The Indiana Academy
HIST 201
American History I (Spring 2017)
Mark S. Myers, Ph.D. ()
Office: Elliot Hall B007B
Class Times: MWF 10, 11, 2
Office Hours: M 9-10, 3-5, TR 9-11, WF 9-10, W 3-4
Course Description: This course is a survey of American historical, intellectual, literary, cultural, mythic, economic, diplomatic, theological and political experiences which builds upon concepts developed in Foundations of American Experience. Students will examine key events, ideas, personalities and movements from European exploration to the end of Reconstruction as they relate to life in Indiana and the United States.
Students who are enrolled in the course may receive dual credit through Ball State University for 3 credit hours in HIST 201: US History to 1877. For more information, please consult the Academy course catalog.
Required Texts: Cobbs Hoffman, et. al., Major Problems in American History, Vol. 1, 3rd Ed. (C)
Henretta, et. al., America: A Concise History, 3rd Ed. (H)
Kolchin, American Slavery: 1619-1877 (K)
Madaras and SoRelle, Taking Sides: American History, Vol. 1, 13th Ed., (M)
Recommended Texts: Hacker, A Writer’s Reference, 4th Ed.
Goals for and Obligations of Students:
- The first goal of the class is for students an interpretive awareness of the major themes in US history to 1877. All students are obligated to complete all assigned readings before class. This is imperative because this is a seminar course. Class meetings will only succeed if you put in the time to read the assignments.
- The second goal of the class is for students to become comfortable participating in class. Students are obligated to participate in all class sessions.
- The third goal of the class is for students to gain research and writing experience. Therefore, students are obligated to complete three essays and a research project.
- Each of the first three goals is designed to meet the overall, and most important, goal of the course, improving students’ critical thinking skills.
Course Requirements:
- Essays: Each student will complete three (3) exam essays during the semester. The essays will be comprehensive in nature and must be a minimum of 4-5 pages (double-spaced, 12 point font, Times New Roman) long. The citation format is up to the student, however failure to cite will lead to a failing grade. Each essay is worth 100 points.
- Participation/Reading Journals: This class is a seminar course, therefore, I hope to convey to you the importance of collegial discussion. I consider a seminar to be a “team activity,” therefore, the class will be graded as a group. Everyone is expected to be involved in the discussion, and there are multiple ways to participate (We can talk about this in class). Although the entire class will get the same “baseline” grade, there are some exceptions. If a student does not participate, but completes an optional reading journal prior to class (on Blackboard), that student will earn the baseline – 1 point. If a student does not participate or submit the optional journal, but does seem to be following the discussion, that student will earn the baseline – 2 points. If a student attempts to “save” a poor discussion, that student will be eligible to earn a point bonus at the instructor’s discretion. Students who sleep, play on electronic devices, or conduct disruptive side conversations will earn 0 points for the seminar, and may be subject to a reported unexcused absence. Each seminar is worth 5 points. Please also note that there are no makeups for seminar discussions. If a student is absent with an excused absence, that student will be exempt from the assignment for that day. Also note that I reserve the right to change the seminar format if I feel that student performance is not adequate. This format may include, but is not limited to, using groups to lead discussion, panel discussions, and/or Socratic questioning.
- Research Project: Each student will design and conduct a research project on a topic within the constraints of the class (the topic must be in US history to 1877). The project may take any one of several forms. First, the student may use primary and secondary sources to write a traditional academic research paper that shapes and supports a historical argument. Second, the student may conduct a review of the literature that has been written by scholars about a topic and complete a historiographical essay. The paper must use Chicago style citations. If you are unclear about Chicago Style, then I suggest that you consult a reference tool such as Purdue OWL. I am also here to help you with any specific questions. It is your responsibility to use the correct citation style. Failure to cite will lead to a failing grade on the paper and failure to use Chicago Style citations will lead to at least a one letter grade penalty. This is not a debatable point! There will be three steps to this assignment. First, each student will email me with a potential topic by February 3 (50 points). Second, each student will submit an annotated bibliography of at least seven primary or academic secondary sources via email by March 17 (50 points). The final essay must be a minimum of 5-7 pages (double-spaced, 12 pt. font, Times New Roman) and is due by April 12. The final paper is worth 200 points.
