HIST 1301 Fall 2017 page 1
Lamar University
College of Arts & Sciences
Department of History
Spring 2017
HIST 1301-48F
American History I: History of the United States, 1763-1877
SYLLABUS
Revised 1/12/2017
This syllabus is considered the ruling document for this course.
Instructor Information
Instructor: Dr. Theresa S. Hefner-Babb
Office: Gray Library 614
Phone: (409)-880-8175
Email: [email protected] (preferred to using the email in Blackboard)
Office Hours: Mondays 2-4:30 pm and by appointment (online or in person)
Meetings can be arranged by appointment if you will be on campus. If you have questions about the
class call me or email me.
I will check in on the course in the morning and afternoon each day. I usually reserve Sundays for
my family.
Course Location: Online via Blackboard (http://luonline.blackboard.com)
Teaching Philosophy
As a teacher of an online course I believe in providing the same challenges and work that is
found in the traditional classroom. My history class is not going to be easier because it is online. I
believe that you cannot learn history without thinking about the various concepts and events and the
context in which they took place. Discussion forums are central to my class and need to be kept up.
I do want you to read the assigned online content. I am firm about the requirements of assignments
and deadlines but I also understand the reason many students take online courses. I encourage you
to ask questions, express differing opinions, and take this class seriously. I teach history because I
love history but I also believe that you need to know how to write to be successful. Do not cut
corners, do not borrow your answers from other sources, as a librarian I do not tolerate plagiarism. I
will deduct points if you do not follow directions or do not meet word counts. I do not give you
your grade I give you the grade you earn. I will work with you if you ask for help but I do not know
you need help unless you ask. I want you to succeed, I believe in active learning and providing
timely responses to your questions. The REVEL content for this course is specifically designed for
online students. There are no power points and no print textbook. You will not have the benefit of
HIST 1301 Fall 2017 page 2
the traditional lecture in this course so you need to take the initiative to review the materials I
provide in the course. I try to meet all learning styles, visual, auditory, and kinesthetic. I have an
open door policy for help so let me know if you are having problems as soon as you notice it so we
can get them resolved.
Purpose of the Course
The purpose of this course is to meet the general education requirements in United States history.
Course Description
Course description
United States history from colonial period to reconstruction.
Course Objectives
Learning Outcomes (THECB)
At the conclusion of the course learners will know how to:
1. Differentiate and analyze historical evidence (documentary and statistical) and differing points of
view.
2. Analyze the effects of historical, social, political, economic, cultural and global forces on the
area under study.
3. Understand the evolution and current role of the U.S. in the world.
Departmental Outcomes
1. To help students gain a basic, factual understanding of major events, themes, and issues in
American history.
2. To develop critical thinking skills through analyzing and applying historical information.
3. To expose students to various interpretations of the past (historiography).
4. To demonstrate the usefulness and relevance of historical knowledge to current events.
5. To identify differences and commonalities between the United States and other global
communities.
6. To understand the sweep of U.S. history in terms of change and continuity, cause and effect.
7. To examine U.S. history using a broad perspective—one that is comprehensive and recognizes
the diversity of the American experience.
HIST 1301 Fall 2017 page 3
Readings
About textbooks:
Purchasing textbooks is a part of college and it is expected that you will purchase the textbook in
either paper or electronic format (from the publisher). You must purchase the online content for this
text; there is no print version of this textbook and the library does not have a copy.
Required Online Textbooks:
 Brands. REVEL Learning U.S. History Semester 1.
Course Calendar
See details on page 9 of the syllabus.
Course Requirements
Course credit hours: 3 credits
Pre-requisites: none
Class meetings: Online. For the purpose of this course our week will begin on Tuesday and end on
Monday at midnight. We do not have a set time when you have to sign in to class.
Course Requirements
Chapter Tests (13 x 10 Points each = 130 Points) 16% of grade
End of chapter quizzes are located on REVEL and will be used for personal assessment. You can
take the test until you get the answers correct or run out of attempts. Once completed you will get
10 points per chapter. The purpose of these quizzes is to make sure you are reading your textbook
and to assess your mastery of the concepts.
