Course:
HIST 1483: United States History to 1877
Semester:
Spring, 2012
Professor:
Allison Nazzal (Hystad), Ph.D., Assistant Professor and Director, History
Education
Office Hours & Info: Hours to be announced, LAR 204E, 405-974-5279
Email Contact:
ALL course-related email should be sent to me within WebCT email
function ONLY. I will not look for or respond to email sent to university address.
Course Description:
This course is a survey of American history from the discovery of the New
World through the Civil War.
Required Textbook:
Roark et al. Understanding the American Promise: A Brief History, Vol. 1 to
1877. Boston: Bedford/St. Martin’s, 2011.
Objectives
I.
Attitudinal
1.
To enable the student to recognize myth from fact.
2.
To enable the student to develop empathy for all classes and types of individuals
comprised in American history.
3.
To develop a reverence for the basic human rights outlined in the Declaration of
Independence and the Constitution.
4.
To develop a specific awareness of the lives and accomplishments of average, as
well as uncommon women and men, an awareness and appreciation of the
numerous cultures which comprise American society, and a knowledge and
tolerance for races and ethnic groups other than Anglo-Saxon.
II.
Skills
1.
To develop the ability to read and comprehend.
2.
To develop the ability to analyze cause and effect.
3.
To develop balanced judgment and the ability to express such in written and oral
communication.
III.
Learner Outcomes
1.
Identify reasons for, and major personalities involved in early settlement of North
America.
2.
Identify characteristics and/or major personalities associated with regional
settlements of the colonial period.
3.
Identify the foundations of religion, education, and/or other aspects of society
established in the early colonial settlements.
4.
Analyze the role of indentured servants and slaves in the growth of the colonies in
North America.
5.
Analyze the major causes of the Revolutionary War.
6.
Identify the major personalities and/or events of the pre-Revolutionary War period
(prior to 1775).
7.
Identify the specific contributions of influential political personalities of the preRevolutionary War period (e.g., Patrick Henry, Thomas Paine, and Thomas
Jefferson).
8.
Analyze the content, purpose, and/or effects of the Declaration of Independence.
9.
Evaluate the strengths and weaknesses of the Articles of Confederation.
10.
Identify important features of the U. S. Constitution and its principles of
government (including the Bill of Rights).
11.
Analyze the social and political compromises of the U. S. Constitutional
Convention.
12.
Identify characteristics and/or policies of early Presidents and their political eras
(e.g., Federalist, Jeffersonian).
13.
Identify major personalities, issues, and/or events in the formation of political
parties in the United States.
14.
Analyze the effects of nationalism on the early United States (e.g., Bank of the
United States, Clay's American System, Marshall's judicial nationalism, War of
1812).
15.
Evaluate characteristics of Jacksonian democracy, and/or its effects on U.S.
government.
16.
Analyze the causes and effects of various social reforms and policies in the early
national period (e.g., utopian, penal and mental institutions, religion, Indian
treaties).
17.
Analyze the beginnings of women's reform movements or Feminism; roles of
women in the nineteenth century, suffrage.
18.
Analyze the social consequences of Manifest Destiny during westward expansion in
the U.S.
19.
Identify the major territorial acquisitions made by the United States during
westward expansion.
20.
Identify major conflicts and/or events during the period of westward expansion
(e.g., Mexican War, gold rush, growth of sectionalism).
21.
Analyze major political and economic controversies which led to national
dissension and the Civil War.
22.
Evaluate the issues connected with slavery which led to the Civil War.
23.
Identify the major personalities and events of the Civil War.
24.
Analyze the political, social, and/or economic impact of the Civil War or the
Reconstruction Period.
25.
Evaluate the principal social issues of the Reconstruction Period (e.g., the status of
Freedmen).
26.
Evaluate the return to racist discrimination nationwide and major Supreme Court
cases, especially Plessy v. Ferguson.
Transformative learning is a holistic process that places students at the center of their own active
and reflective learning experiences. All students at UCO will have transformative learning
experiences in six core areas: discipline knowledge; leadership; research, creative and scholarly
activities; service learning and civic engagement; global and cultural competencies; and health
and wellness. This course will address the core areas, as noted below.
