Dr. James Rigali:HIS 111 Syllabus
US HISTORY TO 1877
This course will examine the development of a land and peoples that became the United States. It was a complex process which witnessed the development of unique institutions of freedom and slavery. It was a period when a new nation was created in which citizens shared common ideas about equality but were deeply divided by ideas about regional, racial, class, ethnic and gender identities. Through, lectures, readings, discussions, films and music we will explore this rich and complicated history.
Class lectures will focus on several major themes: the meeting of races and cultures from three continents which resulted in a new world for all; the effect of the American environment on immigrant experiences and expectations; the factors that shaped economic growth and the rise of race-based slavery and the consequences of that development; the process by which colonists created a diverse society, but also created an American identity; and the ideological and institutional evolution of a unique American political system.
INTRODUCTION TO THE COURSE
| HIS 111
|| Dr. James H. Rigali, Lecturer
| Winter 2005
|| Office: IB-2423C No. 14
| Class Times: M-F 9:00-9:50
|| Tel: 527-5665 ext 1
| Classroom: CC-2153
|| Email: firstname.lastname@example.org
|| Office Hours: M-Thu 10:00-10:50
||& by appointment
- Davidson, et al. Nation of Nations. 5th Edition. NY: McGraw-Hill, 2004. Please note that this is a new and greatly expanded edition of the textbook. We have ordered the full textbook, which will be used next quarter, because the full editions are much cheaper than two of the split copies. Read the textbook at home according to the scheduled reading assignments. You do not need to bring the book to class.
- Michael P. Johnson. Ed. Reading the American Past, Volume 1: To 1877. 2 nd edition. Boston: Bedford St. Martins, 2002. Bring this reader to class on days when class discussion is scheduled.
COURSE STRUCTURE AND ASSIGNMENTS
The course is designed to introduce students to a wide range of viewpoints concerning the development of the United States to 1877. The readings and weekly discussions are designed to introduce students to the ideas, experiences and values of the people who inhabited America. The course starts with the premise that history is not just a set of facts about the past, but an ongoing debate about the meaning and interpretation of the past. Class time and assignments are designed to encourage students to develop critical and analytical skills in evaluating the past as well as encourage students to recognize that understanding the past helps us to think critically about the present. For all these reasons the class is structured to give students an active role in the learning process.
Do all your work and actively participate in all course activities. This means you:
- Attend all classes and actively participate in them. It is particularly important that you are prepared for and participate in Thursday discussions of readings. If you are absolutely unable to attend a class, notify me in advance and make up all work covered during your absence.
- Read all of the assigned readings. Schedule of readings are listed in the course outline.
- Do all in-class writing assignments.
- Take the quizzes, midterm, and final exam. You must complete all assignments and tests to get a passing grade.
- Keep all returned writing assignments, quizzes and exams in a portfolio for review by the instructor. Be ready to turn them in with one day’s notice.
- Academic dishonesty will not be tolerated. This includes cheating, copying and plagiarism (using other’s ideas, words and theories) and submitting them as your own work. Academic dishonesty is grounds for failing the course.
- Ask for information and help when you need it.
- Be respectful and courteous. Be on time. Turn off all cell phones; please do not talk while the instructor or other members of the class are talking.
If you take this course seriously, by the end of it you should be able to:
- Acquire a general understanding of historical developments, issues and people in the region that evolved into the United States, from the settlements by earliest populations through the Civil War and Reconstruction.
- Work with primary and secondary print and non-print resources in the history of the United States
- Use documents, texts, media, databases, and electronic resources to examine and evaluate past events, issues and artifacts.
- Develop sufficient map skills to know where events in US history took place and how physical geography affected political, social, economic and cultural development in the region.
- Write, clear, comprehensive historical essays.
- Understand and appreciate the diversity of Americans’ experience and the complexity of historical issues for peoples of all races, ages, religions and ethnic groups, for followers of different social, religious, and political traditions, for those of different social classes, and for those with different lifestyles.
- Understand better the complexity of historical issues.
- Acquire lifelong learning skills and interests.
- Recognize the value of intellectual inquiry, personal responsibility and ethical behavior.
NSCC GENERAL EDUCATION LEARNING MET BY HIS 111
Students who successfully complete the course should be able to:
- Outcome 12. Understand the US as a multicultural society.
- Outcome 8. Understand major ideas, values, beliefs, and experiences that have shaped human history and cultures.
- Outcome 4. Access, evaluate and apply information from a variety of sources.
- Outcome 1. Think critically in reading and writing.
- Outcome 6. Work and communicate effectively in groups.
- Attitudes (3). Demonstrate a willingness to learn from many cultures, persons, methods and viewpoints.
Attitudes (1). Recognize the value of intellectual, inquiry, personal responsibility and ethical behavior.
Participation: Class Discussion and the Online Discussion Room
To help develop communication and writing skills, as well as to encourage each student to think critically about the issues raised in the course, each student is required to actively participate in the Thursday class discussion and the online discussion room which is linked to the class through the course website. Students can earn up to ten points each week (5 for in class discussion and 5 for online discussion). The discussion will be open from Sunday to Sunday. On Sunday I will close the discussion room for the previous week and open up the discussion room for the next week. Students will not be graded on their spelling and grammar, but on their contribution to discussion. You can use the questions in the Johnson book as a starting point, but you are encouraged to come up with your own questions, to develop your own analysis of the readings, to respond to questions of your fellow students. Both quantity and quality are considered in awarding points. I am not looking for “perfect answers,” but contributions must show that you have read the material and thought about it. For example, comments such as “I liked the reading” or “this is boring” should not be posted and will not earn any points.
There will be three exams during the quarter. Grades will be based on performance in the exam and on participation in the weekly discussions, in class on Thursdays as well as in the discussion room which can be found on the course homepage. Grades will be determined according to the following formula:
| Participation/ Discussion Room
|| 100 Points
| First Exam
|| 80 Points
| Second Exam
|| 80 Points
|| 140 Points
NOTE: IF YOU NEED COURSE ADAPTATIONS AND ACCOMODATIONS BECAUSE OF A DISABILITY; IF YOU HAVE EMERGENCY MEDICAL INFORMATION TO SHARE WITH ME; IF YOU NEED SPECIAL ARRANGEMENTS IN CASE THE BUILDING MUST BE EVACUATED: PLEASE MAKE AN APPOINTMENT WITH ME AS SOON AS POSSIBLE.
TO ENSURE THAT YOU RECEIVE ACCOMODATIONS FOR DISABILITIES PLEASE MAKE SURE THAT YOU PROVIDE ME WITH FULL DOCUMENTATION NO LATER THAN THE 10 TH DAY OF CLASS.