Chapter Section Quizzes (13 x 10 Points each = 130 Points) 16% of grade
End of section quizzes are located on REVEL and will be used for personal assessment. You can
take the quizzes until you get the answers correct or run out of attempts. Once completed you will
get 10 points per chapter. The purpose of these quizzes is to make sure you are reading your
textbook and to assess your mastery of the concepts.
Primary Source Reports (10 x 13 = 130 points) 16% of grade
Each chapter will include a set of primary source documents found at the end of the chapter under
SOURCE COLLECTION. Every week students must select one of the documents and answer the
questions at the end of the document. These are to be submitted under the Primary Source
Assignment for each chapter each week in Blackboard.
HIST 1301 Fall 2017 page 4
Supplemental Video Discussions (6 x 20 points = 120 points) 16% of grade
During the semester each student will need to watch six documentaries in Films on Demand that
focus on topics of interest from chapters. Post a reflection in the Discussion forum on the material
viewed and how it ties into the course. You must post your discussion (20 points) responses to
other classmates are not mandatory.
Supplemental Article Discussions (6 x 20 = 120 points) 16% of grade
Six supplemental journal articles will be posted during the semester. Each article will be
accompanied by a discussion forum in Blackboard. You must post your discussion (20 points) a
Journal Entries (Entries in 13 chapters x 10 points each = 130 points) 16% of grade
Complete the journal entries at the end of each section of each chapter in REVEL. Journal entries
for each chapter will count 10 points per week.
Mid-Term Exam (1 x 100 points =100 points) 12% of grade
Students will submit a midterm in the form of an essay exam covering content in chapters 7 and 8.
Final Exam (1 x 100 = 100 points) 12% of grade
The final exam will consist of an essay exam over content in chapters 14 and 15.
NOTE: Regardless of whether you have an A or not you must take the final exam. Failure to
take the final will result in your highest possible grade in the course changing to a B.
The final exam will not and cannot be opened up prior to 5pm on May 2, 2017.
Class Participation
Since this course is taught solely online participation is the key to the success of the course and to
your grade. If you stop participating in discussions and posting assignments or go more than a
week logging in to the class I will report you to STARS for Early Alert intervention.
Time Commitment and Conduct
As the student it is your responsibility to do all assignments, participate in discussions, and
complete your work on time. Taking a course online requires planning, time management and selfdiscipline on the part of the student enrolled. Plan to spend at least six hours a week (1 hour per
day) on this course. If you cannot commit to this you need to drop the course
HIST 1301 Fall 2017 page 5
Policies
Disability Resource Center Statement
"Lamar University is committed to providing equitable access to learning opportunities for all
students. The Disability Resource Center (DRC) is located in the Communications building room
105. Office staff collaborate with students who have disabilities to provide and/or arrange reasonable
accommodations.
For students:
If you have, or think you may have, a disability (e.g., mental health, attentional, learning, chronic
health, sensory, or physical), please contact the DRC at 409-880-8347 or [email protected] to arrange
a confidential appointment with the Director of the DRC to explore possible options regarding
equitable access and reasonable accommodations.
If you are registered with DRC and have a current letter requesting reasonable accommodations, we
encourage you to contact your instructor early in the semester to review how the accommodations
will be applied in the course."
If you have a statement of accommodation from the DRC make sure you email it to me as it is
your responsibility to make sure I get a copy of it. The DRC does NOT send instructors a
copy of your documentation.
Attendance Policy
Attendance online is counted under participation and the posting of assignments on time. If you do
not: participate in the weekly discussions, read other student’s posts, and neglect to log in at least
once a week, your lack of participation will impact your grade. I will not hesitate to report you to
STARS if you stop participating in class.
Lamar History Department Academic Dishonesty Policy
The Lamar History department considers academic dishonesty, including cheating, collusion, and
plagiarism, as defined in the Student Handbook, to be a serious academic offense. A student who
commits such an offense is subject to severe penalties, consistent with history departmental
policies. A student charged with such misbehavior will receive a written notice of the offense and a
statement of the penalty assessed. The student has a right to appeal the decision to the history
department chair/advisory committee.
