Inventing America
Fort Lewis College: Fall 2011
TTH 12:20-2:20
Berndt Hall 310
Dr. Jennifer A. Stollman
Office Hours: TTH 10:10-12:00 and by Appointment
204 Noble Hall
Email: [email protected]
Phone: 970.247.7323
WELCOME TO INVENTING AMERICA
***Please read this syllabus. Think of this a contract. If you choose to continue
with this class, you will be held to these stipulations. Depending on the rhythms
of the class, I may make changes to the syllabus. I will keep you posted of these
changes***
Goals:
Students will learn the major events, contests, and participants in the ideological, political, economic,
and social construction of the United States from 1787-1848.
Students will learn to effectively and comprehensively read primary and secondary sources
Students will identify the major discussions and disagreements among American groups during the
Early Republic
Students will identify the legacy of the invention of America.
Students will learn to understand historians’ arguments and conclusions about this era and enter
into the debates.
Students will complete an upper division level research paper.
In discussions and group assignments, students will develop their own abilities to critically analyze
historical events and conclusions.
Students will be able to contextualize Early Republic events within a global context.
Instructor’s Note:
To Receive Credit for this Class, You Must: (IF YOU DO NOT TURN IN ALL ASSIGNMENTS, YOU RISK
FAILING THE CLASS)
Regularly attend class
Complete the readings
Complete both exams
Complete research paper
Grade Breakdown:
Participation and In-class oral and written responses (30%)
Midterm Exam- 5-7 pages (20%)
GROUP Final Exam- 5-7 pages (25%)
Research Paper- 15 pages (25%)
Grading: Please see the professor for clarification. All of your assignments will
include critiques and strategies for improvement. Please take these into consideration when completing your future
assignments.
GRADES WILL BE POSTED ON MOODLE
A =4.00
A-= 3.75
B+= 3.25
B=3.0
B-=2.75
C+=2.25
C=2.0
C-=1.75
D+=1.25
D= 1.0
D-=. 75
F=0.0
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Incompletes will only be given in the case of personal emergencies. Failure to finish completed work on time will not result in an
incomplete.
Required (May be Purchased at the campus bookstore):
Gordon Wood, Empire of Liberty: A History of the Early Republic, 1789-1815
Daniel Walker Howe. What Hath God Wrought: The Transformation of America, 18-15-1848
Sean Wilentz et. al, Major Problems in the Early Republic (2007 edition). Buy this used.
Reading Assignments: This course is run as a seminar. The reading load is quite normal for an upper division history
course. That being said, there is a lot of reading and in
order to not get far behind, students should keep up with the
reading. Students should complete reading assignments by Tuesdays.
Participation and In Class Discussions: This course makes use of the Socratic method.
Students learn best when they actively participate in the learning experience. You are not watching television. You will
be expected to critically analyze primary and secondary course material and within each class period, the professor will
lob questions and expect intelligent and thoughtful answers. Discussions will require even greater participation by
students. This will include in-class discussions as well as primary document discussions. Please bring in notes that
summarize the primary documents. To best facilitate your success, it is crucial that you come prepared. Discussions
will involve a wide arrange of exercises—both individual and collective. They will mainly take place on Fridays. The
professor will either collect these assignments or you will upload them via email. You will receive either a “4.0”
(excellent work), a “2.5” (satisfactory work), or a “0.0” (unsatisfactory work).
Research Paper: Students will complete a 15-page double-spaced original research paper
using primary and secondary sources. Students will select a primary source listed
in the bibliographies of either
Wood or Howe, read 3 secondary historical
sources on the document, conduct research on the primary and secondary
sources, find and analyze a contemporary ideology, develop an original thesis, and prove
that thesis in the course of
the research paper. The professor will approve the thesis or make suggestions. The student may not use any outside sources.
Papers must be properly footnoted. Please plan on meeting with me at least twice
before the paper is due to
discuss your progress. Papers are due November 17th at 2:30 p.m.