Grade Distribution (Percentage of Total Points Earned):
A:90-100
B:80-89
C: 70-79
D*:Below 70
(Note: plus/minus may be used at my discretion.)
Late Policy:
For written assignments, late submissions will be penalized as follows:
Time LatePercentage Penalty
From class time to 11:59 P.M. the same night5%
1 Day Late until 11:59 P.M.10%
2 Days Late until 11:59 P.M.20%
3 Days Late until 11:59 P.M.30%
4 Days Late until 11:59 P.M.40%
5 Days Late until the End of the Semester (defined as noon on 12/16)50%
Assignment Submission:
The three exam essays and the final research project must be submitted in both hard copy and via email. Late assignments should be emailed to the instructor, and no hard copy will be required. If an assignment is submitted electronically and not in hard copy, even if it is prior to the due date and time, it will be considered late. The research project checkpoints are not subject to this policy and should be submitted via email only.
Academic Dishonesty:
Academic dishonesty will not be tolerated and will be subject to the Academy’s policies on academic dishonesty. For a full discussion of this process and possible sanctions, please refer to the student handbook.
Behavior:
This class is expected to be a positive learning experience based on open communication and respect. You are expected to be collegial and to respect the rights of the other seminar participants. On that note, I expect you to be engaged with the class conversation, with no side conversations, sleeping, or playing on your cell phones. Doing so will lead to the awarding of zero points for the seminar, as well as a potential unexcused absence. Continued disruptive activity can lead to removal from class (which would be an unexcused absence) and the sending of an APR.
Computers:
Unless we are having a discussion based on a reading not in one of our texts, all computers must be closed during the seminars.
Blackboard
I may from time to time post interesting finds about class material on Blackboard. The links to readings outside of the class texts will also be posted on the site. You should check it regularly.
Disclaimer:
I reserve the right to make changes to this syllabus at my discretion. I will give notice to the class as soon as possible after making any change.
Course Calendar:
Week 1 (1/9-1/13):Native American/European/African Contact
Readings:1/9 None
1/11 (H) 7-18, (C) Ch. 1, Doc. 1, (M) Issue 2 (32 pages)
1/13 (H) 18-34, (C) Ch. 1, Docs 2-4 (21 pages)
Week 2 (1/16-1/20)North American Colonization
Readings:1/16 None
1/18 (H) 38-53, (C) Ch 1, Docs 6-7; Ch. 2, Docs 1-4 (22 pages)
1/20 (H) 53-65, (C) Ch. 1, Doc 8; Ch. 3, Docs 1-3, 5; (M) Issue 3,
Kupperman excerpt only (27 pages)
Week 3 (1/23-1/27)The British Empire
Readings:1/23 (H) 69-76, (C) Ch. 3, Doc 4; (M) Issue 4 (30 pages)
1/25 (H) 76-96, (C) Ch. 2, Docs 5-8 (27 pages)
1/27 Marsh, Ben. “Silk Hopes in Colonial South Carolina.” The
Journal of Southern History 78, 4 (November 2012): 807-854. (47 pg)
Week 4 (1/30-2/3)Enlightenment, Great Awakening, and Colonial Wars
Readings:1/30 (H) 100-111, (C) Ch. 3, Docs 7-8 (14 pages)
2/1 (H) 112-129, (C) Ch. 3, Doc 6 (18 pages)
2/3 Carson, Cary, et. al. “New World, Real World: Improvising
