History 151: U.S. 1607-1877
Summer Session I,July 25-Aug 17Instructor: Dr. Rachel Ida Buff
T/Th 10-12:40Office: Holton 313
HLT 190Office Hours: T/Th 9-10& by appointment
Course Description
This is the “first half” of the survey in United States history. You may notice, however, that the time span of this first half clocks in at 270 years, whereas the second half, 1877-present is a little less than 140 years. This brings up the important historical question of origins: how do we date the span of time we call “United States history”? When this continent was “discovered” by Europeans it had long been known and inhabited by native peoples. So, when does U.S. history start? By the time the nation now known at the United States decides to constitute itself as such in 1789, we will be more than 180 years into its history.
Questions like these will inform our study of the past. We will be looking at the many peoples that become the United States, by choice, by forced importation, and by conquest, and at what kind of a nation they became together.
Course Objectives
These are the History Department learning outcomes. Many students in this class are not History majors. Nonetheless, this course is a component of our ongoing attempt to instill a general historical literacy into majors and non-majors, alike, on the grounds that you don’t have to be a history major to have, or to be interested in, the past.
The History Department learning outcomes are as follows:
•Awareness of a variety of historical methods and interpretations and familiarity with a range of historical literature.
•Ability to discuss general issues, such as causes and consequences, change and continuity, identity and culture (race, gender, class, ethnicity, religion).
•Ability to read and analyze primary and secondary sources, collect information and formulate conclusions, write in a literate and cogent manner.
To which I add:
- Learn to respect one’s intellectual life and education as a precious gift that no one can steal from you;
- Be challenged to succeed educationally to one’s own very highest standards;
- Come to understand how the everyday incidents—the small victories and constant abrasions of life and politics--are deeply grounded in histories and cultural practices;
- Learn to absorb and transfer wisdom from lectures, class discussion, and scholarship into one’s own thinking and writing;
- Form an appreciation of the importance of penetrating, thorough critical thinking and use it, in every way possible, to guide and protect one’s future life and work;
- Gain the highest respect for intellectual rigor, including self-respect;
- Fight for the dignity and justice of all peoples, regardless of race, religion, national background, gender, or sexuality;
- Become a lifelong advocate for public support of public higher education because you have witnessed the way it has changed your life.
Course Work
This is a“blended” course. That means it is comprised of two distinct strands: eight face-to-face meetings, which take place in our classroom at the appointed time, twice a week; and on-line learning modules, which are to be completed at your own pace. At some points, the two strands converge, and we will have a face-to-face meeting that features materials prepared on-line by students.
Face to face classes:
On sevenoccasions during the semester, we will meet as a class. There will be readings due for each of these classes. During the class session, there will be lectures, discussions, video presentations, and student presentations.
Students should come to these classes prepared: reading completed, ready to take notes, devices silenced. Completing readings means looking at the pages, as well as underlining important and/or controversial ideas in the text. It does not always mean reading every, single word: it’s more important to look at the reading and be able to discuss the central arguments in it.
Students will want to bring questions on readings to class and should also feel free to take these up in on-line discussions, by email with me, or in office hours.
Readings:
There are no required purchases for this class. Readings will be available @ our course D2L site, listed by the week.
There is also a free, open-source e-textbook, available @
It is required reading.
Completion of ALL course readings is an essential component of this class.
Class Policies:
1. What I expect of you:
A: Face-to-face classes:
This is a smaller class, and will combine lecture and discussion. Student participation is a crucial aspect of the class. I expect students to come to class prepared, and to participate.
Participation means:
•Coming to class on time
•completing each day’s reading
•staying current with your email- if you use a non-uwm account, have your uwm email forwarded to it
•bringing the textbook to class!
•putting devices on silent. I expect that you use them only for digital participation.
•missing class only when absolutely unavoidable. You get one free miss, no questions asked: after that it will affect your grade without the appropriate documentation.
•Keeping up with the hybrid section of the course. I will evaluate this through your weekly work, and also expect to see your hybrid work inform other classwork.
•Handing in written work on time. I can deduct 5 points for every 24 hours a paper or worksheet is late.
•Showing up for appointments scheduled with me.
B. On-line component
- Except for the discussions, on-line modules are asynchronous, meaning you can do them at your own pace. But it will be important to participate in on-line discussions in a timely fashion, so that you can collaborate with group members.
- Many components of the on-line modules are sequenced, meaning that you have to complete them in order.
2. What you may expect of me:
•I will answer email within 24 hours of receiving it. I do not, however, read email from sundown on Friday evening to sunset on Saturday, so my response time during this period will be slower.
•I will be in my office during scheduled office hours and appointments.I will return written work and exams within a one-week window.
•I will almost always remember to silence my cell phone during class
•Particularly during the summer, I try to be speedy about grading and will have assignments graded within a week.
Grading
In order to receive a passing grade in this course, students must complete ALL assigned work. No incompletes will be given.
In-class Participation10%
2 on-line exams (@ 15)30%
Final Take home Exam15%
3 on-line modules (@15%)45%
Course Schedule
All readings are to be completed by class of the week they are listed.
All the videos are available on line. If you miss a class with a video, you are responsible to see it on your own. The materials covered in the videos will be covered in the exams.
July 24What’s in a History Class?
Read Textbook, Chapter 1
Read: “What If People Told European History the Way We Tell Native American History?” article under “Before First Face to Face Class” module @ D2L
July 26Anglo and Algonquian North Americas
Textbook, ch. 2-3
On-line module #1: What Caused the Pueblo Revolt?
Consult D2L for interim due dates
Module complete by midnight, Sunday, July 30
On-line module #2: The Terrible Transformation
Due completed by midnight, Tuesday, August 1
Aug 3Atlantic Crossings: the Middle Passage and European Migrations
Textbook: Ch 4
Ta Nehisi Coates, “The Case for Reparations”
Exam #1:due by Friday @ midnight
Aug 7The American Revolution & the Constitution
Textbook, Ch. 5-6
“Who Owns the American Revolution?” by Jill Lepore
Aug 9Jacksonian Democracies
Textbook, Ch 9 & 10
John Saillant, Before 1822: Anti-Black Attacks on Charleston Methodist Churches from 1786 to Denmark Vesey’s Execution
Exam #2Due Friday by midnight
On-line module #3: Martha Ballard’s Diary: An Eighteenth Century Midwife’s Tale Complete by midnight, Sunday
Aug 14Toward the Civil War
Textbook, ch. 12-15
“How the Civil Wars Became the Indian Wars”
Aug 16Reconstruction
Textbook, Ch 16-18
Take home final due Sunday, June 26 by midnight