Hist 131-- Section 002/0H2

Course Guide

Semester:	Fall 2016
Instructor:	Dr. J. Kelly Robison
Phone:	566 3240
E-mail:	robisonk@sanjuancollege.edu	E-mail:	robisonk@sanjuancollege.edu
Office:	1840 West Classroom Building
Office Hours:	MW, 11:30-12:45. 2:30-3:45; TR, 1:00-3:45;F, 10:00 – 2:15 (or meetings)

http://faculty.sanjuancollege.edu/krobison

Meeting Location and Times

1:00-2:15, Monday and Wednesday

West Classroom Complex 1801

Course Description

This course is an introductory survey of the history of the United States to 1865. We will focus on the central themes and issues while examining the political, economic, and social changes that occurred during this period. These themes include the peopling of British North American by diverse groups of people, the development of distinct American political traditions, the early growth of American industry, and the central role of slavery. Students should come to an understanding of the chronology of events during the period, but should also become aware of the causes of and reactions to the major events. To put it another way, you should understand the what, but also the why.

This course presents an opportunity to think critically about the issues that shaped the past and how that past affects the present. Additionally, students can explore history and begin to understand the ways in which historians address the past. Finally, the course will encourage students to develop better reading, writing, studying, and analytical skills.

Although primarily a lecture course, students should prepare for class by reading assignments and are strongly encouraged to ask relevant questions and seek clarification of any ambiguities that may arise.

Prerequisites

English 111

Required Text

· Locke, Joseph and Ben Wright. The American Yawp, http://www.americanyawp.com, 2015

· Primary Documents. See schedule for readings. Documents are located at http://faculty.sanjuancollege.edu/krobison.

Course Requirements

Students will do the following activities:

Exams – 125 points each

There will be two exams, a mid‑term and a final. The exams will consist of one essay question, though you will have a choice of several questions. Both exams are worth 100 points. Study guides will be provided at least a week prior to the exam date. Please buy bluebooks at the bookstore for the exams. Additionally, each exam will contain twenty-five objective questions.

When you write an essay exam, assume that the person who is reading the essay knows nothing about the topic you are discussing. Simply mentioning is not explaining ‑‑ be thorough. Use a formal essay construction when you write. This means having an introductory paragraph that has a thesis statement and sets up the rest of the essay. The body of your essay should offer factual evidence that proves your thesis. A concluding paragraph sums up what you have written.

Research Paper – 100 points + 25 points + 25 points

You may pick any topic that interests you, provided that it deals in some way with U.S. history until 1865. The paper exercise will consist of three stages. Each stage is due in class on the date given in the schedule. This exercise is worth a total of 150 points.

Note: Do not choose a person as your topic. You may also not do the Salem Witchcraft Trials.

Topic statement and bibliography‑ 25 points

Final draft ‑ 100 points

Topic Statement/Preliminary Bibliography. Submit a one-page paper (typed) with your topic. More importantly, ask a historical question that you will answer in your paper. Also submit full citations for at least eight sources.

Research Paper format:

· Write five double‑spaced, typed pages of text (not including note page and bibliography)

· Use standard 12 point font.

· In the introduction state a thesis.

o In the body of the paper present evidence that supports this thesis.

· Use Chicago‑style notations (footnotes).

· The bibliography may not include encyclopedia, textbooks, or other general references.

o Not more than a third of all references may be from internet sources. If Internet sources are used, then each internet source must be accompanied by a brief statement (three or four sentences) evaluating the reliability of the source.

Plagiarism:

Plagiarism is presenting the work of someone else as one's own. Honesty requires that any ideas or materials taken from another source for either written or oral use must be fully acknowledged. The offering of material assembled or collected by others in the form of projects or collections without acknowledgment is also considered plagiarism. Any student who fails to give credit for any ideas or materials taken from another source is guilty of plagiarism NOTE: A paper that has been plagiarized will receive '0' points.

San Juan College has strict guidelines for Plagiarism and other forms of Academic Dishonesty. You may find those guidelines here: http://www.sanjuancollege.edu/documents/Academic%20Honesty%20Rules%20Final.pdf

Late Assignments

Please note that no late papers will be accepted and exams must be taken on the exam date unless prior arrangements have been made. The scheduling of make‑up exams is completely at the discretion of the instructor. Note: A grade of Incomplete will be given only if the student has completed at least three‑quarters of the assignments and cannot complete the class‑work due to unavoidable circumstance.

Additional Requirements for Honors Students (Section 0H1)

Select two primary documents. The document analyses should be no more than one page in length. There is no need to attach a cover sheet, simply put your name at the top of the paper. The title of the document being analyzed should be at the top of the paper as well. Use standard fonts of standard size. Each analysis is worth 25 points. See the schedule for due dates.

