Colonial & Revolutionary
Cavanaugh Hall [CA] 221
Mondays (M) and Wednesdays (W),
Dr. Marianne S. Wokeck
CA 503Q
phone: 274-5820 [= voice mail]
e-mail: MWOKECK@IUPUI.EDU
office hours: Mondays and
Wednesdays,
Please note: This syllabus and other course materials can be found on oncourse (http://oncourse.iu.edu/)
and also via links on the home page of the Department of History (http://www.iupui.edu/~history/).
BOOKS (available at the University bookstore in
Cavanaugh Hall or online such as Amazon.com):
Hoffer, Peter Charles, The Brave New World: A
History of Early America (
Richter, Daniel K., Facing East from Indian
Country: A Native History of Early America (
Carr, Lois Green, Russell R. Menard, and Lorena S.
Walsh, Robert Cole=s World: Maryland & Society in Early
Moore, Brian, Black Robe (New York: Plume,
[1985] 1997) = required
Storey, William Kelleher, Writing History: A Guide for Students, 2nd
edition (
COURSE OBJECTIVES AND REQUIREMENTS:
This course introduces
students to a variety of topics and approaches about early American history. In
particular, the course explores the past through different kinds of readings.
The paper, to which I refer as the American Family Saga project (short AFS), is
designed to trace critical developments through the formative years of early
European settlements from the perspective of a particular American over the
course of the seventeenth century (see separate directions, below).
The reading and writing
assignments constitute the core of the course. 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. Regular
class attendance and participation in class discussions are also required.
Important goals of this
course are to provide students with basic knowledge about American history from
the European’s exploration of the
Grading will be based on a variety
of assignments and exams—ten (10) different units that count variously toward
the semester grade: a mid-term exam (1 unit that counts for 10%) and a final
(2 units that count for 20%)—both exams consist of short-answer and essay
questions; three tests about the readings (5% each for a total of 10%--only the
two best count as one unit); and, most importantly, a paper [= American
Family Saga project] (4 units altogether that count for 40%). Details and
directions regarding particular assignments will follow later. Class
attendance and participation in discussion will influence the final grade
(1 unit for 10%). Content will count most heavily in all written work, but
grammar, spelling, and style will affect grade.
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 IUPUI Campus 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 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. 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 final exam will be
cumulative in nature to make sure that they achieved the goals of the course.
It is expected that
students complete the reading assignments 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 one 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 readings because it makes participation in classes and preparation for
exams easier.
In this course the instructor
relies 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 web 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 A301 C275 [H511 C299] COLONIAL AND
REVOLUTIONARY 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 instructor will be available to answer basic
questions.
Each student is encouraged
to create and maintain a record of notes about the lectures;
discussions; readings; and research for the American family saga project. 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 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. The instructor’s name and contact information
are listed on the syllabus (transfer this information to your agenda, address
book, PC, cell phone, and other handheld devices).
Polite as well as
professional conduct requires that students are punctual and keep any scheduled
appointment (that includes class). If unforeseen and unavoidable circumstances
prevent students from meeting at the appointed time, they should inform the
instructor 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 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 IUPUI Campus Bulletin, 2002-2004, pp. 37-38, 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 announced
otherwise):
week 1 Organization and Introduction
12, 14 Jan
week 2 The
First Americans
19 Jan NO
CLASS – observance of Martin Luther King Jr’s
birthday
20 Jan Hoffer,
week 3 Encounters
26, 28 Jan Hoffer,
week 4 Confronting a Material
2, 4 Feb Richter,
Facing East, pp. 1-68 (including notes)
PRELIMINARY BIBLIOGRAPHY
(due:
week 5 Living with Europeans
9, 11 Feb Richter, Facing East, pp.
