AMERICAN HISTORY I (H105, section C362) – Fall 2003
Lecture
Hall [LE] 100
Tuesdays
[T] and Thursdays [R],
DISCUSSION
SECTIONS:
H105, C363: T, 12 noon-12:50 pm H105,
C365: R,
H105, C364: T,
H105, C367: R,
Dr.
Marianne S. Wokeck Ms.
Emily Hall
Cavanaugh
Hall [CA] 503Q Cavanaugh
Hall [CA] 540
phone:
274-5820 [= voice mail] phone:
274-2571 [= voice mail]
e-mail:
MWOKECK@IUPUI.EDU e-mail:
EMHALL@IUPUI.EDU
office
hours: Tuesdays and Thursdays,
and by
appointment times; and by
appointment
Please note: This syllabus and other course materials can be found
linked to OnCourse (http://oncourse.iu.edu/). A copy of the
syllabus is also on the home page of the
Department of History (http://www.iupui.edu/~history/).
BOOKS (available at the university bookstore [not shelved
very systematically under the course number and instructor’s name]; and online
such as Amazon.com):
All students should
own and must read (the
short titles of the books by which they are often referred to in class are
printed in bold italics):
Edward L. Ayers, Lewis L. Gould, David M. Oshinsky, and Jean R. Soderlund, American
Passages: A History of the
All students should
own one of the following pocket guides to writing (if you already own and use such a
guide, that is acceptable, too, as long as you let the professor know on which
writing guide you rely):
Ann Raimes, Pocket Keys for Writers (
Dawn Rodrigues and Myron C. Tuman, Writing Essentials with
Quick-Reference Coverage of
Writing Online. Second Edition (New York: W. W.
Norton & Company, 1999).
Selected print and pictorial documents are available on OnCourse.
COURSE OBJECTIVES AND REQUIREMENTS:
This is a
survey course that introduces students to a variety of essential topics and
perspectives in American History. In particular, the course explores the
nation’s history through different kinds of readings and by addressing
questions about the reconstruction and interpretation of the past. The reading
and writing assignments constitute the core of the course, which follows a
format of lectures with separate class discussion. Students need to calculate
on average at least four hours each week of reading and writing (in addition to
the scheduled class time) in order to be properly prepared for participation in
class discussions and to complete the course successfully.
Important
goals of this introductory course are to provide students with basic knowledge
about American history from the European’s exploration of the
Grading
will be based on several tests and
assignments, referred to as “units”
here: All students must complete 6 units. The four best units count toward the
semester grade (20% for each unit). Three units are in-class tests made up
variably of identifications, true-false questions, multiple-choice questions,
short-answer, and essay questions. The summary and analysis of a historical document
and illustration constitute one unit each as does the report about a visit to
one of the areas’ historical sites or museums. The remaining 20 percent of the
semester grade is based on the students’ practice of professional behavior and
civility that normally count among the prerequisites for college courses.
Students who observe the rules and instructions concerning punctuality,
attendance, class participation, and assignments will receive a “good” grade
(B) for this portion of the course; those who do not follow the rules of
professional and civil conduct will fall below “satisfactory” (C) and may even
fail this part. Students whose participation in class discussion is clearly and
consistently above average can raise an average grade for this segment of the
course to an “excellent” (A) grade. Content will count most heavily in all
written work, but obvious inattention to grammar, spelling, and style will affect
grade. In other words, make good use of the pocket writing guide required for
this course (it is also recommended that students take advantage of the
services the Writing Center [on the fourth floor of Cavanaugh Hall] has to
offer).
Students
who do satisfactory work can expect
the average grade of "C" (73-76 points on a scale of 100 points
maximum) in accordance with the academic regulations stated in the Bulletin,
p. 17; students whose work is above
average will receive grades of "C+" to "B+" (77 to 89
points on a scale of 100); for demonstrable excellence in their work students can achieve an "A-"
(90-92 points) or "A" (93-97 points); “A+” is for a score of 98-100
points. Less than 61 points represent unacceptable
work and hence carry the failing grade of "F"; "C-" to
"D-" (70 to 60 points on a scale of 100) constitute below average work. For calculation of
the semester grade, improvement over the course of the semester is an important
consideration and can raise the final grade above the mathematical average. All
assignment have to be handed in on time. Tardiness
carries a penalty: for every day an assignment is late, one-third of a letter
grade is subtracted from the earned grade.
For example, a B+ assignment will be lowered to a B-, if it was two days
late.
