United States History

Pre-Columbus to Civil War Era

Learning Community Theme*

"Community" and "conflict" stand among the most important human and social processes in American history. They involve constant efforts by many different persons and groups to found, build, and change communities, from the most local settlements to the U.S. as a nation. That's why it's important to view communities as plural or many. Along the way, conflicts, the ways in which they are expressed, and the efforts to resolve them are central to those experiences of community. Communities and conflicts are important for their role in political, cultural, and social life, but also for the ways in which they affect how we think about and talk about the U.S. past and present.

As individuals we participate in several communities at the same time. The Learning Community, or this course and your learning group, is one community of the many in which you are a part. We may feel that the larger communities (state and national) do not affect us much as individuals; however, we need to know how to participate actively in communities—and their conflicts--from smallest to the largest.

Course Description

In this course, we focus in part on the broad theme: "Transforming Communities; Transforming Conflicts." Through the use of a number of different lenses—historical sources and historical methods--we explore the processes and impacts of community founding, development, and change in U.S. history through the Civil War; at the same time we explore the many dimensions and human impacts of conflict. Ranging across the dimensions of social, cultural, political, and economic history, we will consider how differently placed people dealt with major forces of historical change. Those forces include: native Americans, European settlement, geographic expansion, growth of a market economy, struggles for local and regional consensus and national unity—including the American Revolution, immigration, urbanization, industrialization, and armed conflicts including the Civil War. We will practice how to raise appropriate questions and try out different answers to them, from different texts which include community studies and first-person sources as well as textbook; lectures, class discussions, and group work; visual and material culture sources; and film. We will learn about the worlds that preceded and, in many important ways, created our own world. We'll also consider American history and our own divergent and overlapping historical pasts.

Objectives

· Learning to analyze and critically evaluate ideas, arguments, and points of view

Gaining greater understanding and appreciation of formative eras of American history
Gaining a broader understanding and appreciation of intellectual/cultural activity including some of the ways in which historians study the past, from locating historical sources to making historical interpretations

More generally: To develop historical knowledge—knowledge of history; historical understanding—history as a way of thinking and interpreting; historical perspective—history as a way of understanding today and tomorrow, including ourselves, better.

The course’s emphasis falls on history as a mode of thought, a means of understanding, and a body of knowledge—and the learning and critical abilities that accompany that goal--much more than on memorizing large numbers of “facts,” especially names and dates.

Introduction to a wide range of skills, abilities, and strategies, and practice in using them in the setting provided by a first history course. This will include reading and analysis of a book-length study of the transformation of a New England community and the autobiography of a female slave among other kinds of texts in print and other media.

introduction to and practice in using a variety of forms of analysis, interpretation, and expression. This includes experience in dealing with different kinds of texts, including visual materials and films as well as a range of primary and secondary materials

the value of different forms of individual and group learning processes and practices
emphasis on critical thinking with special attention to the importance of historical understanding and historical context (as an example of one kind of learning)

New information and understanding of U.S. (and European and world) history.

comparing and interrelating New Worlds and Old Worlds: cultural contact and cultural conflicts
transplanting and adapting Old World ways to new environments; struggles and complications encountered

social and cultural differences as facts and as ways of seeing: interactions of different groups of inhabitants and settlers
the roles of race, gender, ethnicity, social class, family, and geography in the transformation of New World society
immigration and settlement as ongoing historical processes over hundreds of years
forming communities, and their transformations and conflicts over time
conflicts and cooperation among individuals, groups, and authorities in the New World and with Old World authorities

changing and conflicting belief systems
the spread of the market economy, its place in social change and development
regional, group, and community development over time
“maturing” colonies and new conflicts at home and with European authorities
struggles for independence, revolutions, and the tasks of building new politics, society, and an American nation
struggles to establish and gain acceptance for an American credo or set of ideals; and the legacies from early America for the future
building a new nation: difficulties, conflicts, and civil wars
historical change, threats to social order, efforts to reform, and conflicts: individuals, families, class and ethnic groups, race, gender, communities, regions, and the nation
the experience of massive immigration and migration, urbanization, and industrialization; and the coming of a Civil War: the end of a major era and beginning of the next

Books (required)

Gary B. Nash, et al., The American People: Creating a Nation and a Society, brief 4^th edition,

Vol. 1 (Longman, 2003) including a Study Guide, maps, etc. on CD

Kenneth A. Lockridge, A New England Town: The First Hundred Years. Dedham, Massachusetts, 1636-1736 (Norton, 1985)

Linda Brent, Incidents in the Life of a Slave Girl. Harvest/HBJ, 1989 [1861]

Optional: Study Guide for The American People, brief 4^th edition, Vol. 1

*Bring The American People to class regularly. Bring Lockridge and Brent books when announced

Textbook Web Site

Your purchase of The American People includes a CD study guide, maps and course supplement, and access to a companion WWW site, with interactive maps, timelines, other learning activities; documents; self-assessment tool; etc. Check-it out and use it as you find it to be appropriate .It may help your learning and also preparing for quizzes and exams.

