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. nation itself. That's why it's important to view communities as plural. 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. This Learning Community is only one community in which you may be a part. We may feel that the larger communities (state and national) do not affect us much as individuals; however, we need some knowledge of how to participate actively in communities—and their conflicts--from smallest to the largest.

Course Description

In this course, we focus on the learning community 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: geographic expansion, growth of a market economy, struggles for local and regional consensus and national unity, immigration, urbanization, industrialization, and armed conflicts. 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

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

• (introduction to library use and research skills, and electronic (WWW) research and communications [in Freshman Seminar & English class])
• illustration of and practice with alternative approaches to issues and questions and their testing and evaluation; the need to question, evaluate, and compare information or evidence, and alternative ways to do that; the validity of different points of view and different interpretive approaches, sometimes on the same cases and questions
• 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)

• 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 historical processes
• formation of 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 development and 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 polity, society, and an American nation
• struggle 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

Gary B. Nash, et al., The American People: Creating a Nation and a Society, brief 3^rd edition, Vol. 1 (Longman, 2000)

Gary B. Nash and Ronald Schultz, eds., Retracing the Past. 4^th edition, Vol 1 (Longman, 2000)

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: Neil R. Stout, Getting the Most Out of Your U.S. History Course (DC Heath, 1996)

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

Textbook Web Site

The purchase price of The American People includes a six month subscription to The History Place, a WWW-based "learning resource" that includes interactive maps, timelines, and 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.

Requirements & Evaluation

Attendance and preparation 100 points

Class participation, discussion, group activities 100 points

Quizzes based on required reading (6--lowest score dropped--5 counted) 20 points each for 100 points (Quizzes will be announced at least one class session in advance; bring scantron forms and pencils to designated class meetings)

Exams (3) 170 points each for 510 points (bring scantron forms and pencils to class)

Short essays on Lockridge and Brent books (2) 95 points each for 190 points

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

Grading

A=900-1000 points

B=800- 899 points

C=700- 799 points

D=600- 699 points

F=below 600 points

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 grades. If you have an emergency or are ill, contact me as soon as possible. Make-up exams are possible only in cases of illness or emergency. They 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 will not 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 we work on class assignments, are the basis for successful conduct of this course. The class is a learning community that depends on respect, cooperation, communication among all of us. This includes coming to class prepared for each day’s work: reading and assignments complete, arriving on time, focusing on primary classroom activity, and participating. 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.

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.

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. Information on scholastic dishonesty, including plagiarism, is provided in the Student Handbook. See also the statement in the UTSA Catalog. When in doubt, consult the instructor.

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)
 
 
 
 

Aug. 28, 30 Week 1 Introduction; Three Worlds Meet

The American People, ch. 1

Retracing the Past, Past Traces & ch. 1 by Salisbury

Sept. 6 Week 2 Colonizing a Continent

The American People, ch. 2

Retracing the Past, chs. 2 , 3, 4 by Breen, Anderson, Wood [for weeks 2 & 3]

Sept. 11,13 Week 3 Making the New World

Lockridge, A New England Town, Part I

The American People, ch. 3

Retracing the Past, chs. 2, 3, 4 by Breen, Anderson, Wood [for weeks 2 & 3]

Sept. 18, 20 Week 4 The Maturing of Colonial Society

Lockridge, A New England Town, Part II

The American People, ch. 4

Retracing the Past, ch. 5 by Norton

Short essay on Lockridge due

Sept. 25, 27 Week 5 Bursting the Colonial Bonds

The American People, ch. 5

Retracing the Past, ch. 6 by Ward

First Examination

Oct. 2, 4 Week 6 A People in Revolution

The American People, ch. 6

Retracing the Past, chs. Past Traces & 7-8 by Young, Martin

"Tea Party Etiquette" film

Oct. 9, 11 Week 7 Consolidating the Revolution

The American People, ch. 7

Retracing the Past, chs. 9, 10 by Shalhope, Bodle [for weeks 7 & 8]

Oct. 16, 18 Week 8 Creating a Nation

The American People, ch. 8

Retracing the Past, chs. 9, 10 by Shalhope, Bodle [for weeks 7 & 8]

Oct. 23, 25 Week 9 Society and Politics in the Early Republic

The American People, ch. 9

Retracing the Past, chs. 11, 12 by Nash, Edmunds

"Daughters of Free Men" film [or Week 10]

Second Examination

*Oct. 30, Nov. 1 Week 10 Currents of Change in the Northeast and the Old Northwest

The American People, ch. 10

Retracing the Past, Past Traces & chs. 13, 14 by Gross, Schultz

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

"Daughters of Free Men" film [or Week 9]

Nov. 6, 8 Week 11 Slavery and the Old South

Brent, Incidents in the Life of a Slave Girl

The American People. Ch. 1

Retracing the Past, ch. 16 by Gorn

"Doing as They Can" film

Short essay on Brent due

Nov. 13, 15 Week 12 Shaping America in the Antebellum Era

The American People, ch. 12

Retracing the Past, ch. 14, 15 by Schultz, Stansell

"The Five Points" film

Nov. 20, 22 Week 13 Moving West

The American People, ch. 13

Retracing the Past, ch. 16 by Gorn

Film on Mexican War [possible]

Nov. 27, 29 Week 14 The Union in Peril

The American People, ch. 14

Retracing the Past, chs. 17, 18 by Oates, Wiley [for weeks 14 & 15]

Dec. 4, 6 Week 15 The Union Severed/The Union Reconstructed

The American People, chs. 15-16

Retracing the Past, chs. 17, 18 by Oates, Wiley [for weeks 14 & 15]

Episode from Ken Burns’ "The Civil War" film series [tentative]

Third Examination: Thurs., Dec. 14, 1:30-4:15 p.m.