United States History, 1492-1865
UNITED STATES HISTORY
Fall Semester 1999
History 21 Mr. Scott
Text: Boyer et al, Enduring Vision, Vol. I
Concise edition (Syllabus has pagination
edition, but if you have a 2d edition it
is fine. The pagination is roughly the same.)
1) Columbus, Four
2) Paine, Common Sense
McPherson, For Cause and Comrades
3) Dina, Erin's Daughters
Srebnick, Mysterious Death of Mary Rogers
4) Greenberg, Maters and Statesmen
Douglass, My Bondage: My Freedom
Film: Black Robe Sunday, September 12 at 7 p.m.
1) Attendance is required for all lectures, film (Sunday
September 12, 7:00 pm, Higley Aduitorum), and
discussions. Students who fail to attend class will have
their grades reduced accordingly (at least one letter
grade. Students are excused only with a Dean's excuse or
for College-recognized religious holidays or, for team
members, away athletic or other collegiate sponsored
activities. In the case of an "excused absence" students
should inform me promptly. No one will miss class the
day before or the day after the October Break or the
Thanksgiving Vacation or the last day of class.
2) Choose three of the four pairs of Assigned Readings
and write a typed, five-page (1200 word) comment, due in
class on the day that the second of the pair of readings
is scheduled for discussion in syllabus. These will be
graded and represent one third of your final grade. Any
late papers will be reduced at least a letter grade. I
will not accept any papers more than one week late
without a compelling excuse. Papers will be graded on
the basis of content, argument, neatness, and writing.
See writing guideline.
3) One hour-exam (October 15th); a map quiz (October
29); and a cumulative final exam to be taken during
scheduled exam period. For the exams you will be
responsible for lectures, map information, text, all
assigned readings, film, and discussions.
Lecture and Discussion Schedule:
Aug. 30 "1492"
Sept. 1 Europe Before America
Sept. 3 Discussion: Columbus, Four Voyages, pp. 27-199
Boyer, pp. 1-38
Sep. 6 Virginia and the Chesapeake
Sept. 8 God, the Devil, and Massachusetts
Sept. 10 Conquest of Eastern North America
Boyer, pp. 39-59
Sept. 12 Black Robe
Film: Hig. Aud.7:00 P.M.
Sept. 13 Discussion
Sept. 15 The Middle Way
Sept. 17 Discussion: Demos, Unredeemed Captive
(Pair # 1 due) Boyer,
Sept. 20 Servitude: Black and White
22 The Great Awakening
24 On the Eve of Independence
Boyer, pp. 87-89
Sept. 27 Justifying the Revolution
29 The American Revolution
Oct. 1 Discussion: Paine, Common Sense, all
Boyer, pp. 90-127
Oct. 4 E Pluribus Unum
6 One Nation
Boyer, pp. 127-143
Oct. 11 October Break
Boyer, pp. 144-183
15 MID-TERM EXAM
Oct. 18 Liberty's Daughters
20 Marshall Court
22 Image-ing the Nation slide/discuss
Oct. 25 Economic Transformation
27 Ante-bellum City
29 Map Quiz
Boyer, pp. 184-197
Nov. 1 Painting America slide/discussion
3 Jacksonian America
5 Discussion: Dina, Erin's Daughters
Boyer, pp. 198-217
Nov. 8 Reformers and Transformers
10 Racial Politics
12 Discussion: Srebnick, Death of Mary Rogers
(Pair #2 due.) Boyer,
Nov. 15 Old South
Nov. 17 Slavery
Nov. 19 Discussion: Greenberg, Masters and Statesmen
Boyer, pp. 249-270
Nov. 29 Cult of Domesticity
Dec. 1 Rise of the Republican Party
3 Discussion: Douglass, My Bondage: My
(Pair # 4 due). Boyer,
pp. 271-314, review chapter 11
Dec. 6 The War Against the States
Dec. 8 Discussion: McPherson, For Cause and Comrades
(Pair # 2 due).
Dec. 10 One Nation Indivisible
Boyer, pp. 315-339
Dec. 13 READING DAY
All states and state
Blue Ridge Mountains
Central Valley (California)
Great Desert (Utah & Westward)
Great Salt Lake
Little Big Horn
Long Island Sound
Northwest Territory of 1787
Proclamation line of 1763
Rio Grande/Rio Bravo del Norte
Salt Lake City
San Francisco Bay
Sierra Nevada Mountains
St. Lawrence River
Trail of Tears
States of Northwest Territory
I Focus on verbs. Good writing begins with good verbs.
This means 1) active voice, 2) simple past tense, 3)
verbs of action, 4) no redundant, meaningless
auxiliaries, and 5) establishing clear causal
relationships between the agent of cause (subject), the
causal act (verb), and the object of cause (direct
object). Write with clarity, coherence, detail, and
1) Always write in the ACTIVE VOICE. The passive voice
drains the life out of your prose obscures the true
subject of your sentence, the agent of causation.
a) Alexander Hamilton was killed in a
b) The woman was beaten. p.v.
a) Aaron Burr killed Alexander Hamilton.
b) The woman's boy friend beat her. a.v.
2) Whenever possible use the simple past tense. The
strongest of all verb forms, consistent use of the simple
past avoids most tense confusions. The one acceptable
exception is past perfect when you refer to an event that
occurred prior to the one you are discussing.
a) Eleanor Roosevelt was going to vote.
b) Eleanor Roosevelt would vote. Future Past
a) Eleanor Roosevelt voted. Simple Past
b) Eleanor Roosevelt had registered before she
voted. Past perfect and simple past.
3) Except in rare instances never
use verbs of being. Use
verbs of action. Like the passive voice, verbs of being
kill your prose. They also tell you nothing except that
your subject exists or that it is present. Don't waste
a verb. It is, by far, the most important element in
writing. Make it say something. Use it to hold readers'
interest. Only use verbs of being occasionally for
dramatic emphasis (The history teacher was boring!) or to
alter the tempo of your writing.
a) John was in the house.
b) Hillary Clinton was the President's wife.
c) Thurgood Marshall was in court.
a) John lay dead in house.
b) Hillary Clinton stood along side her husband,
c) Thurgood Marshall confronted the Supreme Court
with the fundamental inequity of racially
segregated public schools.
4) Do not use unnecessary phrases or words.
a) I stood up in order to go.
b) I started to leave.
c) I began to look.
a) I stood to go.
b) I left.
c) I looked.
II Always have unifying theme. State your theme in the
introduction (usually the first paragraph), use it to tie
together everything in your essay, and in your
conclusion, evaluate the theme and show its significance.
All expository essays should have an introduction, an
argument, and a conclusion.
III Transitions knit your essays together. Make sure that
each sentence flows naturally from the preceding
sentence, that you link each paragraph to the preceding
paragraph, and that you relate each new topic in essay to
the preceding topic. Make your transitions as artful as
This essay is about Geronimo. I will discuss his
childhood and how he led the Apache people against the
Mexican and American governments. My theme is ...
Geronimo, the great war-chief of the Apaches,
resisted the conquest and taming of his people, first by
the Mexican and then by the United States Government.
Even as a young boy, born in the rugged, isolated Sierra
Madre Mountains, Geronimo spurned the very idea of
western civilization, fighting all efforts to destroy the
wildness of his native people and land.