Requirements & Evaluation

Individual quizzes based on The American People—6—1^st quiz @ 10 points, 2^nd –6^th @ 15 points each, for 85 points+15 points for improvement over the semester 100 points

Quizzes based on the textbook will be announced at least one class session in advance; bring scantron forms (882-ES) and pencils to designated class sessions (see Syllabus)

There will also be occasional informal quizzes including quizzes on films and other work

Exams (multiple choice), based on required reading, lectures, discussions, etc.—3 @ 167 points each— 500 points

I will distribute study guides at the beginning of each section of the course; the textbook CD and website are also useful in preparing for exams. Use them as you do your reading and when you are reviewing for exams.

Bring scantron forms and pencils to designated class sessions

There will be extra points for improvement on exams

Attendance, preparation, participation, discussion group activities 400 points

Do each week’s required reading as early as possible each that week. The lectures, films, and readings should make each other clearer and easier to understand—and you will score higher on quizzes, exams, and group projects.

Discussion groups are an important part of the work in this course. Groups will be formed after the 1^st week. Discussion group work includes reviewing quizzes and class material; discussing readings, films, lectures, and other questions; and preparing brief written reports on Lockridge, A New England Town; textbook and film presentation on the experience of the American Revolution; and Brent, Incidents in the Life of a Slave Girl; among other assignments. The classroom is not always the best physical environment for working in groups, but the benefits are greater than the logistical problems we should anticipate and work to resolve as easily as possible.

Preparing the three reports is the most important group assignment (but not the only important one). Each of the three outlines @100 points for a total of 300 points.

That includes attendance. I expect all students to participate actively and share in the work of their group in order to receive credit for their work.

Each student will evaluate all members of her or his group at the end of the semester @ 75 points. You will have the opportunity to distinguish between the contributions of different members of your group who added more or less to the group’s work and performance.

Time in class will be provided for group work

Groups may be awarded 25 or more points for improvement on reports and quizzes.

Groups

Working in groups can be challenging. The lecture room does not provide the best physical environment for a number of discussion groups meeting at the same time. At the same time, working with peers in groups is central to this course, and an important supplement and alternative to lectures and films. Groups will review quizzes, discuss assigned questions and readings, prepare brief written outlines on assigned readings, engage in other activities, and, in some cases, study for exams. Each student is expected to contribute actively to the work of his or her group. Attendance and preparation count. At the end of the semester, you will have an opportunity to evaluate the members of your group.

Grades

Final grades are based on each student’s total number of points from a maximum of 1000 points. Final grades will be curved, but grades on specific examinations and group assignments will not be curved. Significant improvement in students’ work over the course of the semester may be rewarded with additional points. Because of confidentiality laws, neither the History Department office nor I can report grades by email or telephone.

*Students should keep track of their scores and their progress in the course.

Attendance and missed exams, quizzes, etc.

Attendance is essential for successful participation in this course. Each student is responsible for all material presented, discussions, and group activities. I will note absences. More than two or three unexcused absences may lead to deductions from your grade. If you have an emergency or are ill, contact me as soon as possible. There will be no make-up quizzes. Under very special circumstances, a student may be excused from a quiz. Make-up exams are possible only in cases of illness or emergency. Contact me as soon as possible, preferably before the time of the exam. Make-up exams should take place within a week of the original date. Late assignments will be penalized five points for each day late. If you wish to drop the course, you should contact me. I cannot drop students automatically. Take note of UTSA deadlines and procedures. Please discuss with me as soon as possible any problems you have with the course.

Civility

Mutual respect and cooperation, during the time we spend together each week and the time you work on group assignments, are the basis for successful conduct of this course. The class is a learning community that depends on respect, cooperation, and communication among all of us. This includes coming to class on time, prepared for each day’s work: reading and assignments completed, focusing on main classroom activity, and participating. This is even more important on quiz and exam days. It also includes polite and respectful expression of agreement or disagreement—with support for your point of view and arguments--with other students and with the professor. It does not include arriving late or leaving early, or behavior or talking that distracts other students. Please turn off all telephones, beepers, CD or MP3 players, and other electronic devices. Please remove ear- or headphones.

Supplemental Instruction with students who have been trained to help specifically with this course is available to students in this course. I encourage you to make use of this additional resource if you feel the need assistance. Most students who take supplemental instruction achieve higher grades than others.