First, briefly describe the content of the document, noting the time in which it was written, its general theme or themes, the author (where indicated) and other factual material that seems appropriate to mention. This is the easy part. All you are doing in this section is summarizing what the author has to say.

Second, and this is the more difficult section, compare or analyze this document to the appropriate section of the text, noting how the document illustrates, amplifies, or explains textual themes or narrative. Don't bother trying to find the particular document in the text. Oftentimes the documents are not mentioned by name. You do have to read the text book though. What you are trying to do is set the document within the context of the times. Why is this document important? How does it help to explain a certain time period?

Participation and Attendance Policy

Poor grades are a reflection of poor class attendance. Regular class attendance is expected and roll will be taken every day. Students are allowed five absences after which the final grade will be affected. If a student has five absences, then that student's final grade will be no higher than a C. If a student misses seven class periods, the final grade will automatically be an F. There will be no distinction made between excused or unexcused absences.

Other Classroom Policies and Expectations

In order to minimize disruptions to your fellow students, please be in the classroom when the class starts and stay through the entire period. Talking in class is also a disruption unless it is for the good of the entire class. If you must use the bathroom or make a phone call, either get those things done before class or after class, not in the middle of class. Also, please turn cell phones off when you enter the classroom.

Grading

A student's grade for the course will be based on the total number of points of the possible 350. There is no curve.

A= 360 - 400 Superior work which is not only accurate and complete, but also insightful and comprehensive; it demonstrates the ability to make critical judgments on one's own part and skill in justifying such positions.

B= 320 ‑ 359 Above average work which is accurate and complete, but also shows the ability to correlate facts and judgments involved in different "compartments" of a topic as well as indicating some development of a critical perspective.

C= 280 ‑ 319 Average work which is accurate, but somewhat incomplete, lacking the fuller developments of above average work.

D= 240 ‑ 279 Below average work which is inaccurate and incomplete, but indicates some effort to deal with the issues at hand.

F=under 239 Inadequate work which is inaccurate and incomplete and fails to fulfill the assignment.

Semester Calendar

22 Aug	Introduction
24 Aug	America Before Columbus Yawp, Ch 1
29 Aug	The European Background Yawp, Ch 1 The Manner of Doing Homage & Fealty, c. 1275 Marco Polo, On the Tatars
31 Aug	The Age of Exploration Yawp, Ch 1 King Ferdinand's letter to the Taino/Arawak Indians Discourse of Western Planting ‑ Richard Hakluyt, 1584
5 Sep	Labor Day – No Class
7 Sep	Workshop ‑ Writing the Research Paper
12 Sep	Settling the Chesapeake Yawp, Ch 2 John Smith and the Founding of Jamestown, 1607
14 Sep	Settling New England Yawp, Ch 2 A Modell of Christian Charity ‑ John Winthrop Topic Statement and Bibliography Due
19 Sep	The British Empire in the Americas Yawp, Ch, 3
21 Sep	The Development of Slavery Yawp, Ch 3 Jesuit Observations on the "Enslavement" of Native American Women On the Misfortune of Indentured Servants ‑ Gottlieb Mittelberger, 1754 Olaudah Equiano Recalls the Horrors of the Middle Passage, 1756
26 Sep	Maturation of the Colonies Yawp, Ch 4 "Lines on Childbirth" ‑ Jane Colman Tyrell, 1741
28 Sep	The Great Awakening Yawp, Ch 4 Sinners in the Hands of an Angry God ‑ Jonathon Edwards
3 Oct	The Enlightenment Yawp, Ch 4
5 Oct	Road to Revolution Yawp, Ch 5 Letters from a Farmer, letters 2 & 4‑ John Dickinson Speech on conciliation with America ‑ Edmund Burke, March 22, 1775
10 Oct	The War of Independence Yawp, Ch 5
12 Oct	Mid-Term Exam
17 Oct	Republican Government Yawp, Ch 6 The Articles of Confederation
19 Oct	The Constitution Yawp, Ch 6 The Federalist #10
2 Oct	The Federalists Yawp, Ch 6 The Sedition Act of July 14, 1798 Virginia Resolutions, 1798 Kentucky Resolutions, 1799
26 Oct	The Jeffersonian Republic Yawp, Ch 7
31 Oct	The Age of Jackson Yawp, Ch 9
2 Nov	TBA Research Paper Due
7 Nov	The Market Revolution Yawp, Ch 8
9 Nov	American Society in the New Marketplace Yawp, Ch 8
14 Nov	The Second Great Awakening & American Romanticism Yawp, Ch 10
16 Nov	Era of Reform Yawp, Ch 10 Report No. 12 of the Massachusetts School Board (1848), Horace Mann Seneca Falls Declaration, 1848
21 Nov	The Ante‑bellum South Yawp, Ch 11
23 Nov	Thanksgiving – No Classes
28 Nov	The Mexican-American War Yawp, Ch 12
30 Nov	Manifest Destiny Yawp, Ch 12
5 Dec	The Crisis of Union Yawp, Ch 13 A Plea for Captain John Brown ‑ Henry David Thoreau ‑ 1858
7 Dec	The Civil War Yawp, Ch 14 Constitution of the Confederate States of America The Emancipation Proclamation, 1862 Gettysburg Address ‑ Abraham Lincoln
14 Dec	Final Exam