69-109 (including notes)
WORKING BIBLIOGRAPHY and PRELIMINARY PAPER OUTLINE (due:
week 6 Native Voices in a Colonial World
16, 18 Feb Richter,
Facing East, pp. 110-50 (including notes)
week 7 The Planters Colonies
23, 25 Feb Hoffer,
week 8 From
Enclaves to Commonwealths
1, 3 Mar MID-TERM
(
week 9 European Settlement on the
8, 10 Mar Carr
et al., Cole’s World, pp. 1-75 (including notes)
week 10 SPRING BREAK = NO CLASSES (15-21 March 2004)
week 11 European Settlement on the
22, 24 Mar Carr
et al., Cole’s World, pp. 77-166 (incl, notes)
App., pp. 169-267
week 12
29, 31 Mar Hoffer,
DRAFT OF PAPER DUE (due:
week 13 The Middle Colonies
5, 7 Apr Hoffer,
PEER REVIEW OF PAPER (due:
week 14
12, 14 Apr Hoffer,
week 15 The Empires
Reinvented
19, 20 Apr Hoffer,
FINAL VERSION OF PAPER
(due:
week 16 Provincial People and Places in the
Eighteenth Century
26, 28 Apr Hoffer,
SUBMISSION OF COURSE NOTES
[= optional] (due:
week 16 Summary
3 May RESPONSE
TO COMMENTS ON PAPERS (due:
FINAL:
Summary of Assignments
EXAMS: Students need to complete the mid-term and final; both count toward the semester grade.
mid-term = 1 unit; final = 2 units
TESTS: Students need to complete all three “book: tests; the two best grades count toward the semester grade.
test 1; test 2; test 3 = 2 units
PAPER [= American Family Saga project]: The project has different components that make up a total of four (4) units. Students need to complete all components, all of which count towards the semester grade.
bibliography = ½ unit; outline and draft = ½ unit; peer review = ½ unit; final version of paper = 2 units
PROFESSIONAL BEHAVIOR: Participation in class and civility of conduct make up one (1) unit and count as such towards the semester grade
Directions for AMERICAN
FAMILY SAGA PROJECT
Each student is to devise,
chart, chronicle, and analyze the story of a family in
Several preparatory steps
for creating an American family saga are mandatory for all students, but the
final version of the project is very flexible in terms of focus and content.
Each project needs to be presented finally in the form of a paper (at least 12
pages [that is a minimum of 3,000 words] typed, double-spaced with standard
one-inch margins and conforming to the rules set by widely accepted scholarly
conventions, such as MLA or “Turabian”), although
additional forms of presentation may be acceptable in consultation with the
instructor.
Choose one of the regions
of early
Choose or determine the
social and economic circumstances of "your" family's progenitor:
age, sex, family status;
income, wealth, skill, occupation; religion; education; circumstances in the
community
Research background and regional
context for "your" family:
IUPUI library search for at
least five scholarly books and five footnoted articles suitable to give you
details for devising the particular circumstances of your family, how it
organized life and how family members made their living; the common readings
for the course should be used as well
Creation of a
multi-generational family tree:
widen the family circle from
progenitor to kith and kin over three generations
Tracing the fate of
selected family members geographically:
determine how the mobility
characteristic of most Americans affected the networks of relatives in
"your" family
Choose four major events or
developments that affected the course of the colonies and show what impact each
of those circumstances had on the lives and fortunes of members of
"your" family:
immigration (voluntary and forced);
expansion; war and captivity; disease and death are some examples of
circumstances that shaped Americans' lives in critical ways
Combine all your research
and thinking and present the story of "your" family in the course of
early American history and explain how the fate of "your" family can
serve as an illustration for the development of the colonies [= complete draft
for submission for peer review]:
consider in what ways the failures
and successes of "your" family are typical or unique
Review your project in
light of the peer review:
re-think, reconsider, revise
Submit final version with cover letter (some would call it a letter of transmittal) that details in one paragraph how you constructed "your" family and its story. Describe in a second paragraph 1) what you enjoyed most about the project, 2) what part or task you found hardest to do, and 3) what you learned from devising "your" family history.