More
detailed directions for class attendance and assignments are available on OnCourse:
Attendance at all class meetings is a
regular part of the course. Students are responsible to sign the attendance
rosters for the lectures as well as for the class discussions. Realizing that
some time even with the best plans and intentions other aspects of students’
lives conflict with their commitment to school, each student can miss four
classes–no questions asked–without failing the class (counting lectures and
discussions together only when both fall on the same day; not four lectures and
four discussion sections separately). Missing more than four days of classes
carries a price, however: students with unsatisfactory attendance records do
not only risk low marks in the professional performance section of the course
but their last exam will be cumulative in nature to make sure that they learned
by themselves what they missed in class.
It is
expected that students read the textbook
and discussion materials in advance and that they bring these materials to
class on the scheduled dates. Informed participation in class discussion
contributes favorably toward the semester grade (the frequency as well as the
quality of students’ contributions count). This course covers more than three
hundred years of a complicated past and requires a considerable amount of
reading about often unfamiliar events and themes, which depends on considerable
discipline in the study habits of students. It is smart to keep up with the
textbook readings because it makes participation in classes and preparation for
exams easier.
In this
course the instructors rely on the IU OnCourse system to keep in touch
and to make course materials available. More information on how the system is
to be used will be provided in class and in announcements posted on the course
site. Students are expected to check course announcements regularly, at least once
before each class.
Access OnCourse at the following URL:
http://oncourse.iu.edu; then select IUPUI; enter your IUPUI username and
password; click IN HIST H105 C391 AMERICAN HISTORY I; course announcements; use
OnCourse features such as
Syllabus, Schedule, and In Touch. For help refer to Getting Help With OnCourse.
Courses that teach the use of OnCourse
are offered regularly to all students. The instructors will be available to
answer basic questions.
In
addition, each student is responsible for selecting one text and one picture
from the document selection on OnCourse
in order to prepare two five-minute
presentations in class (discussion section) that summarize the text or
describe the picture, put them in historical context, and analyze them. All
selections need the instructors’ approval, who–together with the student–will
also determine when the assignment is due. Students, who want to make this a
collaborative project, can do so with the instructors’ approval and direction
for such group work. Students will also submit to the instructors a formally written version of their presentations.
This means a two-to-five page typed paper (double-spaced, standard one-inch
margins; with the name(s) of the student(s) and date of the assignment clearly
marked in the right-hand, top corner), which is due in duplicate (important
reminder to all students: be sure to save all of your course work on disk [or
send them as e-mail attachment to yourself for safe-keeping] until the end of
the semester). The third assignment
other than in-class tests is a report about a visit of one of the areas’
historic sites or museums. This report, too, is to be presented in class and in
writing (and, as with the other assignments, the student’s selection needs to
be made with the instructor’s approval–a requisite for determining the due
date).
Each
student is encouraged to create and maintain a journal of notes about the
lectures; discussions; and readings.
Students
are expected to take tests and exams at the appointed time and hand in written
assignments in class the day they are due (assignments will not be accepted
after class on the designated date). There are no make-ups for missed in-class
exams and assignments. Students who for extraordinary reasons cannot meet a
deadline should discuss their situation with the instructors before the due date (if truly dire
circumstances do not allow that, get in touch with the instructor as soon as
possible–know your instructors’ names and phone numbers and e-mail addresses).
Polite as
well as professional conduct requires that students are punctual and keep any
scheduled appointment (that includes lectures and discussion sections). If unforeseen and unavoidable circumstances
prevent students from meeting at the appointed time, they should inform the
instructors of the situation as soon as possible.
University
policy is that the grade of "Incomplete" should be assigned only to
students who have successfully completed most of the course work and who have
been prevented by significant and unanticipated circumstances from finishing
all requirements. Removal of "Incomplete" grades is often troublesome
for both student and instructor, I will be reluctant
to assign them.
Cheating on
exams and other forms of intellectual dishonesty, notably plagiarism, will not
be tolerated, will result in a failing grade on the work in question, may mean
a failing semester grade, and may lead to disciplinary action by the
university. Consult the Indiana University Bulletin, 2002: School of Liberal
Arts, p. 20-21, or the relevant parts about academic misconduct published
in the Code of Student Ethics for the university's rules on academic
misconduct.