Students with Disabilities:
Fort Lewis College is committed to providing all students a liberal arts education through a personalized learning
environment. If you think you have or you do have a documented disability which will need reasonable academic
accommodations, please call, Dian Jenkins, the Coordinator of Disability Service, 280 Noble Hall, 247-7459, for an
appointment as soon as possible.
Make sure that you check the dates so that you are adequately prepared
for discussions and weekly assignments. 
Attendance: History is obviously a series of sequential events. Each new event and
ideology is predicated on experiences in the past. Therefore, it is crucial
that students not miss class. There is a mandatory attendance policy. After three missed classes, your grade will be
docked .25 and will decrease .25 for each missed class. See me with any issues that you might be having.
Late Paper Policy: No late papers will be accepted. If you should run into any
Trouble beforehand; please contact me with any concerns.
Classroom Behavior: Students are expected to be courteous and respectful to other
students and the professor. Learning is more effective in an
intellectually safe and tolerant environment. Students are expected to
arrive on time and remain until the end of the class period. Please come prepared to learn. Also remember: bad
planning on your part does not make an emergency on my part. Make sure that you allot plenty of time to complete
your assignments.
Academic Honesty: Students are expected to be honorable in their academic
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performance. If I suspect or catch students cheating or plagiarizing, you
will fail the assignment and potentially be asked to leave class. I will follow the College’s guidelines as indicated by the
student handbook and outlined under academic policies. If you feel compelled to cheat, it means that you are blocked
or you have inadequately prepared. Before you make a mistake with severe consequences, please see me—we can work
it out.
Office Hours: Tuesday and Thursdays 10:10-12:00. Please make an appointment with me.
This ensures that you won’t have to wait as long as a free for all. I am deeply interested in your progress and will do
whatever is in
my power to facilitate it. It is hoped and expected that students make use of office hours. Students should
feel free to come in and discuss course lectures, articles, and writing assignments. Like any college course, this class is
designed to improve your
knowledge of the subject matter, but also your critical reasoning, analytical
thinking, reading,
writing, and communication skills. Please make use of the professor for individual advancement. E-mail is not a substitute for
office
hours. Electronic mail is to be used in case of emergencies, notification of class
absences, and follow-up
discussions after meeting with the professor. Please
plan on meeting with me at least twice throughout the semester to discuss your
progress in this course.
News:
Students are strongly encouraged to keep up with the news as it relates to women. A central component of this class is
to connect global, national, and local contemporary events, issues, motivations and ideologies with past historical
narratives.
Course TOPICS, Reading, and Writing Assignment Schedule:
(Subject to change due to time constraints).
Week One (August 30)
Reading Assignment: Read Wilentz, Chapter 1 for Thursday. Begin Wood.
Week Two (September 6th):
Reading Assignment: read Wood to page 1-139, and read Wilentz, Chapter 2.
Browse through Wood’s and Wilentz’s primary sources to choose a document.
Week Three (September 13th):
Reading Assignment: Read Wilentz, 140-314 and read Wilentz, Chapter 3.
Finalize your choice of primary source document for the research paper.
***September 12th Census Date: Late Day for Adding Classes or dropping
courses without a grade***
Week Four: (September 20th)
Reading Assignment: Read Wilentz, 315-468 and read Wilentz, Chapter 4.
Finalize your three secondary sources written by historians.
***September 27th: Last Day to drop the course with a “W.”***
Week Five: (September 27th)
Reading Assignment: Read Wilentz, 469-575 and Read Wilentz chapter 5.
****September 29th: Topic, Thesis, and Bibliography Due***
Week Six: (October 4th)
Reading Assignment: Read Wilentz 576-738 and read Wilentz chapter 6
***Midterm Examination Questions Passed out October 6 th***
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Week Seven: (October 11th)
Reading Assignment: Read Howe 1-163 and read Wilentz, Chapter 7.
***Midterm Examination Due: October 15th***
Week Eight: (October 18th)
Reading Assignment: Read Howe 164-327 and read Wilentz Chapter 8.
