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History 2111-D
United States History to 1877
Spring 2015, Section 24166
Meeting Time:
Instructor:
Email:
Office hours:
Tuesdays and Thursdays, 1:00-2:15, Allgood Hall E253
Brandy Thomas Wells
[email protected]
Tuesdays, 10:00-11:30, Allgood Hall E219 or by appointment
On History:
History is not a science; it is a method.
Charles Seignobos
On Freedom:
Those who deny freedom to others deserve it not for themselves . . .
Abraham Lincoln to H.L. Pierce, April 6, 1859
COURSE DESCRIPTION
Welcome to our journey into the American past. In this course, we will explore roughly three and
one-half centuries of history—from Europeans’ first contact with Native Americans through the period of
American Reconstruction. Tracing these roots, how they intertwined, hybridized, and influenced the
formation and development of the nation-state, is one of the primary purposes of this class. In doing this,
we will focus on how American identity has been shaped over time. In the process, we’ll seek to
understand how Americans have grappled with issues related to: ethnicity and race; political and social
ideals (such as liberty, equality, democracy, and republicanism); gender relations; intellectual and
religious values; and economic growth and development.
To grasp how the past has shaped the present and future, this course makes use of multiple pieces
of evidence—stories, pictures, modern interpretations, and primary sources that have survived from the
past into the present. These readings provide you with a wealth of stories and facts, as well as direct
access to the sources of these chronicles. Powerpoint lectures complement the assigned readings by
explaining the structures within which these events took shape. Discussions offer opportunities to study in
smaller groups and to perform hands-on historical work especially as it relates to the analysis of
documents.
One of the most important goals of this class is to use the material presented in the class to
introduce you to historical thinking at the college level. Historians learn facts, names, and dates, but only
for the larger purpose of thinking about historical processes, causes and effects, change and continuity.
Mastering factual material is one of several elements in this work, and this certainly counts toward your
grade, but it is only one part of learning history. Weaving together factual information to form stories and
arguments about the course of history, the behaviors of and interactions among individuals, groups,
institutions, events, and ideas, constitutes the primary skill that historians use in their work. These
methodological and evidentiary skills are reflected in the learning objectives below.
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Historical Study Goals and Expected Learning Outcomes:
o Students recognize how past events are studied and how they influence today’s society and the
human condition.
o Students construct an integrated perspective on history and the factors that shape human activity.
o Students describe and analyze the origins and nature of contemporary issues.
o Students speak and write critically about primary and secondary historical sources by examining
diverse interpretations of past events and ideas in their historical contexts.
COURSE MATERIALS
The required textbook for this course, Eric Foner’s Give Me Liberty! An American History, Seagull Third
Edition, v. 1 (New York: W.W. Norton, 2012) [ISBN-10: 039391190X; ISBN-13: 9780393911909], is
available for purchase online through many bookstores as well as through the Jagstore at two locations: 1)
Washington Hall, on the east side of the Summerville campus near Katherine Street, and 2) the Student
Center in the DA building off of Laney Walker on the Health Science campus.
The JagStore offers rental, used, and new textbooks and accepts most forms of payment, including major
credit cards and the ability to charge to a Financial Aid or Loan account (the aid package must be
complete, disbursed, and authorized through your student account). Most students may charge books,
course materials, and supplies to their financial aid or loan during certain dates. Be sure to look this up if
this applies/concerns you.
There is a Desire2Learn (D2L) component for this course. You are expected to check Desire2Learn
regularly to take quizzes and exams, to submit papers, and to engage primary source documents and other
course resources. You may login by visiting https://lms.gru.edu/. This website features a resource center
with helpful tips about getting started. If you have trouble accessing Desire2Learn, contact Information
Technology Services
at (706) 721-4000 or 1120 15th Street, Augusta, GA 30912.
COURSE ASSESSMENT
Grades will be figured from performance on the assignments as weighted below:
I.
Attendance and Participation, 10%: Attendance along with active participation during
course meetings is mandatory. Generally, most of our class meetings will begin with the lecture format,
but a large part of our time together will consist of discussions of the assigned readings and related topics
of interests. You are expected to read the assigned material prior to coming to class so that you can
contribute in a meaningful manner.
