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Stephen F. Austin State University HIS 133: U.S. History Survey, 1000-1877 Fall 2010 Section 40, Monday 6-8:30, F 472 Dr. Charity R. Carney Email: [email protected] Office: LAN (Vera Dugas) 346 Office Phone: 468-2084 Office Hours: M 4-6; T 11:30-12:30 and 2-4; W 4-6; Th 11:30-12:30 and 2-4 Website: Course Description: This course is designed to give students a general knowledge of early American history, including native cultures, colonization, revolution, antebellum society and politics, and the Civil War and Reconstruction. In this class, we will discuss the political, economic, social, and cultural transformations that helped shape the United States and also those that created severe divisions that would eventually lead the nation into a civil war. Students will learn how diverse the American experience was during the colonial, revolutionary, and antebellum periods and how this diversity contributed to a distinct American identity. Throughout the class, we will engage the material through primary sources and classroom discussion to reveal the many perspectives of various groups of Americans who participated in the construction of the nation. Required Readings: Ralph F. Young, Dissent in America, Concise Edition Pearson, 2008 ISBN 978-0-205-62589-5 Marcus Rediker, The Slave Ship: A Human History Viking Adult, 2007 ISBN 978-0670018239 Paul E. Johnson and Sean Wilentz, Kingdom of Matthias: A Story of Sex and Salvation in 19th-Century America Oxford University Press, 1995 ISBN 978-0195098358 Drew Gilpin Faust, This Republic of Suffering: Death and the American Civil War Vintage Press, 2009 ISBN 978-0375703836 Recommended Textbook: You are not required to purchase a textbook for the course, but if you choose to use one, I recommend Eric Foner, Give Me Liberty!, Volume 1. Additional Web Resource: In addition to lectures and readings, students may also refer to the professor's website ( for important documents

such as the syllabus, digital copies of handouts, some lecture materials, and posts about current events that relate to classroom discussions. Additional Purchase Requirements: You will need to purchase 3 SCANTRONS (form 882-E) and 3 BLUE BOOKS at the beginning of the semester and turn them in to the professor by class on SEPTEMBER 20. Grading: Exam 1: Exam 2: Exam 3: Attendance/Participation: 30% 30% 30% 10% 100%

All grades will be given on a 100-point scale (90-100 is an A; 80-89 a B; 70-79 a C; 6069 a D; and 0-59 an F). Exams: There will be three exams for this course and each are worth 30% of your final grade. The dates of these exams are indicated below on your course schedule but the instructor reserves the right to alter these dates if necessary. All of the exams will be graded on a 100-point scale and will consist of multiple-choice and possible short-answer questions covering classroom material as well as outside readings. To be successful in this class, therefore, regular attendance and note taking are required as well as completion of all reading assignments. No exams will be given early, and no grades will be posted. Book Essays on Exams: On each exam there will be an essay on one of the three assigned books and how it relates to the lecture material. This essay will require you to explain the argument of the book and to provide examples from the reading in order to gain full credit for that section of the exam. The professor will provide handouts to help guide the class in the book readings and in preparing for the book essays. Reading on Exams: On each exam there will be questions over the weekly assigned readings in Dissent in America. Since there is no required textbook for the course, your document reader will serve as your companion guide for the class. You must complete the readings indicated for each week and come prepared to discuss those readings in class. If you are not prepared on a weekly basis, it will be more difficult to answer the questions on the exam and you risk losing participation points. Make-Up Policy: Any student requesting a make-up must provide an official letter documenting a university-approved absence (such as a death in the family, personal illness, court appearance, or religious holy day) and should notify the instructor prior to their absence and schedule to take the make-up within a week of the missed assignment. These

