U.S. History to 1865
HS - A260 - 02 SPRING 2001
U.S. HISTORY TO 1865 Humanities 243, T TH 11-12:15
THEME OF COURSE: Citizenship and Identity in Early American History
INSTRUCTOR: Lewis Perry, John Francis Bannon, S.J., Professor of History & American Studies, Office: Humanities 323; Phone: 977-7140; email: firstname.lastname@example.org; office hours: T Th 1-2
A WebCT site has been created for this class. It will include a copy of this syllabus, with any revisions that are made, and will be updated with weekly questions, instructions, and information.
COURSE GOALS: This seminar will introduce students to some of the major themes in American history from European colonization to the end of the Civil War. Particular emphasis will be placed on issues related to American identity, citizenship, racial diversity, republican government, democracy, and reform. The course is designed, especially for freshmen, as an alternative to the traditional large lecture course in American history. The course aims to improve skills in reading documents, discussing significant issues, and writing analytical and interpretative essays. It fulfills all requirements for History
ASSIGNED BOOKS (All should be available for purchase at the campus bookstore):
Paul Boyer et al., The Enduring Vision, Vol. 1, Concise Third Edition (Houghton Mifflin).
Michael Bellesisles, Bibliobase Custom Coursepack for History, U.S. History to 1865 (Houghton Mifflin). A collection of primary sources prepared for this class.
Thomas Paine, Common Sense and Related Writings, edited by Thomas Slaughter (Bedford Books). It is important to get this edition of Paine's works.
Theda Perdue & Michael D. Green, eds., The Cherokee Removal (Bedford Books).
Frederick Douglass, Narrative of the Life of Frederick Douglass, edited by David W. Blight (Bedford Books). It is important to get this edition of Douglass's autobiography.
CALENDAR OF ASSIGNMENTS:
WEEK OF JAN. 16: PRECOLONIAL AMERICA
Boyer, chapter one. (Bring one important question for discussion on Thursday.)
WEEK OF JAN. 22: DISCOVERY AND CONFLICT
Boyer, chapter two
Bibliobase documents 1-6
WEEK OF JAN.29: COLONIAL & PROVINCIAL AMERICA
Boyer, chapters three & four
WEEK OF FEB. 5: COMING OF REVOLUTION
Boyer, chapter five
Declaration of Independence (Boyer appendix)
Paine, Common Sense and Related Writings
PAPER DUE ON PAINE AND REVOLUTIONARY CITIZENSHIP (1250 words)
WEEK OF FEB. 12: REVOLUTION AND CONSTITUTION
Boyer, chapter six
Documents 15-18, Constitution (Boyer appendix)
WEEK OF FEB. 19: THE NEW NATION
Boyer, chapter seven
WEEK OF FEB 26: THE DEMOCRATIC REPUBLIC
Boyer, chapter eight
WEEK OF MARCH 5: NATIVE AMERICANS
Perdue & Green, Cherokee Removal
PAPER DUE ON CHEROKEES AND AMERICAN CITIZENSHIP (1250 words)
March 12-17: SPRING BREAK
WEEK OF MARCH 19: MARKET REVOLUTION
Boyer, chapter nine
Documents 27-28, 32, 38, 41-42
WEEK OF MARCH 26: DEMOCRACY AND THE PARTY SYSTEM
Boyer, chapter ten, to p. 218
Documents 29-31, 33-34, 39
WEEK OF APRIL 2: REFORM
Boyer, chapter ten, pp. 218-29 & chapter eleven
Documents 35-36, 44-46, 47
WEEK OF APRIL 9: THE OLD SOUTH
Boyer, chapter twelve
Documents 37, 48, 50
WEEK OF APRIL16: AFRICAN AMERICANS
PAPER DUE ON DOUGLASS AND U.S. CITIZENSHIP (1250 words)
WEEK OF APRIL 23: EXPANSION AND CRISIS
Boyer, chapters thirteen and fourteen
Documents 40, 43, 51-53
WEEK OF APRIL 30: CIVIL WAR
Boyer, chapter fifteen & sixteen, pp. 342-5 & 352-5
FINAL PAPER DUE (1500 words)
ESSAYS AND WRITTEN ASSIGNMENTS:
Weekly assignments (questions, quizzes, short papers)
Final essay on either the development of American identity or the development of American citizenship to 1865
ESSAYS SHOULD BE "TYPED" AND GIVEN A TITLE AND PAGE NUMBERS. THEY SHOULD BE WELL WRITTEN AND ORGANIZED. THEY SHOULD MAKE EFFECTIVE USE OF THE DOCUMENTARY EVIDENCE THE COURSE MAKES AVAILABLE.
Participation in every discussion
Presentation and leadership of one discussion
Two scheduled conferences with instructor (last two weeks of Feb., first two weeks of April)
Visit to Cahokia (to be discussed at first class)
WEIGHTING OF GRADED ASSIGNMENTS
Three essays 45 %
Final paper 20%
Other papers, quizzes, submissions 10%
Participation/discussion 10 %
I WILL ADHERE TO THE STANDARDS IN THE UNDERGRADUATE CATALOG:
A = High achievement and intellectual initiative; B = Above average achievement; C = Average achievement; D = Inferior but passing achievement; F = Failure.
ATTENDANCE IS REQUIRED. READING ASSIGNMENTS ARE TO BE DONE BY TUESDAY UNLESS OTHERWISE INSTRUCTED. ESSAYS ARE DUE AT START OF CLASS ON THURSDAY. WORK MUST BE SUBMITTED ON TIME: I WILL DEDUCT A FULL GRADE FOR EACH DAY OR PART OF A DAY (BEGINNING AT THE CLASS HOUR AND INCLUDING WEEKEND AND VACATION DAYS) A PAPER IS LATE. LATE PAPERS REMAIN LATE UNTIL I HAVE RECEIVED THEM (SHOVING THEM UNDER AN OFFICE DOOR IS NOT RECOMMENDED). MY GUIDING CONSIDERATION IN ALL DECISIONS CONCERNING LATE OR RESCHEDULED WORK IS FAIRNESS TO STUDENTS WHO DO THEIR WORK ON TIME.
ACADEMIC DISHONESTY WILL NOT BE TOLERATED. IF YOU HAVE ANY QUESTIONS ABOUT WHAT THIS MEANS, PLEASE ASK IN ADVANCE.