In order to receive the highest possible score in this course component, students must make an effort to
attend every class. The first two absences are not counted against you (excused or otherwise). Students
are then permitted to make up for one (1) additional absence by writing a three (3) page (12 point font,
Times New Roman, Double spaced, and 1” margins) reflective response on the materials covered that
week. It is due by the next class period.
II.
Quizzes, 30%: There are two types of quizzes in the course.
1) The first is that of pop quizzes, which will be administered in class at the instructor’s discretion and
will equal 5% (five) of your total grade. The sole purpose of this assignment is to encourage you to keep
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up with the readings and to determine whether or not you are synthesizing important material. These
quizzes usually occur in essay format (short and long answer).
2) The second type of quiz also tests on historical content throughout the semester. These quizzes are
available on Desire2Learn for a specified period of time (see pages 6 and 7 of this syllabus for dates).
Students are expected to take five (5) out of seven (7) quizzes in order to accommodate for a full 25% of
their grade (5% per quiz). Students may take all of the quizzes, in which case the five (5) highest quiz
grades will be counted.
The quizzes are timed at forty minutes each and the questions are "randomized," meaning you will not get
the same questions as your course mates. Also, the randomized function means that you will not be given
questions on every theme in the text or the Desire2Learn primary source readings. This does not mean
that these items are any less important. In fact, even if you do not get these items on a quiz, there is a
chance that will appear on your midterm or final exam. Plan and study accordingly.
For more information on how to study for quizzes and exams, see the Content section of Desire2Learn.
There you will find helpful information contained within the Chapter Descriptions, Outlines, and
Supplemental Sources. It is recommended that you download these documents and use them.
Note: If you do not take at least five quizzes, you are losing points. Missing quizzes will be graded as zero
(0). You cannot take a quiz before it is released or after it has closed.
Answers to weekly quizzes and exams are never posted to the Desire2Learn website. Any student who
wishes to discuss quizzes and/or exams should contact the instructor the week of or the week immediately
following the assignment of concern.
III. Midterm Assignment, 30%: Available on D2L, Tuesday, March 3 (through 11:59 pm)
This mandatory examination is worth 30% (thirty) of the overall grade and is graded on a 100-point scale.
Students have the opportunity to earn fifty points in the multiple--‐ choice portion of the test. The other fifty
points are to be drawn from the completion of a short answer essay. There will be 40 minutes for each
portion of the exam. Note: It does not matter the order in which you take the parts of the exam.
This exam has been drafted so that a well-informed and prepared student should be able to complete the
entire assignment within 80 minutes. This time limit does not permit students to read the textbook or other
course materials while completing the exam. As for your essay portion, you are expected to utilize and to
cite sources any and all course materials including primary sources when providing your answers.
IV. Final Assignment 30%: Available on D2L: Thursday, April 30 and Friday, May 1 (through
11:59 PM)
Option 1: Final Exam or Option 2: Final Paper
Option 1) Directions and expectations for the Final Exam are the exact same as the midterm examination.
Option 2) Much like the written portions on the examinations for this course, this paper will require
students to think critically about the textbook and the primary source readings and use them in
addressing the prompt of their choice. You must indicate all primary and secondary sources either in a
footnote, or with some other citation method acceptable to the course instructor.
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These six to eight (6 to 8) page papers (12 point font, Times New Roman, Double spaced, and 1”
margins) must include citations, be typed and are to be submitted via Dropbox. Later in the semester,
this paper will be discussed more fully in the content menu option on Desire2Learn.
Note: Students must keep a copy (either electronic or in print) of this paper and all other assignments
until after final grades have been submitted for this course.
Course Grading Scale:*
A: 90 and above
B: 80-89
C: 70-79
D: 60-69
F: 59 and below
Grade descriptions:
A: Superior college-level work on every level. The student shows both a mastery of the course material
and critical analysis that is original and creative.
B: Good college-level work that meets all of the assignment specifications, demonstrates strength in all
appropriate skills, and shows a solid understanding of the material.
C: Acceptable work that meets most of the assignment specifications.
D: Passable work that meets the minimum assignment specifications.
F: Unacceptable work that meets few or none of the assignment specifications.
* I reserve the option to consider improvement when determining borderline grades for the course.
Disputed Grades: I am happy to discuss your grades with you. If you believe that an assignment has
been erroneously or unfairly marked, submit a written request for re-evaluation with supporting
arguments via e-mail. This process should occur within one week of the assignment’s return.