Academic Honesty

Scholastic honesty is expected and required. It is a major part of university life, and contributes to the value of your university degree. All work submitted for this class must be your own. Copying or representing the work of anyone else (in print or from another student) is plagiarism and cheating. This is unacceptable in this class and also prohibited by the University. The minimum penalty will be an “F” for that assignment. Information on scholastic dishonesty, including plagiarism, is provided in the Student Code of Conduct, Section 203 “Scholastic Dishonesty.” The Undergraduate Catalogue offers this definition: “Scholastic dishonesty includes, but is not limited to: cheating on a test or other class work; plagiarism (the appropriation of another’s work and the unauthorized incorporation of it in one’s own written work offered for credit); and collusion (the authorized collaboration with another person in preparing college work offered for credit.” When in doubt, consult the instructor.

I expect all students whose names appear on each group report and on group quizzes to have contributed to the work that led to the preparation of that item.

Disabilities

To receive support services, students with disabilities must register with the Office of Disability Services (MS 2.03.18; 458-4157-voice; 458-4981-TTY)

Department of History information

The department office is located in HSS 4.04.06 and is open M-F 8-5:00. Ms. Sherrie McDonald, Administrative Assistant, and Dr. Wing Chung Ng, Chair, are available at 458-4033 or at history@utsa.edu and will be happy to tell you more about the department’s programs and answer questions. Ms. Sylvia Man sour (smansour@utsa.edu; 458-4900) is the undergraduate student advisor, and Dr. Killeen Guy (kguy@utsa.edu; 458-4371; HSS 4.04.16) is the Graduate Advisor of Record. The department website is at the following URL: http://colfa.utsa.edu/colfa/HIST/home. HTM

*All dates and related matters in syllabus are subject to change

HIS 1043 Harvey J. Graff

Spring 2003

Syllabus

A Colonizing People, 1492-1776 (and Before)

Jan. 14, 16 Week 1 Introduction; Three Worlds Meet

The American People, ch. 1

Jan. 21, 23 Week 2 Colonizing a Continent

The American People, ch. 2

Quiz 1 (The American People, Ch. 1)

Jan. 28, 30 Week 3 Mastering the New World

Lock ridge, A New England Town, Part I

The American People, ch. 3

Quiz 2 (The American People, Ch. 2)

Feb. 4, 6 Week 4 The Maturing of Colonial Society

Lock ridge, A New England Town, Part II

The American People, ch. 4

Group reports on Lockridge, A New England Town

Feb. 11, 13 Week 5 Bursting the Colonial Bonds

The American People, ch. 5

Feb. 18 First Examination

A Revolutionary People, 1775-1828

Feb. 18, 20 Week 6 A People in Revolution

The American People, ch. 6

“Tea Party Etiquette” film

Feb. 25, 27 Week 7 Consolidating the Revolution

The American People, ch. 7

Quiz 3 (The American People, Ch. 6)

Mar. 4, 6 Week 8 Creating a Nation

The American People, ch. 8

Group reports on Revolutionary War experiences

Quiz 4 (The American People, Ch. 7)

Mar. 11, 13 Week 9 Society and Politics in the Early Republic

The American People, ch. 9

Mar. 14 Last day to drop course or withdraw with automatic grade of “W”

Spring Break—Mar. 17 21—No Classes

Mar. 25 Second Examination

An Expanding People, 1820-1877

Mar. 25, 27 Week 10 Currents of Change in the Northeast and the Old Northwest

The American People, ch. 10

Begin reading Brent, Incidents in the Life of a Slave Girl

“Daughters of Free Men” film

April 1, 3 Week 11 Slavery and the Old South

Brent, Incidents in the Life of a Slave Girl

The American People. Ch. 11

“Doing as They Can” film

Apr. 8, 10 Week 12 Shaping America in the Antebellum Era

The American People, ch. 12

“The Five Points” film

Group reports on Brent, Slave Girl

Quiz 5 (The American People, ch. 11)

Apr. 15, 17 Week 13 Moving West

The American People, ch. 13

“War for the Borderlands” segment 2 from “The U.S.-Mexican War” (60 mins)

Apr. 22, 24 Week 14 The Union in Peril

The American People, ch. 14 (begin ch. 15)

Quiz 6 (The American People, ch. 12-13)

Apr. 29 Week 15 The Union Severed/The Union Reconstructed

The American People, chs. 15-16

“The Better Angels of Our Nature” in episode 9 in Ken Burns’ “The Civil War” (68 mins)

Third Examination:

Mon. , May 5, 10:30 a.m.

* Some students may be enrolled in this course as members of a linked-course Learning Community. These themes hold generally for students of American history.