English Culture in Seventeenth-Century Virginia.” The Journal of
Southern History 74, 1 (February 2008): 31-88. (57 pages)
Research Topic Email Due Today
Week 5 (2/6-2/10)Research Paper Workshops
Readings:2/6 None (No Class: Extended)
2/8 None
2/10 None
Week 6 (2/13-2/17)Colonial Crisis
2/13 (H) 132-145, (C) Ch. 4, Doc 1 (14 pages)
2/15 (H) 145-159, (C) Ch. 4, Doc 2 (15 pages)
2/17 Essay 1 Due Today
Week 7 (2/20-2/24)The American Revolution
2/20 (H) 167-178, (C) Ch 4, Docs 3, 5-6, 8; (M) Issue 5, Butler except
only (24 pages)
2/22 (H) 178-194, (C) Ch. 4, Docs 4, 7; Ch. 5, Docs 2-4 (21 pages)
2/24 Forum on the Colonial South discussion: The Journal of Southern
History (August 2007). (Reading Varies: More Info will be Given In
Class)
Week 8 (2/27-3/3)The Constitution and Political Crisis of the 1790s
2/27 (H) 197-215, (C) Ch. 5, Docs 1, 5-9; Ch. 6, Doc 2 (27 pages)
3/1 (H) 215-225, (C) Ch. 6, Docs 1, 3-5, 8; Ch. 7, Doc 1, (M) Issue 6,
Zinn excerpt only (25 pages)
3/3 Hart, Emma. “Work, Family, and the Eighteenth-Century History
of a Middle Class in the American South.” The Journal of Southern
History 78, 3 (August 2012): 551-578. (27 pages)
Week 9 (3/13-3/17)Western Expansion, Political Change, Capitalism (1790-1820)
3/13 None
3/15 (H) 228-245, (C) Ch. 6, Doc 7; Ch. 7, Docs 2-6 (28 pages)
3/17 (H) 246-255, (C) Ch 8, Doc 2, (M) Issue 8 (29 Pages)
Annotated Bibliography (via email) Due Today
Week 10 (3/20-3/24)Republicanism
3/20 (H) 258-277, (C) Ch. 8, Docs 1, 6, 8-9 (25 pages)
3/22 (H) 277-286, (M) Issue 11, Dunaway excerpt only (9 pages)
3/24 Nicholls, Michael L. “’Holy Insurrection’: Spinning the News of
Gabriel’s Conspiracy.” The Journal of Southern History 78, 1
(February 2012): 37-68. (31 pages)
Week 11 (3/27-3/31)Manufacturing, The Market Revolution, and Immigration
3/27 (H) 293-309, (C) Ch. 8, Docs 4-5, 7; Ch. 11, Docs 1, 3, 5, 7 (27)
3/29 (H) 309-320, (C) Ch. 10, Docs 1, 6; Ch. 11, Docs 2, 4, 6, 8 (19 p)
3/31 Essay 2 Due Today
Week 12 (4/3-4/7)Jacksonian America and Reform
4/3 (H) 323-342, (C) Ch. 7, Docs 8-9; Ch. 9, Docs 1-5 (30 pages)
4/5 (H) 342-349; 353-366, (C) Ch. 10, Doc 7 (21 pages)
4/7 (H) 367-380, (C) Ch. 10, Docs 2-5, 8-9 (21 pages)
Week 13 (4/10-4/14)Manifest Destiny & 1850s Crisis
4/10 (H) 383-398, (C) Ch. 9, Doc 6; Ch. 12, All; Ch. 13, Doc 1 (30 pg)
4/12 (H) 398-410, (C) Ch 13, Docs 2-10 (26 pages)
Research Project Due Today
4/14 None (Extended Break: No Class)
Week 14 (4/17-4/21)The Civil War
4/17 None (Extended Break: No Class)
4/19 (H) 413-428, (C) Ch. 14, Docs 1, 3, 6, 8 (20 pages)
4/21 (H) 428-440, (C) Ch. 14, Docs 2, 4-5, 7, (M) Issue 14, Dew
excerpt only (25 pages)
Week 15 (4/24-4/28)Kolchin, American Slavery
4/24 (K) Preface, 3-92 (95 pages)
4/26 (K) 93-168 (75 pages)
4/28 (K) 169-249 (80 pages)
Week 16 (5/1-5/5)Reconstruction
5/1 (H) 443-452, (C) Ch. 14, Doc 9; Ch. 15, Docs 1,3, (M) Issue 15
(29 pages)
5/3 (H) 452-470, (C) Ch. 15, Docs 2, 4-10 (31 pages)
5/5 Winsboro, Irvin D. S. and Joe Knetsch. “Florida Slaves, the
‘Saltwater Railroad’ to the Bahamas, and Anglo-American
Diplomacy.” The Journal of Southern History 79, 1 (February 2013):
51-78. (27 pages)
Week 17 (5/8-5/12)Finals Week
TBA Essay 3 Due
5/12 All Late Assignments for Partial Credit must be Submitted by
Noon.