Late Assignment Policy: Exams must be taken and turned in during the window of dates indicated in
the schedule. Exceptions may be made only in cases of documented family and medical emergencies,
religious holidays, or university--‐ sponsored group activities. In non--‐ emergency cases, you must arrange
to take the exam or turn in the essay before the scheduled due date. In all cases, you must contact the
instructor at least 24 hours before the exam or the essay is due.
UNIVERSITY POLICIES
Add/Drop Policy: In accordance with University policy, courses can be added and/or dropped during
registration and schedule adjustment periods. Once schedule adjustment ends, a withdrawal form must be
used in order to withdraw from classes. For dates see: http://www.gru.edu/registrar/calendar2013.php.
Disability Services: Students who feel they may need an accommodation due to a disability should
contact me to arrange an appointment as soon as possible. During this meeting we can discuss the course
format, anticipate your needs, and explore potential accommodations. We will rely on the Office for
Disability Services for assistance in verifying the need for accommodations and developing strategies. If
you have not previously contacted the Office for Disability Services, you may do so in Galloway Hall,
through email [email protected], and/or by telephone at (706) 737-1469.
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Academic and Student Conduct: All forms of academic dishonesty or misconduct (e.g., cheating,
plagiarism, or unauthorized collaboration) will be directed to the chair of the History, Anthropology, and
Philosophy Department and to the Assistant Dean of Students. Students found in violation may receive a
failing grade and are subject to disciplinary probation, suspension, or expulsion. For additional
information, see the Code of Student Conduct:
http://www.gru.edu/students/conduct/documents/studentmanual.pdf.
For the University’s definition of plagiarism, see the abovementioned manual and refer to:
http://www.gru.edu/mcg/honor/honorcode.php.
For tips on how to avoid plagiarism see: http://guides.gru.edu/plagiarism.
You are also encouraged to visit the GRU Writing Center for any writing-related and composition issues.
The center is located in University Hall, Room 235. Online appointments are also available.
The handbook mentioned above also contains information concerning Student Conduct. You are
expected to follow the guidelines therein. Let me further emphasis that students are not allowed to sleep,
read any other non-related materials, leave class early without permission, use cell phones (to text
message or talk), or conduct extracurricular conversations during the class session. I will ask disruptive
students to leave the class, and I reserve the right to withdraw students from the course for inappropriate
behavior.
**Finally, we all know that history is full of controversial and emotionally charged subjects, many of
which we will be engaging here, occasionally with rather discomforting language and concepts. Even
when the subject matter we are tackling is a difficult one and requires you to step outside of your comfort
zone, be respectful and professional at all times. Statements that denigrate, demean, or stereotype others
because of ethnicity, gender, spiritual beliefs, physical abilities, appearance, or lifestyle will not be
tolerated in this class.**
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COURSE SCHEDULE AND READINGS
Course Introduction
Introduction to Primary Sources
A “New” World
Beginnings of English America,
1607-1660
Foner
Chapter 1
Foner
Chapter 2
D2L Primary Source Readings: (1) Christopher Columbus
letter to Ferdinand and Isabella; and (2) Thomas Hariot's
Brief and True Report of the New Found Land of Virginia
D2LReadings: (1) The Narrative of the Captivity and
Restoration of Mrs. Mary Rowlandson; (2) Powhatan’s
Daughter, Pocahontas, Taken Prisoner, 1613; (3) Thomas
Morton: Manners and Customs of the Indians (of New
England), 1637; (4) Chief Powhatan Address to Captain
John Smith (1609); and (5) Trial and Interrogation of Anne
Hutchinson (1637)
Quiz 1: January 20- January 26
Creating Anglo-America, 16601750
Foner
Chapter 3
D2L Readings: (1) Bacon’s Appeal to the People of
Accomack, c. August, 1676; (2) Bacon’s Declaration in the
Name of the People, July 30, 1676; and (3) French Memoir
on the English Aggression October 1750
Slavery, Freedom, and the
Struggle for Empire (to 1763)
Foner
Chapter 4
D2L Readings: (1) Olaudah Equiano Recalls the Middle
Passage, 1789; (2) Nathan Cole’s Spiritual Travels: The
Great Awakening Comes to Weathersfield, Connecticut;
and (3) Governor Glen, The Role of the Indians in the
Rivalry between France, Spain, and England 1761; and (4)
Robert Munford describes 18th Century Politics
Quiz 2: February 2- February 9
The American Revolution, 17631783
Foner
Chapter 5
The Revolution Within
Foner
Chapter 6
D2L Readings: (1) The Virginia Stamp Act Resolutions—
1765; and (2) Patrick Henry, Give Me Liberty or Give Me
Death
D2L Readings: (1) Thomas Jefferson on Slavery; (2) J.