***Midterm Grades Due: October 18th ***
Week Nine: (October 25th)
Reading Assignment: Read Howe 328-482 and read Wilentz, chapter 9.
Week Ten: (November 1st)
Reading Assignment: Read Howe 483-612 and read Wilentz, Chapter 10.
Week Eleven: (November 8th)
Reading Assignment: Read Howe 613-743 and read Wilentz, chapter 11.
Week Twelve: (November 15th)
Reading Assignment: Read Howe 744-856 and read Wilentz, chapter 12.
***November 17th: Research Paper is due***
***Thanksgiving Break: November 21st-25th***
Week Thirteen: (November 29th)
Reading Assignment: Read Wilentz, chapter 13.
Week Fourteen: (December 6th)
Reading Assignment: Read Wilentz, chapters 14 and 15.
Week Fifteen: Final Exam Week
The Final is 12:00-2:00 p.m., Thursday, December 15th in Berndt 310. During this
period you will present a 7-minute speech on your research.
YOU MUST ATTEND THE FINAL EXAM DAY OR RISK FAILING THE CLASS.
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Course Tips for Reading, Writing, and Researching
How to Read a Textbook and a Monograph
Read the chapter overviews, outlines, and through the section titles: try to assess the author’s main
points.
Read introductory and concluding sections.
Read through each section and underline the most important points.
In 2-3 sentences write the section’s main points.
Frequently read your notes through.
Look through maps, primary documents, illustrations and photos and construct a sentence on the
main point of the item.
Do not use a highlighter-use a pen to underline important points.
Test your knowledge: if the textbook has questions, test your knowledge.
Before you close your textbook, reread the chapter outline and your notes.
Read all primary documents since they will form the basis of Friday discussions and assignments.
For the primary documents, remember to underline the important points and make notes in the
margins.
HOW TO WRITE A STRONG HISTORICAL ESSAY EXAMINATION
Imagine that you are writing a scholarly article to be seen by others in the history profession.
In crafting your answer, make sure that you have a thesis statement, (“this paper argues”
essentially, restate the question). You are arguing a point of view.
Make sure that you situate your thesis statement within the larger introductory paragraph in
which you specifically reference the essay question and include at least three supports for your
argument. The introductory paragraph is often 5-7 sentences long.
Make sure that each paragraph begins with a topic sentence. Topic sentences refer to each
paragraph’s main idea as well as referring back to the major argument.
Remember one idea per paragraph and you need to include at least 4-5 references or evidence for
each support.
Make sure that you provide a concluding paragraph 5-7 sentences that restates your thesis and
main points.
Back up your assertions with examples from lectures, readings, and visual displays. Shoot for
twenty to twenty five examples to support your thesis in a five-page paper. The supports should
drive your paper, not your introductions to them. For example, “Conquest impacted Native
Americans because the British, for example, demanded that they alter their cultural customs.
This is demonstrated through Baron Lahontan’s entry where he argues that Indians needed
European civilizing impulses in their social and labor practices (footnote document). Keep
repeating this until you have a complete paper--chock full of examples--supporting your thesis.
The more examples that you provide the stronger the argument.
Make sure that you identify for the reader the historical time period that you are addressing.
Make sure that for each theme or support, your argument is in historically chronological order.
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Papers must be edited for grammar, spelling, and information that is not directly pertinent to the
thesis.
Use elevated language—don’t be afraid of your thesaurus.
Strive for a clear, concise, mature writing style.
Footnote your examples—cite lecture dates, primary documents, images, and in the books. See
examples for footnoting in Major Problems.
Read you paper aloud. You will eliminate the bulk of your writing mistakes.
ASK THE PROFESSOR IF YOU ARE UNCLEAR ON ANY OF THE ASSIGNMENT’S
INSTRUCTIONS.