Students guilty of such misbehavior will be subject to the following penalties:
First Offense: Student will receive a failing grade on the exam or assignment, with no possibility
for make-up. If the offense is flagrant, the student may receive an “F” in the course. The student’s
name and documented offense will be placed on file in the history department and forwarded to the
proper university officials.
Second Offense: Student will receive an “F” in the course with no possibility for make-up. The
student’s name and documented offense will be forwarded to the proper university officials.
HIST 1301 Fall 2017 page 6
*Students accused of academic dishonesty have the right to appeal the decision and/or penalty. The
student must file an appeal with the department chairperson within five days, as specified in the
Student Handbook. See http://students. lamar.edu/academic-support/academic-policies.html.
Plagiarism impact on grade and course grade
Students who plagiarize on the mid-term or final essay exams will receive an F for the exam and
record of the plagiarism will be submitted to the history department and the records in the VP for
Academic Affairs will be checked for previous offenses. If the student plagiarizes on the final exam
the student will receive a grade reduction of one letter grade in addition to the zero on the exam.
The exams must be submitted through Safe Assign to check for plagiarism.
Remember your professor is a librarian and will research suspected plagiarism. Do not cheat
yourself and endanger your college education. Do your own work. Shortcuts do not pay off.
Student Code of Conduct
Students should familiarize themselves with the Student Code of Conduct located at
http://www.lamar.edu/student-handbook. You will also be expected to respect your classmates and
their opinions in the online forums. The basic rules of netiquette will be followed.
Drop/Withdrawal
If you stop participating in class I will not drop you from the course that is your responsibility. The
last date you attend is reported if you receive a grade of F for the class and this will impact your
future financial aid. Remember if you quit taking classes and do not withdraw you will have an F
on your transcript for this class and that can have long term consequences.
The last day to drop or withdraw without grade penalty is February 20, 2017
The final day to drop or withdraw with grade penalty is April 3, 2017
Note: If you are passing the class at this point you will receive a Q if not then you will receive
an F. The instructor makes the decision about your grade.
No drops are allowed after April 3, 2017 without medical or other reason accepted by the
university.
Illness
In the event that you become ill and it prevents you from participating exceptions will be made if
the proper documentation is provided (ie. doctors note, hospital, etc.). I encourage you to contact
me when this situation arises so we can plan a way for you to make up missed assignments, etc.
HIST 1301 Fall 2017 page 7
Death in the Immediate Family
If a death in your immediate family (parent, sibling, grandparent) requires travel and time away
from class arrangements can be made. However, you need to submit a copy of the death notice or
obituary to me for this accommodation.
Military Duty
If you are a member of the armed forces and you receive a duty assignment that may prevent you
from meeting a deadline in this course please notify me immediately of your situation and send me
a copy of your orders or other documentation. I will work with you to make sure you can meet your
obligations and still complete the course.
Technology Requirements
REMEMBER: This is a web based course that requires the use and access to a computer with
internet. Do not rely on having access to the library computer labs to complete your work as the
labs are often at capacity.
Technical requirements:
http://luonline.lamar.edu/ACP%20BB%20Orientation.pdf
For web-based and hybrid courses, students should have a basic working knowledge of computers
and Internet use and access to a computer with a broadband (DSL, cable, satellite) Internet
connection. Other requirements for each course are listed in the university catalog. Check your
browser compatibility using the link in the pdf document above.
Evaluation
Grading Procedures
Grades and Percentages
Chapter Quizzes (13 x 10 pts)
Chapter Section quizzes (13 x 10)
Primary Source Reports (13 x10 pts)
REVEL chapter journal posts (10 x 13pts)
Video Reports (6 x 20 pts)
Journal Article Posts (6 x 20 pts)
Mid Term Exam (1 x 100 pts)
Final Exam (1 x 100pts)
130 points
130 points
130 points
130 points
120 points
120 points
100 points
100 points
HIST 1301 Fall 2017 page 8
Total points possible:
960 points
Grade Scale
844 – 960
720 – 843
595 - 719
480 – 594
0-479
A
B
C
D
F
(88-100%)
(75-87%)
(62-74%)
(50-61%)
(0-49%)
An Incomplete will only be granted in cases of emergency or other dire circumstances at the
discretion of the professor.
Q or W will only be given before the final drop date. They cannot be given after that date.