COURSE OUTLINE and READING ASSIGNMENTS (assignments are due
at the beginning of the week unless noted or announced otherwise):
week 1 Organization and Introduction
Aug 21
week 2 Contact, Conflict, and Exchange in the
Atlantic World to 1590
Aug 26, 28 American Passages, chapter 1
week 3 Colonization of
Sept
2, 4 American Passages, chapter 2
week 4 Crisis and Change, 1675-1720
Sept 9, 11 American Passages, chapter 3
1st
EXAM: September 11
week 5 The Expansion of Colonial
Sept 16, 18 American Passages, chapter 4
week 6 Wars for
Sept 23, 25 American Passages, chapter 5
week 7 Toward a More Perfect Union, 1783-1788
Sept 30, Oct 2 American Passages, chapter 6
week 8 The
Oct 7, 9 American Passages, chapter 7
week 9 The
Oct 14, 16 American Passages, chapter 8
2nd
EXAM: Oct 14
week 10 Exploded Boundaries, 1815-1826
Oct 21, 23 American Passages, chapter 9
week 11 The Years of Andrew
Jackson, 1827-1845
Oct 28, 30 American Passages, chapter 10
week 12 Panic and Boom, 1837-1845
Nov 4, 6 American
Passages, chapter 11
week 13 Expansion and Reaction, 1846-1854
Nov 11, 13 American Passages, chapter 12
week 14 Broken Bonds, 1855-1861
Nov 18, 20 American Passages, chapter 13
3rd
EXAM (Nov 20)
week 15 Descent into War, 1861-1862
Nov 25 American Passages, chapter 14
THANKSGIVING (Nov 27 [= no
classes])
week 16 Blood and Freedom, 1863-1867
Dec 3, 5 American Passages, chapter 15
NOTES:
Pointers for written
assignment
Once you
chose a document, read–and re-read–it carefully.
Start your
assignment with a summary of the text (about one page). Imagine your reader as someone who does not
know the document. Provide your audience
with the most important points in a well organized manner. Use your own words.
Put your
document of choice into context. This means, that you do research in the library and on the internet to
find out as much about the text; its author(s) and audience; and what
impact it had. Put differently, you need
to become a detective in order to discover as much as you possibly can about
the time, culture, religion, politics, economics, people, etc. of the evidence
[= your document] you have chosen as the lens through which
to choose the past. You can also think
of it as if you were a film director and your document the script for one scene
of a movie (the kind of document you chose can also provide you with clues as
to whether such a movie would most likely be a drama, comedy, documentary,
sit-com, or epic). In short, you need to
decide what is important and deserves full focus, what background is necessary
for understanding the actions or dialogue of the major (and minor)
characters. Imagine that you have one
“frame” to let your audience see the past as you understand it and as you want
your reader to see it.
Since your
vehicle of communication is not a movie but a paper, you need to cast your
knowledge about the text and the circumstances in which and for which it was
produced into words. The body of your
paper (about five pages) should be structured like an essay, in which each
paragraph conveys an important point, including evidence that supports and
examples that illustrate each point.
Paragraphs need to be organized in logical sequence and the narrative
needs to flow from one paragraph to the next.
The
conclusion of your assignment should have two parts: First, you should explain
to your audience what impact the document had at the time and its significance
for today. Second, you should tell your
reader why you chose the text and what you learned from researching it and
presenting your findings.
In your
final written presentation, you need to have a title page that includes your
name, the particulars about the course (course title, course and section
numbers), and the particulars about the document of your choice (document
number, date or time period of document, descriptive title of document). You also need to document the sources of the
information that allowed you to provide the context for your presentation
(proper citation of books used and web-sites: either as notes or in a separate
“works-used,” or “bibliography,” section).
Submit your
final version (stapled, no special cover necessary) and remember to save the
electronic version–not just at the very end, but whenever you work on the
project.
The format
of your presentation requires that the final version contains about 1,000
words, is typed (double-spaced) and has one-inch margins.
CHECKLIST (from beginning choice to submission of final version)
document/illustration/historic
site chosen date short description
_____ _____________________________
document
name in your electronic files name date created
___________ _____________
deadline
for submission set with instructor date _____________
meeting with instructor to discuss choice and
strategy for completing the assignment date _____________
consultation
of materials in the IUPUI library date _____________
consultation
of materials on the internet date _____________
draft
of assignment completed date _____________
check
of draft by an outside reader (
friend
or partner;
revision
of draft in light of outside critique; checked for
correct
spelling, grammar, formatting; presentation date _____________
submission
of complete, final version date _____________
Comments about
assignment: