / • New England Colonies • Native Americans
• Middle Colonies • God, Gold, Glory
• Southern Colonies • Spanish, English, Dutch
Primary Source
Historical Documents: / • Mayflower Compact • Columbus + Ferdinand Letters
• Massasoit Treaty • Iroquois Address
• African Slave Trade • Indentured Servants
To Ponder: / 1)Why did Ferdinand and Isabella finance the Columbus expedition?
2)How should Columbus be remembered?
3)Why did The Colonies develop different regional economies the way they did?
4)How did religion influence the social, economic, and political development of the colonies?
5)What was the triangle trade? How did it work?
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SEGMENT 3: Mar 31stThe British Colonies: The Rise of Rebellion 1763-1775
Text: / Chapter 3 – America in the British EmpireGeneral Points and Topics / • French + Indian War • Mercantilism
• Taxation - Representation • Patriot and Loyalists
Primary Source
Historical Documents: / • Stamp Act, Sugar Act • Boston Massacre Account
• Loyalist Argument • Coercive Acts
Articles and Viewpoints: / • Slave Trade Timeline - Colonial Era
• Common Sense (excerpts) vs. • Plain Truth
To Ponder: / 1)Why does mercantilism arguably hurt both the mother country and the colony economically?
2)Would the American Revolution have been avoided if the U.K. offered the colonies proportional seats in the U.K. Parliament? Why didn’t the UK consider this option?
3)Of all the factors leading to America rebelling, was there 1 (economic, political, social) overriding cause?
4)What motivated the typical patriot? Typical loyalist? Who had the better argument?
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SEGMENT 4: Apr.7thThe American Revolution (1775-1783)
Text: / Chapter 4 – The American RevolutionGeneral Points and Topics / • Meaning of the Word "Revolution"
• Declaration of Independence • Financing The War
• The Colonies - Challenges and Tactics
• French and Spanish Agendas • Diplomacy Abroad
Historical Documents: / • Olive Branch Letter • Paris Peace Treaty
• Declaration of the Necessity of Taking up Arms
• Washington Letters to Congress • FranceAlliance Treaty
• Articles of Confederation • King George III declaration
• Suspension of Hostilities
Articles and Viewpoints: / • Slave Trade Timeline - 1750-1800
To Ponder: / 1) What did the French want out of its alliance with America?
2) Did Olive Branch overtures to the U.K. stand any chance of succeeding?
3) What were the effects and consequences of the revolution on American Society, Politics, and Economy?
4) How real was the danger of disunity and sectionalism after the war?
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SEGMENT 5: Apr.7thBattling Egos and The Art of Compromise: Building and Maintaining a New Government (1784-1800)
Text: / Chapter 5 –The Federalist EraGeneral Points and Topics / • Federalists • Republicans
• Constitutional Convention • Separation of Powers
• Slavery + the Constitution • Federal Institutions
• George Washington Role • Jay's Treaty
• Sectionalism • Alien + Sedition Acts
Historical Documents: / • Bill of Rights • Federalist Paper #10
• Connecticut Compromise • New Jersey + Virginia Plan
• Alien and Sedition Acts
Articles and Viewpoints: / • Federalist 57 vs. Brutus IV • Federalist 67 vs. Cato V
To Ponder: / 1) What consequences resulted from the Constitution skirting the slavery question? If the slavery question was dealt with directly in 1787, would the Constitution have been ratified?
2) What factors ultimately led to the Constitution's ratification?
3) Who had the more powerful argument - Federalists or Anti-Federalists?
4) Was there really any difference between Federalists and Democratic-Republicans? Or, were the differences cosmetic?
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SEGMENT 6: Apr.14thA Nascent United States: Assertion, Expansion (1800-1860)
Text: / Chapter 6 – Jeffersonian DemocracyChapter 7 – National Growing Pains
Chapter 8 – Toward a National Economy
General Points and Topics / • Louisiana Purchase • Jefferson's Election
• Lewis, Clark, Sacajawea • War 1812
• Indian Policies • Mexican American War
• Industrial Revolution • Growth of Agriculture
Historical Documents: / • Louisiana Purchase motives • Letter - Jefferson to Lewis
• Monroe Doctrine • Jackson's Removal Policy
• Treaty of Ghent 1814 • Polk's War Message
• Madison War Message
To Ponder: / 1) How and why did sectional interests vacillate between supporting and opposing Western Expansion?
2) Did Madison needlessly enter into the war of 1812?
3) Did the U.S. deal with European Powers differently on western expansion, than with Mexico or the Indians?
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