According to the Privacy Act of 1974, the professor is legally prohibited from discussing grades by
phone. Please contact the instructor if you need to discuss your grade at any time during the course.
Discussing your grade after the course is too late. Under the guidelines of FERPA I can only
discuss your grade with you no one else.
Grades are determined by your participation in class and the completion of your work. I base your
grade on the number of points you earn during the semester and the letter that it corresponds to on
the above grade scale. Thus you earn your grade; I don’t give it to you. This is college and grades
are determined by your work.
I must post grades by 1pm on May 11, 2017. Do not attempt to turn in assignments after this
date unless you have made arrangements for an Incomplete.
Communications and Graded Assignment Turnaround Time
As the instructor, I will be timely in posting assignments, materials, and grades and in responding
to your communications. If something arises that will delay grading I will let you know. Emails
will be responded to in 24-48 hours. Assignments will be graded within seven days of when they
are turned in.
How to Succeed in this Course
1.
Take it seriously.
2.
Make time for class. Three credit hours equals three hours you should spend on
class a week…that is the minimum.
3.
Turn your work in ON TIME
4.
Ask for help if you need it.
5.
Check in on Blackboard DAILY and I recommend getting an agenda book to keep
track of your work.
HIST 1301 Fall 2017 page 9
Course Schedule
Week 1
Brands. Learning U.S. History Section I
Chapter 3. The English Colonial Enterprise, 1600-1689
1/17/17 – 1/23/17
Student Learning Outcomes
Analyze the effects of historical, social, political, economic, cultural, and
global forces on this period of United States history.
After studying the chapter, you should be able to answer the following
questions:
•
•
•
•
•
3.1 How did the founding of Virginia differ from the founding of
Massachusetts?
3.2 What motives prompted the founding of the other colonies?
3.3 Why did England’s American colonies become self-reliant?
3.4 What caused the English colonists in America to import slaves
from Africa?
3.5 How did the Indians respond to the arrival of the English
colonists?
Assignments
Post Introduction to the Discussion Forum in Blackboard (1/17/17)
Log in to REVEL Learning U.S. History and work through Chapter 3
Respond to the 5 journal questions for Chapter 3 (1/23/17)
Answer quiz questions at the end of each section (1/23/17)
Select one of the Source Selection and respond to questions in BLACKBOARD
(1/23/17)
Submit journal article #1 discussion in Blackboard by (1/23/17)
Submit Chapter 2 quiz first attempt in REVEL (by 1/24/17)
Week 2
1/24/17 to
1/30/17
Brands. Learning U.S. History Section I
Chapter 4. The English and the Americans 1689-1763
Student Learning Outcomes
HIST 1301 Fall 2017 page 10
Analyze the effects of historical, social, political, economic, cultural, and
global forces on this period of United States history.
After studying the chapter, you should be able to answer the following
questions:
•
•
•
•
•
4.1 In what ways did the Americans and the English grow apart?
4.2 How did life in the southern colonies differ from life in the
northern colonies?
4.3 What was the role of religion in American colonial life, and how
did it change over time?
4.4 What contributions did Benjamin Franklin make to life in
colonial America?
4.5 Where did the American colonies fit into the imperial wars
between Britain and France?
Assignments
Log in to REVEL Learning U.S. History and work through Chapter 4
Respond to the 5 journal questions for Chapter 4 (1/30/17)
Answer quiz questions at the end of each section (1/30/17)
Select one of the Source Selection and respond to questions in BLACKBOARD
(1/30/17)
Submit video summary article #1 discussion in Blackboard by (1/30/17)
Submit Chapter 4 quiz first attempt in REVEL (by 1/31/17)
Week 3
1/31/17 – 2/6/17
Brands. Learning U.S. History Section I
Chapter 5. Declaring Independence, 1763-1775
Student Learning Outcomes
Analyze the effects of historical, social, political, economic, cultural, and global
forces on this period of United States history.
After studying the chapter, you should be able to answer the following questions:
•
•
•
•
By what means did the British government attempt to balance the
imperial budget, and what was the American reaction?
What was the purpose of the Stamp Act, and what did it accomplish?
What events drove Americans and British further apart?