College Policies

The following information also applies to your work in this class.

1. Academic Accommodations—American with Disabilities Act (ADA)

If you believe you need academic accommodations due to physical or learning disabilities, you are encouraged to inform me as soon as possible. If you have special needs for campus emergency situations, please inform me immediately. You can also contact the college’s disability advisor in the Advising/Counseling Center at 566-3271. The advisor can work with you in verifying your disabilities and developing accommodation strategies.

2. The Family Educational Rights and Privacy Act (FERPA)

Your personal information and grade are confidential. Aside from routine reporting to the college required for this course, I will not share such information with anyone unless I have your permission.

3. Academic Honesty Rules

San Juan College expects all students to adhere to the Academic Honesty Rules as posted online: <http://www.sanjuancollege.edu/AcademicHonesty>. These are the official guidelines for all classes at San Juan College (July 2006).

4. Student Conduct Statement

College is preparation for professional opportunities, and professional conduct is expected in courses, including online classes, as well as any written communications, and interactions with members of the college community.  As part of our learning community, students are expected to interact and communicate in a mature, respectful, thoughtful, and supportive manner.  Students who demonstrate disrespectful, hostile, belittling, bullying or other disruptive behavior will be subject to potential consequences and possible dismissal from the college. The college will take appropriate action when students demonstrate threatening behavior (to others or self). Students should refer to the Code of Conduct in the Student Handbook for additional information.

5. Student Safety  

Keeping students safe is a priority, and part of that is ensuring that we have the ability to communicate emergency messages – whether for school closures due to weather or for more or urgent situations. Rave is San Juan College’s emergency messaging system. Through your SJC student email, you will automatically receive email messages, however, it is also vital that you receive text messages. In order to receive the messages, you must register with Rave. This is a simple process and can be done at www.sanjuancollege.edu/campusalerts. When registering, please make sure that your mobile status is “confirmed.”

The Department of Public Safety is available 24 hours per day. In an emergency, they can be accessed by calling 215-3091 or 566-3333.

In the event of an emergency, a Rave message will be sent, and depending on the situation, you will be instructed to do one of the following:

• Evacuate the building
• Shelter in place (Campus doors are locked, and operations continue as normal. During this situation, no one other than law enforcement is allowed in or out of the campus.)
• Lockdown (Campus doors are locked. All operations cease, and you should take cover in your immediate area. No one other than law enforcement is allowed in or out of the campus.)

6. Drop for Non-Attendance and/or Non-Participation

Class Attendance and Participation Expectation:

Face-to-Face – Students are expected to attend and participate in class regularly. Any student missing more than 10% of consecutive class time, (For example, in a regular 15 week class that meets twice a week, this equates to the student missing 3 consecutive classes) without consultation with the instructor may be considered as having abandoned the course.

On-line – Students are expected to participate regularly and submit all course assignments, based on the course guide definition. A student who does not submit any assignments during a consecutive 10% of the course (1.5 weeks of a 15 week semester) without consulting the instructor, may be considered as having abandoned the course. Logging in does not meet the attendance standard.

Competency-Based Education Classes – Students are expected to have regular and substantive interactions with their instructor and to actively work on course content. A student who has not submitted coursework, nor had substantive interactions with the instructor over a consecutive 10% of the term, without the instructor’s prior approval, will be considered to have abandoned the competency progression. Last date of attendance will be recorded as the last date that coursework was submitted or that the student met with the instructor. For

on-line learners, logging in does not meet the attendance standard.

Failure to Meet Class Participation Expectation:

Students who fail to meet participation expectations will have their last date of attendance recorded. This date will be used to recalculate any financial aid received/veteran’s benefits received, and the student may be required to repay the institution/government. If the student does not drop the course, an ‘X’ grade will be recorded. An ‘X’ grade impacts the grade point average the same as an ‘F’.