AMERICAN HISTORY I (History-H105, section 15416) C Fall 2004

AMERICAN HISTORY I (History-H105, section 15416) C Fall 2004

Lecture Hall [LE] 102

Tuesdays [T] and Thursdays [R], 11 am-12:15 pm

Dr. Marianne S. Wokeck Ms. Carrie Torella

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: use the e-mail feature on OnCourse

office hours: T and R, 9-10 am; office hours: consult OnCourse for

and by appointment regular 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; and online such as the publisher of the textbook, Longman, and 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):

Mark C. Carnes and John A. Garraty, American Destiny: Narrative of a Nation, Volume I: To 1877 (New York: Longman [= Penguin Academics], 2003).

The textbook is bundled with Richard Marius and Melvin E. Page, A Short Guide to Writing about History, Fifth Edition (New York: Longman, 2005).

Any students who already own and use a comparable writing guide can continue to use itBupon one condition, however: at the beginning of the semester, students need to let the professor know on which writing guide they rely for this course).

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 some in-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 complete the course successfully.

Important goals of this introductory course are to provide students with basic knowledge about American history from the Europeans= exploration of the Americas to the Civil War. This overview includes major events and institutions and outstanding people. It also aims to hone skills that allow students to gain a better grasp of the complexities of American society and culture.

This is in accordance with the IUPUI Principles of Undergraduate Learning (often abbreviated as PULs). The particular principles that come to bear on this course are those that promote students= intellectual depth and breadth as well as their understanding of society and culture (for a complete listing of the PULs, see http://www.iupui.edu/~history/principlesundergraduatelearning.htm). In addition, this survey course offers students opportunities for practicing critical thinking skills; challenges them to integrate and apply historical knowledge; and creates greater awareness about the impact of personal choices and judgments on the society at large. The broad sweep and varied content of this introduction to American history lend themselves to fostering students= abilities to recognize the importance of historical context and perspective and also the political, social, and ethical dimensions of major decisions and developments in the past. Moreover, the course is designed to develop the students= ability to make cogent written presentations of their own research and historical analysesCways for practicing core communication and quantitative skills. In short, this class portrays American history in outline and serves, too, as an introduction to college-level course work.

Grading will be based on several tests, quizzes, and assignments, referred to as units here (for a tabular presentation of how the units add up to the semester grade, see below): Each unit carries a weight of ten percent. Four units are in-class tests. The tests are made up variably of identifications, true-false questions, multiple-choice questions, short-answer, and essay questions. Students need to take all three test but can drop the worst test to count only the grades of the two best tests toward the semester grade. Students also need to take four out of six possible quizzes for a total of one unit toward the semester grade. In addition, the report about a visit to one of the areas= historical sites or museums counts as two unit. The description and analysis of a historical document or illustration constitute three units. The remaining unit 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, assignments, and consultation with the instructors will receive a Agood@ grade (B) for this portion of the course; those who do not follow the rules of professional and civil conduct will fall below Asatisfactory@ (C) and may even fail this part. Students whose participation in class and consultation with the instructors are significantly and consistently above average can raise an average grade for this segment of the course to an Aexcellent@ (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, students should make good use of the 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.

test 1, test 2, test 3 = 4 units* (*each unit represents ten percent of the total semester grade)

historic site report = 2 units

formal paper = 3 units

Asatisfactory@ in 4 quizzes = 1 unit

professional behavior = 1 unit

_______________________________

semester grade = 10 units

Students who are already well versed in performing successfully in introductory college-level courses and who strive for excellence in this particular class have the option to substitute the requisite quiz unit with reading and discussing one book. These students will also combine the five units of required written assignments into one, namely a more substantial paper instead of the report of a historical site and the historical analysis of a document or image. Students who think they belong into the category need to contact the instructors as soon as possible after the start of the semester to determine their particular arrangements of assignments for this course.

Grade Scale: 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. 16; 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); AA+@ 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 assignments 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.

Attendance at all class meetings is a regular part of the course. Students are responsible to sign the attendance rosters for the lectures. 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. Missing more than four 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 in advance and that they bring the book and other pertinent materials to class on the scheduled dates. There will be a quiz for each chapter. The quizzes are required and graded but Acount@ towards the semester grade only in so far as this assignment has been completed as a whole in satisfactory fashion. It is smart to keep up with the textbook readings because this course covers more than three hundred years of a complicated past. Successful preparation for the tests alone requires a considerable amount of reading about often unfamiliar events and themes, which depends on considerable discipline in the study habits of students.