How did the imperial crisis reach the level of open warfare?
HIST 1301 Fall 2017 page 11
•
Why did the American colonies choose independence in 1776?
Assignments
Log in to REVEL Learning U.S. History and work through Chapter 5
Respond to the 5 journal questions for Chapter 5 (2/6/17)
Answer quiz questions at the end of each section (2/6/17)
Select one of the Source Selection and respond to questions in BLACKBOARD
(2/6/17)
Submit journal article #2 discussion in Blackboard by (2/6/17)
Submit Chapter 5 quiz first attempt in REVEL (by 2/7/17)
Week 4
2/7/17 – 2/13/17
Brands. Learning U.S. History Section I
Chapter 6. The Revolutionary War, 1776-1783
Student Learning Outcomes
Analyze the effects of historical, social, political, economic, cultural, and
global forces on this period of United States history.
After studying the chapter, you should be able to answer the following
questions:
•
•
•
•
•
6.1 What challenges did George Washington face in creating and
leading the Continental Army?
6.2 Why did the Americans look to France for help? How did the French
respond?
6.3 In what way did the Revolutionary War divide American society?
6.4 What was the significance of the Battle of Yorktown? Why did it
turn out the way it did?
6.5 Why did the Treaty of Paris take so long to negotiate? What did it
give the United States?
Assignments
Log in to REVEL Learning U.S. History and work through Chapter 6
Respond to the 5 journal questions for Chapter 6 (2/13/17)
Answer quiz questions at the end of each section (2/13/17)
HIST 1301 Fall 2017 page 12
Select one of the Source Selection and respond to questions in BLACKBOARD
(2/13/17)
Submit video summary article #2 discussion in Blackboard by (2/13/17)
Submit Chapter 2 quiz first attempt in REVEL (by 2/14/17)
Week 5
2/14/17 –
2/20/17
Brands. Learning U.S. History Section I
Chapter 7. The Constitution, 1783-1789
Student Learning Outcomes
Analyze the effects of historical, social, political, economic, cultural, and
global forces on this period of United States history.
•
•
•
•
•
•
After studying the chapter, you should be able to answer the
following questions:
7.1 What were the shortcomings of the Articles of Confederation?
7.2 How did the United States avoid becoming an empire?
7.3 How did the Shays Rebellion contribute to the demands for a
stronger central government?
7.4 What were the major compromises struck at the Constitutional
Convention?
7.5 What were the principal arguments of the opposing sides in the
ratification debate?
Assignments
Log in to REVEL Learning U.S. History and work through Chapter 7
Respond to the 5 journal questions for Chapter 7 (2/20/17)
Answer quiz questions at the end of each section (2/20/17)
Select one of the Source Selection and respond to questions in BLACKBOARD
(2/20/17)
Submit journal article #3 discussion in Blackboard by (2/20/17)
Submit Chapter 7 quiz first attempt in REVEL (by 2/21/17)
February 20,
2017
Week 6
2/21/17 –
2/27/17
The last day to drop or withdraw without grade penalty is February 20, 2017
Brands. Learning U.S. History Section I
HIST 1301 Fall 2017 page 13
Chapter 8. Federalists and Republicans, 1789-1800
Student Learning Outcomes
Analyze the effects of historical, social, political, economic, cultural, and
global forces on this period of United States history.
After studying the chapter, you should be able to answer the following
questions:
•
•
•
•
•
8.1 What were the most important issues facing the new government?
8.2 How did the French Revolution and the ensuing war shape
American politics?
8.3 What did the Federalists and Republicans stand for, and what did
they argue about?
8.4 What prompted the Whiskey Rebellion?
8.5 How did the Republicans respond to the Alien and Sedition Acts?
Assignments
Log in to REVEL Learning U.S. History and work through Chapter 8
Respond to the 5 journal questions for Chapter 8 (2/27/17)
Answer quiz questions at the end of each section (2/27/17)
Select one of the Source Selection and respond to questions in BLACKBOARD
(2/27/17)
Submit video summary article #3 discussion in Blackboard by (2/27/17)
Submit Chapter 8 quiz first attempt in REVEL (by 2/28/17)
Week 7
2/28/17 – 3/6/17
Brands. Learning U.S. History Section I
Chapter 9. Republicans take over, 1800-1810
Student Learning Outcomes
Analyze the effects of historical, social, political, economic, cultural, and
global forces on this period of United States history.