How to Write an Argumentative Essay
Read through the whole question slowly and deliberatively
o What is the essay asking for?
o Are there terms that I am not clear on? (war, impact, early development)
What are the central points that you want to make?
o Make sure you have a central theme and argument
 (different types of conflict that contributed to early American development)
 Diagram the question and write and outline
Make sure that you model your answer on the question
o Be as specific as possible
o Stay on task
o Refer frequently to your argument
o Only provide information that is relevant to the question and your thesis
o Keep advancing your argument
For every assertion make sure that you have provided evidence
o Avoid opinions
o Avoid generalized statements that you cannot prove
o Relaying information is not enough, you must connect it to your argument
o Avoid grandiose statements
Write in the past active tense
Make sure that you have followed the mechanics of the essay
o Page length, number of sources etc.
Demonstrate your knowledge
o Use formal language
o Pack your essay with information
o Show your skills at writing and distilling knowledge
Make sure your writing is clear and connected
o Avoid confusing or sophomoric writing
o Proofread for errors
o Avoid plagiarizing
o Avoid B.S.
HOW TO COMPLETE AN IDENTIFICATION FOR A HISTORY EXAMINATION:
Indicate to the reader which term you are identifying.
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Define the term as it relates to the historical material.
Identify the term’s historical significance.
Identify the relevant time period for the term.
Example:
Colonial Assemblies (term identification): Colonial assemblies were Anglo-American political
bodies, who represented colonial interests and served as liaisons between the North American
colonists and the British Parliament. Among other responsibilities, colonial assemblies discussed
and debated Imperial resolutions, passed colonial laws, and raised militias for colonial
protection. (term’s historical significance) Colonial assemblies’ power existed from the 17th
century to the Revolution. (identify time period that term exists)
Research Paper Guidelines
You must use at least 3 monographs (books) written by a historian.
You must use several articles from newspapers or magazines written during the era you are
researching.
You must use at least 3 contemporary news/magazine articles.
Outside sources may not be used.
The paper must be formatted this way: typewritten, black ink, double-spaced, one-inch margins,
12 font Times New York.
You must use proper Chicago Manual of Style for citations. (The library website should help)
These are footnotes with references at the bottom of each page.
You must have at least 45 footnotes in your paper to support your work
You may not plagiarize. You must footnote all ideas that are not your own.
Plagiarizing will result in an automatic failure of the assignment and potentially the course
You must have a sophisticated thesis statement with three points.
You must have introductory and concluding paragraphs.
You must have topic sentences that refer to both your thesis and the paragraph’s ideas.
You must proofread for grammatical and spelling mistakes.
You must include page numbers at the bottom of each page.
You must include a fully cited bibliography at the end of your paper
No title page necessary.
How To Research and Write a Research Paper
How To Begin
 Select a Topic
 Come up with a theme: a specific point about your topic
 Create a research outline: figure out how much time you will need to obtain a general
knowledge of the subject and researching your theme.
 Seek the library online catalog and search by author, title, subject heading, and keyword.
 Determine which books will be useful: read the table of contents, preface, introduction,
conclusion, index for key terms, and chapter introductory paragraphs, and bibliography.
 Compile a research bibliography, submit this to the professor
 Use only the sources approved by the professor.
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Budget your research time: for a paper of 15 pages you will need 1-2 weeks to choose your topic,
preparing working bibliography, and acquiring background knowledge on your topic. You
spend 5-6 weeks researching, 1 week for organizing your notes, and 2-4 weeks to construct and
revise your drafts.
 How to take notes from sources: use index cards, write the full cite on each index card, quote or
paraphrase and make that clear on your card, place a brief topic heading in the corner of each
card, and use only one quote or point per card.
 Avoid plagiarism: do not copy exact words unless you intend to quote. Summarize in your own
words.
Organizing Your Research
 Organize your notes: after the outline is complete, organize your notes/cards according to the
outline. Make sure you have enough information for a balanced paper. If some sections of your
outline are lacking in material perform more research or eliminate the section.
 Prepare a writing outline: review your notes and organize your points. You might choose either
a chronological or topical approach.
How to Write a Research Paper
 The historical paper possesses an argument.
 All good historical papers have a tightly focused and limited topic.
 All good history papers are based on primary and secondary sources.