students must also be aware that the make-up may not be the same as the scheduled exam and are generally more difficult and might include additional essay questions involving the required readings or lecture material. Attendance/Participation: This section is worth 10% of your final average for the course. Participation in class discussions will help you earn credit towards this element of your grade. Be aware, however, that if you miss any classes, your attendance grade will then be docked as a percentage based on the number of absences you accrued during the semester. Failure to attend will drastically affect your average and you will miss important lecture material as well as forfeit any days that you may need for legitimate absences. Absences must be documented in order for them to be excused and in order for a student to make up a scheduled exam. You must apprise the instructor of university-related absences that are to be posted on MySFA and you must present sufficient written documentation of all other absences (doctors note, etc.). Please refer to the official university policy regarding the procedure for excused absences at: If you are unable to attend class for any reason, you must make arrangements to get notes from a fellow student. The professor does not distribute lecture notes and it is up to you to get the material that you missed. Instructor Availability and Other Matters: If you cannot make my scheduled office hours, I will be happy to meet or talk with you at another time. Feel free to email me to discuss concerns, questions, or matters of historical interest that we do not cover in class. Please seek me out early in the class if you are having any difficulties rather than waiting until the end of the course when there are limited options in improving your grade. If you do wish to talk with me in on a more one-on-one basis, email is the best way to contact me. While in class, please be respectful of your instructor and fellow students. Unnecessary talking, noisy distractions, and inappropriate computer and cell-phone usage (including texting) will not be tolerated. Students who disrupt class, leave class early, are tardy to class, or who habitually text during class will be considered absent. If off-topic computer usage becomes a concern, the instructor reserves the right to restrict the use of computers and other devices in the classroom. Also, at times our lecture or exam schedule may change, and all changes will be announced in class. Be aware that you are responsible for finding out about these changes in your absence and making necessary arrangements to acquire missed lecture material or make up assignments. Academic Integrity (A-9.1): Cheating and plagiarism in this class will be reported to the administration. It is each student's responsibility to attend class, take notes, complete the readings, study, and do well on the exams. If it is discovered that any student is not fulfilling his or her responsibilities and is cheating on any exams, the university will be notified and the student will be punished accordingly. Please see the university academic integrity policy below:

Academic integrity is a responsibility of all university faculty and students. Faculty members promote academic integrity in multiple ways including instruction on the components of academic honesty, as well as abiding by university policy on penalties for cheating and plagiarism. Definition of Academic Dishonesty: Academic dishonesty includes both cheating and plagiarism. Cheating includes but is not limited to (1) using or attempting to use unauthorized materials to aid in achieving a better grade on a component of a class; (2) the falsification or invention of any information, including citations, on an assigned exercise; and/or (3) helping or attempting to help another in an act of cheating or plagiarism. Plagiarism is presenting the words or ideas of another person as if they were your own. Examples of plagiarism are (1) submitting an assignment as if it were one's own work when, in fact, it is at least partly the work of another; (2) submitting a work that has been purchased or otherwise obtained from an Internet source or another source; and (3) incorporating the words or ideas of an author into one's paper without giving the author due credit. Please read the complete policy at Withheld Grades (Semester Grades Policy, A-54): Ordinarily, at the discretion of the instructor of record and with the approval of the academic chair/director, a grade of WH will be assigned only if the student cannot complete the course work because of unavoidable circumstances. Students must complete the work within one calendar year from the end of the semester in which they receive a WH, or the grade automatically becomes an F. If students register for the same course in future terms the WH will automatically become an F and will be counted as a repeated course for the purpose of computing the grade point average. Students with Disabilities: To obtain disability related accommodations, alternate formats and/or auxiliary aids, students with disabilities must contact the Office of Disability Services (ODS), Human Services Building, and Room 325, 468-3004 / 468-1004 (TDD) as early as possible in the semester. Once verified, ODS will notify the course instructor and outline the accommodation and/or auxiliary aids to be provided. Failure to request services in a timely manner may delay your accommodations. For additional information, go to General Education Core Curriculum Objectives and Student Learning Outcomes: HIS 133 is part of the university's Core Curriculum and as such strives towards both the general goals of the core and the specific objectives for social science classes set by the Texas Higher Education Coordinating Board. The Board has identified six skills, or "intellectual competencies," as the foundation for all university-level work: reading, writing, listening, speaking, critical thinking and computer literacy. This section of HIS 133 offers students experience in all of these areas, except for speaking. In addition, this course will emphasize the Coordinating Board's objectives for social science classes: · Students will demonstrate an understanding of key developments in American political history from the colonial period to 1877, with emphasis on colonial

· ·

· · ·

government, the creation and ratification of the Constitution and Bill of Rights, the formation of the federal government and its relation with the states, and Texas independence and annexation. Students will demonstrate an understanding of key developments in American economic history from the colonial period to 1877. Students will demonstrate an understanding of key developments in American social history from the colonial period to 1877 with emphasis on immigration and social change, reform movements, race and ethnicity, family and gender roles, and religion and culture. Students will demonstrate an understanding of American foreign policy from the colonial period to 1877. Students will demonstrate an understanding of the methods historians use to gather and analyze evidence. Students will be able to use the knowledge and skills gained in the course in the fulfillment of their responsibilities as active citizens in a democratic society.