Assignments and Grading Policy:
Assignment
Unit Exam 1
Course
Points
Objectives/Skills/Learner Possible
Outcomes
Unit 1: Pre-Columbian
100
Civilizations, Colonial
Period,
The American
Revolution, learner
outcomes 1-8;
Discipline Knowledge;
Global and
Cultural
Competencies
Assessment
Method
Makeup/Late
Work Policy
In Class:
Scantron &
Blue Book
Required –
Selected
Response
(MC, T-F,
Matching)
&
Constructed
Response
(Short
Answer)
End of Course
– date to be
announced –
Constructed
response
(short answer
& essay)
ONLY –note
– makeup
exams NOT
administered
during class
time 10%
MY
GRADE
/100
Unit Exam 2
Unit 2: Constitution
through the War of 1812,
learner outcomes 9-14;
Discipline Knowledge;
Global and
Cultural
Competencies
100
In Class:
Scantron &
Blue Book
Required –
Selected
Response
(MC, T-F,
Matching)
&
Constructed
Response
(Short
Answer)
Unit Exam 3
Unit 3: Jacksonian
Democracy through
Reconstruction, Learner
outcomes 15-26;
Discipline Knowledge;
Global and
Cultural
Competencies
100
In Class:
Scantron &
Blue Book
Required –
Selected
Response
(MC, T-F,
Matching)
&
Constructed
Response
(Short
Answer)
WebCT
Assignment
Drop box
Submission;
Rubric; See
WebCT
Course
Tools for
Instructions
and Rubric
WebCT
Assessment
Tool-taken
online ;
Objective
(Multiple
Choice, T-F,
Matching)
WebCT
Discussion
Board,
Wiki, Blog,
Journal Article
Skills 1-3; discipline
Summaries/Reflections knowledge, research,
creative and scholarly
activities
50 (5 --10
pts. each)
Quizzes
Learner outcomes 1 –
26; discipline knowledge
100 (5 -20 pts.
each)
Discussion
Participation
Learner outcomes 1-26
(varied); Attitudinal 1-4;
Skills 1-3; discipline
knowledge, research and
50 (5 --10
pts. each)
Late Penalty End of Course
– date to be
announced –
Constructed
response
(short answer
& essay)
ONLY –note
– makeup
exams NOT
administered
during class
time; 10%
Late Penalty
End of Course
– date TBA –
Constructed
response
(short answer
& essay
ONLY); NOT
administered
during class
time; 10%
Late Penalty
See Course
Calendar for
Cut-Off Date
for
submission
With
additional
LATE
PENALTY of
10%
Late
Work/Makeup
Not Accepted;
Grade of “0”
will be
recorded for
any missed
quiz
Late
Work/Makeup
Not Accepted;
Grade of “0”
/100
/100
/50
/100
/50
creative scholarly
activities
Extra Credit:
Student
C h o i c e : One
Who Made a
Difference Essay and
Service Learning
Experience OR Book
Review
Discipline Knowledge;
Leadership; Service
Learning & Civic
Engagement;
Discipline
Knowledge,
Research and
Creative Scholarly
Activity
Journal or in
class (TBA)
50 pts.
WebCT
will be
recorded for
any missed
quiz (this
includes
original post
and required 2
posts in
Discussion
area)
Late work
will not be
accepted for
extra credit.
Grade will be
identified as
numeric and
alpha
(example
50X) in
WebCT my
grades
/50X
My course Points
including earned extra
credit
/500
=
%
Evaluation Procedures: 500 Course Points Possible
450 – 500 Pts. = A; 400 – 449 Pts. = B; 350 – 399 Pts. = C; 300 – 349 Pts. = D; 299 and fewer Pts.=F
Policies:
Exams: You may make up a missed exam, but all makeup exams are conducted by history department staff at
the end of the semester AND all makeup exams are constructed response only – essay and short answer.
I will notify you of the days/times for the makeup exams and provide specific directions within our WebCT
course email and in class that you must follow to schedule the makeup. YOU are responsible for following
these directions. ANY student who does not make up an exam according to these directions will forfeit the
opportunity to make up the exam and earn a 0 for the exam.
Quizzes: All quizzes will be taken utilizing our online course tool. Quizzes will be “open” or available for
you to take for a period of 4 days (Thursday – Sunday), thus providing you ample time to go online and take
the quiz. All quizzes will consist of 10-20 objective (multiple choice, t/f, matching) questions without a time
limit. However, once you begin the quiz, you must complete it. You may not retake or restart it – plan
accordingly. Prepare for the quiz before starting it. Quizzes may not be made up and a grade of 0 will be
recorded if you do not complete and submit the quiz before deadline. I will monitor university server/online
platform issues and make appropriate extension ONLY in the event of a university or platform server issue
other than maintenance issues announced to you through WebCT by distance education. You are
responsible for making alternate arrangements to ensure you can complete all online work by deadlines.
Extensions will NOT be granted – make your plan NOW for alternative methods to complete work. The
university and college provide many computer labs and individual computers with Internet access for your
use. Public libraries are also an alternative.
Attendance Policy and Grade:
Attendance will be taken during each class session and recorded in WebCT as dates MISSED. The
grade label is “Attendance” and AGAIN you see dates missed in this format: 10/15 meaning you did not
attend class on 10/15. Poor attendance will result in a poor grade and/or failure. See University student
handbook. Advise me of absence (email, phone, face to face) ONLY in the event that you have a doctor’s
note for excusal. For other serious issues, you may contact the office of Academic Affairs to be considered
for excusal and to inform all of your professors. If you are absent, do not ask me for copy of notes, power
point, what you missed etc. YOU are responsible for missed in-class time and lecture notes in addition to all
other work scheduled for the week of the absence. Plan ahead with a classmate. I reserve the right to count
you as absent for one or more sessions if you are habitually late or leave early.
Behavior:
Rude behavior, unpreparedness, inattention, chitchat with others, verbal in class challenges or negotiation
regarding assignments, work required, or a grade will not be tolerated. I will not accept any form of mockery
or bullying directed to a classmate or me. ANY behavior that interferes with my teaching or your
classmates’ learning may result in a request for you to leave the classroom and/or a report of misconduct to
the Academic Affairs Student Conduct officer. If you are asked to leave the classroom, do so immediately
without verbal response or additional disturbance and visit me in my office before our next class session.
Failure to meet with me prior to the next class session, if I have asked you to leave the classroom, will
automatically result in a report to Academic Affairs and refusal for you to enter my classroom until you have
met with me and the Academic Affairs Student Conduct officer.
Cell Phones, Laptops, Recording Devices & Others: ALL are prohibited within the classroom session, unless
we have a mutually agreed upon allowance through Student Disability Services. You are not allowed to type
notes on laptop computers or other devices. All cell phones must be silenced and out of view to you, your
classmates, or me. Any use of such devices or visibility of such devices during a test will result in a grade of
0 for the test and a report of Academic Misconduct to the Office of Academic Affairs. In the event of an
emergency situation, inform me prior to class of the situation and I may allow you to have cell phone in silent
mode and to take a call in the hallway. (This is rare, but sometimes needed.)
Examples of Inappropriate Behavior:
Verbal challenge or negotiation concerning course work, course requirements, grade, or policy: (Acceptable
alternative – meet with me in private during office hours or drop the course if needed);
Chat with other classmate during class session: I may ask you to leave class if your “chat” with others
interferes with my ability to focus on instruction. I provide MANY chances to chat ABOUT course content in
class, other chat is rude during formal instruction – most of the class. (Acceptable alternatives – end chat at
beginning of class – usually I prompt with “let’s prepare for class”; participate well with discussion I request
during class, ask questions and chat with classmates in a relevant manner; remove yourself from a seating
location that proves difficult to focus and avoid chat).
Unprofessional Comments within WebCT tools or unauthorized sharing of information: WebCT is utilized
within our classroom as a management system to interact with others and submit assignments. ALL areas are
public and require professional conduct and academic language (email, chat, Discussion, blog) etc. unless
otherwise noted (IE – “Our Space” Discussion Board does not require academic language – see Discussion
Board for more information). ALL Email correspondence is considered CONFIDENTIAL and MAY NOT
be forwarded to any other individual in our class or external to our course WITHOUT first obtaining
permission from the original sender and recipient. Violation of Confidentiality rules will be reported to the
Office of Academic Affairs Student Conduct Officer and may result in loss of WebCT/future online platform
privileges and/or additional penalties – see Student Handbook.
Physical Gestures of Disrespect to me or classmates: I will not accept it in my classroom & your potential
future employer will not accept it either. (Acceptable alternatives – UCO Student Counseling Services; meet
with me privately; and/or drop the course until you are emotionally “ready” to be an academic – a mentee in
higher education regardless of major; easiest alternative – just don’t do it!)
Sleeping in Class: I will stop instruction to insure you are physically well and then I will ask you to leave and
meet with me privately before next class. (Acceptable Alternative: PLEASE take full advantage of UCO
Wellness Center and its doctors – Mercy Hospital doctors you can trust and free or very low cost based on
fees you have already paid or make needed life style choices to succeed in our course.)
DISHONESTY:
Acts of dishonesty will result in a zero grade for the exam, quiz, or other work involved or an "F" grade
for the semester, depending on the offense.
ACADEMIC AFFAIRS INFORMATION:
Please read the additional syllabus information for this term provided from the Office of Academic
Affairs at:
http://www.uco.edu/academic-affairs/files/aa-forms/faculty/StudentInfoSheet.pdf
How to Succeed in a History Class Students should follow a three step procedure to be successful. They should read the textbook before coming to class to listen to lectures. Chapter assignments will be made in class. This first reading can be done quickly, but will acquaint you with the basic knowledge you need to understand the lectures which are interpretive in nature. Step two requires the student to attend class and be attentive in order to take the best class notes as possible. Students must bring a serious attitude to class in order to listen and learn. Distractive behavior is not just rude, it is also a sure prescription to failure. On the other hand, this class is not church, and the professor enjoys student participation and hopes for student responses to questions asked. Step three is the most important of all. Because the exams are based on the lectures, it is vital that students re‐write their notes using their own expression and using the text to fill in vague factual material. The object is to produce thorough, readable notes to study for the exams. Students should re‐write their notes weekly while their memories are fresh and so that they can ask the professor questions in class to clarify vague points. Step 4 will help you prepare for quizzes and exams. At the end of each chapter, your textbook includes a “Study Guide” with key terms for identification purposes and additional exercises to assess your understanding. Complete each of these Study Guides! Test items will very often be drawn from the study guide. The guide is available online at bedfordstmartins.com/roarkunderstanding To accomplish these four steps, students should schedule at least nine hours per week. These three steps will not only lead to success in this class, but will make you successful in whichever career you might choose. All careers require preparation, the willingness to listen and learn, and the ability to express your ideas in a readable style. If you need assistance, the history department offers free tutoring. No appointment is necessary. They are available at various times in 202.