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. 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 to the tests and the quizzes students each student has to submit two writing assignments. The first written assignment is a report about a visit of one of the areas= historic sites or museums. This two-page (minimum of 500 words) report is to be presented in writing and the student=s selection of the site and particular exhibit needs the instructors= approval. The second written assignment is a formal paper. Each student is responsible for selecting one text or illustration from the document selection on OnCourse or from the pictures in the textbook as the topic of their paper. The goal is to prepare a research paper that summarizes the selected text or describes the chosen picture, puts the record in historical context, and analyzes it (what does it say or show? what does it mean? why is it important?). All selections need the instructors= approval, whoCtogether with the studentCwill also determine when the assignment is due. Students who want to make this a collaborative project can do so but need to obtain the instructors= approval and follow their directions for such group work. The paper, which is worth two units, should be at least five pages (1,250 words). In terms of format it needs to be double-spaced, have 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. For further particulars, consult Marius and Page, History. Important reminder to all students: be sure to save all of your course work on disk [or send notes and assignments as e-mail attachments to yourself for safe-keeping] until the end of the semester.

Each student is encouraged to create and maintain a journal of notes about the lectures and readingsCwriting hard copy or using a PC. The use of laptop PCs or handheld devices in class is permitted if they help students learn and always provided that the use of such electronic devices does not disturb others in class.

Students are expected to take tests and quizzes 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 tests and quizzes. 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 one of the instructors as soon as possible. In other words, 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). 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 academic misconduct, 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 IUPUI Bulletin 2004-2006, 36-38, for a complete listing of the Code of Student Rights, Responsibilities, and Conduct.

COURSE OUTLINE and READING ASSIGNMENTS (assignments are due at the beginning of the week unless noted or announced otherwise):

week 1 Introduction (including organizational matters)

Aug 26

week 2 Beginnings; Europe in the Americas

Aug 31, Sept 2 American Destiny, Prologue and chapter 1

week 3 American Society in the Making

Sept 7, 9 American Destiny, chapter 2

QUIZ 1 (9 Sept)

week 4 America in the British Empire

Sept 14, 16 American Destiny, chapter 3

1^st TEST (16 Sept)

week 5 The American Revolution

Sept 21, 23 American Destiny, chapter 4

week 6 The Federalist Era

Sept 28, 30 American Destiny, chapter 5

REPORT of historic site and exhibit due (28 Sept)

week 7 Jeffersonian Democracy

Oct 7, 9 American Destiny, chapter 6

QUIZ 2 (9 Oct)

week 8 National Growing Pains

Oct 12, 14 American Destiny, chapter 7

QUIZ 3 (12 Oct)

week 9 Toward a National Economy

Oct 19, 21 American Destiny, chapter 8

2^nd TEST (19 Oct)

week 10 Jacksonian America

Oct 26, 28 American Destiny, chapter 9

QUIZ 4 (28 Oct)

week 11 The Making of Middle-Class America

Nov 2, 4 American Destiny, chapter 10

1^st deadline for PAPER

week 12 A Democratic Culture

Nov 9, 11 American Destiny, chapter 11

QUIZ 5 (9 Nov)

week 13 Expansion and Slavery

Nov 16, 18 American Destiny, chapter 12

3^rd TEST (Nov 18)

week 14 The Sections Go Their Ways

Nov 23 American Destiny, chapter 13

THANKSGIVING (Nov 25 [= no classes])

week 15 The Coming of the Civil War

Nov 30, Dec 2 American Destiny, chapter 14

2^nd deadline for PAPER (30 Nov)

QUIZ 6 (2 Dec)

week 16 The War to Save the Union

Dec 7, 9 American Destiny, chapter 15

NOTES:

Pointers for formal paper assignment

Once you chose a document or illustration, make a copy that you can mark up with your own notes and comments. Then read and re-read it carefully, or look at it often and with attention to details, to become thoroughly familiar with the text or picture.

Start your assignment with a description of the text or image (about one page). Imagine your reader as someone who does not know the document. Provide your audience with the most important points first, then describe other details—

all in a well organized manner. Use your own words.

Put your document of choice (text or image) into context. This means, that you do research in the library and on the internet to find out as much about the text or picture; 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 or illustration] you have chosen as the lens through which to re-create the past. In other words, you need to decide what is important and deserves full focus, what background is necessary for understanding the actions or relationships or dialogue of the major (and minor) characters and their world.

Since your vehicle of communication is 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 paper should have two parts: In the first part you should explain to your audience what impact the document had at the time and its significance for today. In the second part 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 or image of your choice (author, date or time period of text or illustration, descriptive title of the document or image). 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). The format of your paper requires that the final version contains at least 1,250 words, is typed (double-spaced) and has one-inch margins. For particular form and formatting questions, consult Marius and Page, History.

Submit your final version (stapled, no special cover necessary). Remember to save often whenever you work on the electronic version your paper.