Course Schedule and Assignments: WEEK 1 (August 30): WEEK 2 (September 6): WEEK 3 (September 13): Introduction, "American Traditions" Exploration and First Contact HOLIDAY European Imperialism and Conflict Colonization of the Continent

Dissent in America Pages: 25-26: Powhatan, Speech to John Smith 31-32: Mashpee, Petition to the Massachusetts General Court WEEK 4 (September 20): Colonization Continued Building the English Colonies

Dissent in America Pages: 9-15: Anne Hutchinson, The Trial of Anne Hutchinson 16-18: Mary Dyer, Mary Dyer's First Letter Written from Prison WEEK 5 (September 27): Introducing Slavery in the New World Enlightenment and Great Awakening

Dissent in America Pages: 35-37: 18th-Century Runaway Women, Ads from the Pennsylvania Gazette 32-34: John Peter Zenger, The New York Weekly Journal WEEK 6 (October 4): EXAM 1 [INCLUDING The Slave Ship] Lecture on: Deference and the Public Sphere WEEK 7 (October 11): The French and Indian War Revolutionary Thought

Dissent in America Pages: 45-48: Samuel Adams, The Rights of the Colonists 51-56: Thomas Paine, Common Sense WEEK 8 (October 18): The Revolutionary War and A Revolutionary People Dissent in America Pages: 58-59: Thomas Hutchinson, Loyalist Critique of the Declaration of Independence 65-66: Slave Petition, Petition for Gradual Emancipation 72-75: Judith Sargent Murray, "On the Equality of the Sexes" WEEK 9 (October 25): Creating a New Nation: Articles of Confederation and the Constitution

Dissent in America Pages: 69-70: Shay's Rebellion, Statement of Grievances 70-72: George Mason, Objections to This Constitution of Government

WEEK 10 (November 1):

Politics in the New Republic Jefferson as President

Dissent in America Pages: 77-78: Protest Against the Alien and Sedition Acts, The Virginia Resolutions WEEK 11 (November 8): EXAM 2 [INCLUDING Kingdom of Matthias] Lecture on: War of 1812 and the Era of Good Feelings WEEK 12 (November 15): The Age of Jackson The Market Revolution Dissent in America Pages: 82-83: Congressmen Protest the War of 1812, Federalist Protest 102-103: Laborers of Boston, Ten-Hour Circular 99-102: William Apess, "An Indian's Looking Glass for the White Man" WEEK 13 (November 22): Social Change, Reform, and the Problem of Slavery Dissent in America Pages: 94-97: David Walker, Appeal to the Coloured Citizens of the World 97-99: William Lloyd Garrison, The Liberator, Vol. I, No. 1 199-122: Elizabeth Cady Stanton, Declaration of Sentiments 122-123: Sojourner Truth, Ain't I A Woman? 123-124: Frederick Douglas, What to the Slave Is the Fourth of July? WEEK 14 (November 29): Manifest Destiny, the 1850s, and the Seeds of Conflict Dissent in America Pages: 146-150: Clement L. Vallandigham, Response to Lincoln's Address to Congress 150-152: William Brownlow, Knoxville Whig Antisecssion Editorial 156-161: Joseph E. Brown, Message to the Legislature WEEK 15 (December 6): Civil War and Reconstruction Dissent in America Pages: 166-172: African American Soldiers of the Union Army, Correspondence Protesting Unequal Pay 176-178: American Equal Rights Association, National Convention Resolutions FINAL EXAM: MONDAY, DECEMBER 13, 6:00-8:00 PM [INCLUDING This Republic of Suffering]

HIS 133: How to Read a Document In this class, you are required to read and analyze primary sources found in your document reader, Dissent in America. What is a primary source? A primary source is a document written by an individual who experienced historical events and wrote about them at the time. Primary sources are extremely valuable to historians, who use them to investigate different perspectives of historical events to try to discover what happened and how people felt about it. When reading primary sources and preparing for document quizzes keep the following questions in mind and try to answer as many of them as possible. Also remember that primary sources are often biased and contain individuals' opinions, so they should be read with the historical context in mind. In other words, think about what is going on in the government or society of the period while you read the documents and remember that this is only one person's opinion--other people would have viewed these events differently. Questions to consider: Who wrote the document? What do you know about them? What kind of document is this? Is it from a book, a sermon, newspaper article, government document, personal writing, letter? Were other people meant to read this document or was it private? Why does that matter? In other words, was there an audience for the document and who would it have been? When and where was it written? What are the main ideas contained in the document? What does the document say or argue? (Come up with at least 2-3 ideas expressed in the primary source.) After answering as many of these questions as possible, can you tell why this document was written? What purpose did it serve? What does it tell us about the person who wrote it? What does it tell us about the historical period? Preparing for the exam questions: In your document questions, you may be asked information like: Who was the author? What did they do? What kind of document did you read? For whom was it written? What main ideas are presented in this document? Why was this document was written? What was its purpose?


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