After studying the chapter, you should be able to answer the following
questions:
•
9.1 What was revolutionary about the “Revolution of 1800?”
HIST 1301 Fall 2017 page 14
•
•
•
•
9.2 Why did Americans in the early nineteenth century consider
territorial expansion so essential?
9.3 Why do you think Jefferson developed such a loathing for Aaron
Burr?
9.4 Why did Jefferson resort to cutting off trade with Britain and
France?
9.5 What accounts for the dominance of Virginia in presidential
politics in the early years of the republic?
Assignments
Log in to REVEL Learning U.S. History and work through Chapter 9
Respond to the 5 journal questions for Chapter 9 (3/6/17)
Answer quiz questions at the end of each section (3/6/17)
Select one of the Source Selection and respond to questions in BLACKBOARD
(3/6/17)
Submit journal article #4 discussion in Blackboard by (3/6/17)
Submit Chapter 9 quiz first attempt in REVEL (by 3/7/17)
MIDTERM EXAM
Week 8
3/7/17 – 3/12/17
SPRING
BREAK
3/13/17 to
3/20/17
Week 9
3/21/17 –
3/27/17
SPRING BREAK
Brands. Learning U.S. History Section I
Chapter 10. The Second War of Independence, 1810-1820
Student Learning Outcomes
Analyze the effects of historical, social, political, economic, cultural, and
global forces on this period of United States history.
After studying the chapter, you should be able to answer the following
questions:
•
•
•
10.1 What prompted Americans in 1812 to think war with Britain
would be a good idea?
10.2 What was Tecumseh’s goal? Did he achieve it?
10.3 What were the results of the War of 1812?
HIST 1301 Fall 2017 page 15
•
•
10.4 How did the American government treat the Indians after the
War of 1812?
10.5 How did the decisions of the Marshall Court shape America’s
political and economic evolution?
Assignments
Log in to REVEL Learning U.S. History and work through Chapter 10
Respond to the 5 journal questions for Chapter 10 (3/27/17)
Answer quiz questions at the end of each section (3/27/17)
Select one of the Source Selection and respond to questions in BLACKBOARD
(3/27/17)
Submit video article summary #4 discussion in Blackboard by (3/27/17)
Submit Chapter 10 quiz first attempt in REVEL (by 3/28/17)
Week 10
3/28/17 – 4/3/17
Brands. Learning U.S. History Section I
Chapter 11. Jacksonian Democracy, 1820-1840
Student Learning Outcomes
Analyze the effects of historical, social, political, economic, cultural, and
global forces on this period of United States history.
After studying the chapter, you should be able to answer the following
questions:
•
•
•
•
•
11.1 How did conditions in the West foster the emergence of
democracy?
11.2 How did the Missouri Compromise balance the interests of
North and South?
11.3 Why was Jackson’s election unsettling to traditionalists?
11.4 How did Jackson’s policies help the country? How did they
harm the country?
11.5 How did the policy of Indian removal reflect attitudes of whites
at the time?
Assignments
Log in to REVEL Learning U.S. History and work through Chapter 11
HIST 1301 Fall 2017 page 16
Respond to the 5 journal questions for Chapter 11 (4/3/17)
Answer quiz questions at the end of each section (4/3/17)
Select one of the Source Selection and respond to questions in BLACKBOARD
(4/3/17)
Submit journal article #5 discussion in Blackboard by (4/3/17)
Submit Chapter 11 quiz first attempt in REVEL (by 4/4/17)
April 3, 2017
The final day to drop or withdraw with grade penalty is April 3, 2017
Week 11
4/4/17 – 4/10/17
Brands. Learning U.S. History Section I
Chapter 12. Manifest Destiny
Student Learning Outcomes
Analyze the effects of historical, social, political, economic, cultural, and
global forces on this period of United States history.
After studying the chapter, you should be able to answer the following
questions:
•
•
•
•
•
12.1 How did slavery come to be seen as a moral issue, rather than a
primarily political one?