 When searching for a good tone, remember to write your paper in the same manner that you
would recount an interesting story.
 Remember to get to the point. Avoid extraneous words, phrases, tangents, impressions, and
baseless opinions.
 Remember to take time to create a good title for your paper.
 Build your paper in the same way that you would build anything—step by step.
 Document your sources.
 Historical papers are not written in an emotional voice. Trust your argument and your reader.
 Good historical papers should include your original thoughts and not just a re-spinning of
someone else’s ideals.
 Be aware of your reader. Different papers are written for different readers.
 Use proper English and pay attention to spelling, grammar, and conventional rules of writing.
 First and last paragraphs should reflect each other
The Rules of Argument in Historical Writing:
 Always state your argument quickly and concisely and as early as possible in your paper.
 When you make assertions essential to your case, provide examples as evidence.
 Always provide the fairest possible treatment to those against whom you may be arguing.
 Always admit weakness in your argument and acknowledge those facts that opponents might
raise against your position.
 Remain on the subject throughout your paper so your argument is not lost or inaccessible to your
reader
Writing With Style:
 Make sure that your writing is intelligible, coherent and concise. Use topic sentences.
 When making a generalization, support it by referencing evidence.
 To check for coherence, make sure that the topic sentences of each paragraph read like an
abridged version of your paper.
 To check for coherence, make sure that your introductory and concluding paragraphs relate.
 Avoid passive voice
 Keep sentences short and manageable. Do not try to accomplish too much
 History is written in the past
 Don’t exaggerate or overuse adverbs and adjectives.
 Proofread for spelling and grammatical errors.
 Plan on writing several drafts.

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Prepared by Dr. J.A. Stollman
Sources:
Marius, Richard. A Short Guide to Writing About History. New York: Longman, 1999.
Benjamin, Jules R., A Student’s Guide to History. Boston: Bedford Books, 1998.
How To Properly Cite Your Sources Citations and Bibliographies
Footnotes and Endnotes:
 Use a footnote or endnote whenever you quote directly from a source
 Cite any paraphrase or summary you include in your paper that is not your original thought.
 Sample footnotes—
Book with a single author:
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Christine Stansell, City of Women: Sex and Class in New York 1789-1860 (Urbana: University of Illinois
Press, 1987), 13.
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Eleanor Flexner and Ellen Fitzpatrick, Century of Struggle: The Woman’s Rights Movement in the United
States (Cambridge: Harvard University Press, 1996), 181.
Periodicals:
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Leila Berg, “Women Across the Canadian Frontier: Housewives, Trappers, and Athletes,” Journal of
Canadian History 43, no. 2, Fall 1984: 37.
Newspaper Article:
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Sharon LaFraniere, “AIDS and Custom Leave African Families Nothing,” New York Times, February 18,
2005, A1.
Book Reviews:
1
Emily Erin, review of Howl: Wolves in Early American History, by Sanjay Howard, Journal of American
Studies 48 (Winter 1988): 122.
Online Material:
1
Mark Kornbluh, “Using H-NET in the Classroom,”
(http:www.HNET.msu.edu/article1.html) (March 14, 2001), 2.
Successive Quotations from the Same Source: If you are citing an article or book after your first full endnote, in
the subsequent notes you include the author, brief title, and page number.
Bibliographies:
Books by a Single Author:
Stansell, Christine. City of Women: Sex and Class in New York 1789-1860. Urbana: University of Illinois Press,
1987.
Article in a Periodical:
Berg, Leila. “Women Across the Canadian Frontier: Housewives, Trappers, and Athletes.” Journal of Canadian
History 43, no. 2, Fall 1984: 20-37.
Book with Multiple Authors:
Flexner, Eleanor, and Ellen Fitzpatrick, Century of Struggle: The Woman’s Rights Movement in the United States.
Cambridge: Harvard University Press, 1996.
Online Source: Kornbluh, Mark. “Using H-NET in the Classroom,”
(http:www.HNET.msu.edu/article1.html) (March 14, 2001).
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