Hector St. John de Crèvecoeur, Letters from an American
Farmer; (3) Phillis Wheatley Letter to Reverend Samson
Occum; (4) "Petition of a Grate Number of Blackes" to
Massachusetts Governor Thomas Gage; and (5) Charles
Inglis, Letter to the Secretary of the Society for the
Propagation of the Gospel
Quiz 3: February 16- February 23
The Founding of a Nation, 17831789
Foner
Chapter 7
Securing the Republic, 1789-1815
Foner
Chapter 8
D2L Readings: (1) The Federalist Papers (must read at
least two of the following No. 1, 9, or 14); and (2) Samuel
Bryan offers Anti-Federalist Critique in Centinel
D2L Readings: (1) President George Washington's
Farewell Address, 1796; and (2) The Lewis and Clark
Expedition, National Archive Documents
Quiz 4: March 2- March 9
MIDTERM: TUESDAY, MARCH 3
Midterm Evaluation: Thursday, March 5-Thursday, March 12
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The Market Revolution, 18001840
Foner
Chapter 9
Democracy in America, 18151840
Foner
Chapter
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D2L Primary Source Readings: (1) Harriet Noble:
Journey to the Old Northwest; and (2) Omar Ibn Seid, Slave
in North Carolina
D2L Primary Source Readings: (1) Transcript of Monroe
Doctrine (1823); (2) Andrew Jackson, Farewell Address,
March 04, 1837; (3) Black Hawk's Surrender Speech, 1832;
(4) Cherokee Nation v. the State of Georgia, 1831; and (5)
Excerpts from Alexis de Tocqueville’s Democracy in
America
Quiz 5: March 16- March 23
The Peculiar Institution
An Age of Reform, 1820-1840
A House Divided, 1840-1861
Foner
Chapter
11
Foner
Chapter
12
D2L Primary Source Readings: Narrative of the Life
of Frederick Douglass (Chapters 1-4)
Foner
Chapter
13
D2L Primary Source Readings: (1) Harriet A. Jacobs,
Incidents in the Life of a Slave Girl, Written by
Herself (pgs. 285-292); (2) John L. O'Sullivan,
"Annexation," (1845); and (3) John L. O'Sullivan on
Manifest Destiny
D2L Primary Source Readings: (1) Sojourner Truth
(1797-1883): “Ain't I A Woman?”; (2) Declaration of
Sentiments, Seneca Falls, NY, July 19-20, 1848; (3)
Excerpt from Sarah Margaret Fuller, Woman In The
Nineteenth Century, 1855 (excerpts); and (4) The Liberator
Files; The Abolitionist Newspaper
Spring Break: April 6-12
Quiz 6: April 13- April 20
A New Birth of Freedom: The
Civil War, 1861-1865
Foner
Chapter
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D2L Primary Source Readings: (1) Union Soldier Riley
M. Hoskinson’s letter to his wife, Oct. 27, 1863; (2) Union
Soldier Sullivan Ballou’s letter to his wife; (3) Letters of
Confederate Soldier Eli Landers; (4) Video resource
concerning the 54th Massachusetts Infantry; (5) Letters of
Rose O’ Neal Greenhow (2); (6) Carrie Barrie Diary,
August 1, 1864-Janurary 4, 1865; and (7) The Ladies Union
Aid Society of St. Louis (LUAS)
Tuesday, April 14: Last Day to Submit Extra Credit papers (11:59 P.M.)
“What is Freedom?”
Reconstruction, 1865-1877
Foner
Chapter
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D2L Primary Source Readings: (1) Eliza Frances
Andrews, Wartime Journal of a Georgia Girl, 1864-1865
(excerpts); (2) Frederick Douglass, “Appeal to Congress for
Impartial Suffrage” (1867); and (3) Proceedings of the Ku
Klux Klan in Columbia, S.C. in the United States Circuit
Court, November term, 1871 (Pgs. 278-288)
Quiz 7: April 20- April 28
FINAL ASSIGNMENT: APRIL 30 and MAY 1