12.2 How was the Texas revolution like the American Revolution?
How was it different?
12.3 Why did Americans think the spread of democracy was divinely
blessed?
12.4 What were the causes of the war with Mexico?
12.5 What was it about gold that inspired such frenzy?
Assignments
Log in to REVEL Learning U.S. History and work through Chapter 12
Respond to the 5 journal questions for Chapter 12 (4/10/17)
Answer quiz questions at the end of each section (4/10/17)
Select one of the Source Selection and respond to questions in BLACKBOARD
(4/10/17)
Submit video summary article #5 discussion in Blackboard by (4/10/17)
HIST 1301 Fall 2017 page 17
Submit Chapter 12 quiz first attempt in REVEL (by 4/11/17)
Week 12
4/11/17 –
4/17/17
Brands. Learning U.S. History Section I
Chapter 13. The Sectional Crisis, 1850-1860
Student Learning Outcomes
Analyze the effects of historical, social, political, economic, cultural, and
global forces on this period of United States history.
After studying the chapter, you should be able to answer the following
questions:
•
•
•
•
•
13.1 How did the Compromise of 1850 anger both North and South?
13.2 Why was Douglas in a hurry to provide territorial government
for Kansas and Nebraska?
13.3 Why was the Dred Scott decision controversial?
13.4 Why did John Brown so frighten the South?
13.5 How did such an inexperienced candidate as Lincoln get
elected?
Assignments
Log in to REVEL Learning U.S. History and work through Chapter 13
Respond to the 5 journal questions for Chapter 13 (4/17/17)
Answer quiz questions at the end of each section (4/17/17)
Select one of the Source Selection and respond to questions in BLACKBOARD
(4/17/17)
Submit journal article #6 discussion in Blackboard by (4/17/17)
Submit Chapter 13 quiz first attempt in REVEL (by 4/18/17)
Week 13
4/18/17 –
4/24/17
Brands. Learning U.S. History Section I
Chapter 14. The Civil War, 1861-1865
Student Learning Outcomes
Analyze the effects of historical, social, political, economic, cultural, and
global forces on this period of United States history.
HIST 1301 Fall 2017 page 18
After studying the chapter, you should be able to answer the following
questions:
•
•
•
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14.1 How did the South justify secession?
14.2 Why did Lincoln resist secession?
14.3 How did the first year of the war contradict expectations?
14.4 What prompted Lincoln to issue the Emancipation
Proclamation?
14.5 Why were Vicksburg and Gettysburg such crucial battles?
14.6 How did politics combine with military developments to
produce the Union victory?
Assignments
Log in to REVEL Learning U.S. History and work through Chapter 14
Respond to the 6 journal questions for Chapter 14 (4/24/17)
Answer quiz questions at the end of each section (4/24/17)
Select one of the Source Selection and respond to questions in BLACKBOARD
(4/24/17)
Submit video summary article #6 discussion in Blackboard by (4/24/17)
Submit Chapter 14 quiz first attempt in REVEL (by 4/25/17)
Week 14
4/25/17 – 5/1/17
Brands. Learning U.S. History Section I
Chapter 15. Reconstruction, 1865-1877
Student Learning Outcomes
Analyze the effects of historical, social, political, economic, cultural, and
global forces on this period of United States history.
After studying the chapter, you should be able to answer the following
questions:
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15.1 What effect did Lincoln’s assassination have on the aftermath of
the war?
15.2 Was Johnson’s presidency doomed from the start?
15.3 What combination of motives inspired the Radical Republicans?
15.4 Was a soldier the right man for the presidency during
Reconstruction?
15.5 Could Reconstruction have ended better for African Americans?
HIST 1301 Fall 2017 page 19
Assignments
Log in to REVEL Learning U.S. History and work through Chapter 15
Respond to the 5 journal questions for Chapter 15 (5/1/17)
Answer quiz questions at the end of each section (5/1/17)
Select one of the Source Selection and respond to questions in BLACKBOARD
(5/1/17)
Submit Chapter 15 quiz first attempt in REVEL (by 5/1/17)
Week 15
5/2/17 – 5/9/17
FINAL EXAMS begin at 5pm on May 2.
Exam opens on 5/2/17