AMERICAN
HISTORY I
(H105, section C239/40) B Spring
2004
Lecture
Hall [LE] 100
Mondays
[M] and Wednesdays [W],
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: M and W,
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 [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,
All students should own one of the following pocket
guides to writing (if you already own and use such a guide, that is, of course,
acceptable 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 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
Grading will be based on several tests, quizzes,
and assignments, referred to as Aunits@ here (for a tabular presentation the units, see
below): Each unit carries a weight of ten percent. Three units are in-class
tests 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 grade to count the two best toward
the semester grade. Students also need to take three out of five possible quiz
units. In addition, the summary and analysis of a historical document or
illustration constitute two units. The report about a visit to one of the areas= historical sites or
museums counts as one unit. The remaining twenty 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, 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 clearly 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 pocket
writing-guide required for this course. It is also recommended that students
take advantage of the services the
Students who are already well versed in performing
successfully in introductory college-level courses have the option to
substitute the requisite three quiz units with reading and discussing three
books. These students will also combine the three 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 (worth
three units). 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. For
particulars, see below.
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); 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 classesBno questions askedBwithout failing the class.
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. There will be a quiz for each chapter (three
consecutive quizzes constitute one unit). 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.
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
C239 (C240) 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 or picture from the document selection on OnCourse or in the textbook in order to
prepare a formally written paper that summarizes the selected text or
describes the chosen picture, puts the record in historical context, and
analyzes it. 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 but need to obtain the
instructors= approval and follow her
direction for such group work. The paper, which is worth two units, should be
about 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.
(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 second written assignment other than in-class
tests and quizzes is a report about a visit of one of the areas= historic sites or museums.
This two-page (minimum of 500 words) report, too, is to be presented in writing
(and, as with the other assignments, the student=s selection needs to be
made with the instructor=s approvalBa requisite for determining
the due date).
Each student is encouraged to create and maintain a
journal of notes about the lectures and readings—writing 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 the instructor as soon as possibleBknow 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 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
COURSE OUTLINE and ASSIGNMENTS:
week 1 Organization and Introduction
12, 14 Jan
week 2 Contact, Conflict, and Exchange in the Atlantic World
to 1590
19 Jan NO CLASS so that students can participate in
commemorations of Martin Luther King Jr
20 Jan American Passages, chapter 1 =
QUIZ 1
week 3 Colonization of
26, 28 Jan American
Passages, chapter 2 = QUIZ 2
week 4 Crisis and Change, 1675-1720
2, 4 Feb American
Passages, chapter 3 = QUIZ 3
1st
TEST:
week 5 The Expansion of Colonial
9, 11 Feb American
Passages, chapter 4 = QUIZ 4
week 6 Wars for
16, 18 Feb American
Passages, chapter 5 = QUIZ 5
week 7 Toward a More Perfect Union, 1783-1788
23, 25 Feb American
Passages, chapter 6 = QUIZ 6
week 8 The
1, 3 Mar American
Passages, chapter 7 = QUIZ 7
week 9 The
8, 10 Mar American
Passages, chapter 8 = NO QUIZ
2nd
TEST:
week 10 SPRING BREAK = 15-21 MARCH 2004 = no classes
week 11 Exploded Boundaries, 1815-1826
22, 24 Mar American
Passages, chapter 9 = QUIZ 8
week 12 The Years of Andrew Jackson,
1827-1845
29, 31 Mar American Passages,
chapter 10 = QUIZ 9
week 13 Panic and Boom, 1837-1845
5, 7 Apr American
Passages, chapter 11 = QUIZ 10
week 14 Expansion and Reaction, 1846-1854
12, 14 Apr American
Passages, chapter 12 = QUIZ 11
week 15 Broken Bonds, 1855-1861
19, 20 Apr American
Passages, chapter 13 = QUIZ 12
3rd
TEST:
week 16 Descent into War, 1861-1862
26, 28 Apr American Passages, chapter 14 =
QUIZ 13
last day
to turn in any written assignments =
week 17 Blood and Freedom, 1863-1867
3 May American
Passages, chapter 15 = NO QUIZ
Tabular Summary of Tests and
Assignments (regular
track)
Tests: need to complete all
three (3); the two (2) best count as two (2) units
towards the semester grade.
Test 1 = 1 unit; Test 2 = 1 unit; Test 3 = 1 unit
Quizzes: need to complete nine (9)
out of thirteen (13), which means that each of the required nine (9) quizzes
counts as one-third of a unit. Altogether three (3) units count toward the
semester grade.
Quiz 1 = 1/3 unit; Quiz 4 = 1/3 unit; Quiz 7 = 1/3 unit; Quiz 10 = 1/3 unit
Quiz 2 = 1/3 unit; Quiz 5 = 1/3 unit; Quiz 8 = 1/3 unit; Quiz 11 = 1/3 unit
Quiz 3 = 1/3 unit; Quiz 6 = 1/3 unit; Quiz 9 = 1/3 unit; Quiz 12 = 1/3 unit
Quiz
13 = 1/3 unit
Written
assignments:
report of historic site visit; paper about a historic text or image. The report and paper count
for three (3) units of the semester grade.
Report of historic site
visit = 1 unit
Paper about historic text
or image = 2 units
Professional behavior counts for two (2) units
of the semester grade.
Tabular Summary of Tests and
Assignments (alternative
track)
Tests: need to complete all
three (3); the two (2) best count towards the semester
grade.
Test 1 = 1 unit; Test 2 = 1 unit; Test 3 = 1 unit
Discussion/report on
selected readings: need to demonstrate reading and understanding of three books
(combination of discussion and written report—to be structured in consultation
with instructors); the choice of books is flexible but will be something like
Franklin’s Autobiography; the slave narrative of Frederick Douglass or
Harriet Jacobs; the historical novels Killer Angels or Cold Mountain;
each book counts for one (1) unit for a total of three (3) units that count
toward the semester grade.
Written
assignments:
paper about a historic text or image or topic. The paper counts for three
(3) units of the semester grade.
Professional behavior counts for two (2) units
of the semester grade.
Explore the documents and illustrations in the
textbook and on OnCourse. Mark the ones that interest you. Narrow your choice.
Make an appointment with one of the instructors and discuss your possible
choices; make a final selection; devise a strategy for research; and set a
deadline.
Once you chose a document or image, readBand re-readBit carefully or look at it
repeatedly.
Start your assignment with a summary of the text or
description of the image (about one page). Imagine your reader as someone who
does not know the document or illustration. Provide your audience with the most
important points in a well-organized manner. Use your own words.
Put your document or image of choice into context.
This means, that you do research in the library and on the Internet to find out
as much as possible 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 image]
you have chosen as the lens through which to view the past. In short, you need
to decide what is important and deserves full focus, what background is
necessary for understanding the actions or dialogue or relationships of the
major (and minor) characters. Imagine that you have one Aframe@ 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 a paper, you
need to cast your knowledge about the text or image and the circumstances in
which and for which it was produced into words. The body of your paper (total
of 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:
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 terms of format, 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 (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 Aworks-used,@ or Abibliography,@ section). You need to
consult at least one academic book or article and one trustworthy web site. In
college-level work, encyclopedias (or their web sites) are acceptable as
singular sources for your work in a very limited fashion. Be sure to find out
early what kinds of books and articles and web sites constitute good resource
materials for your paper. The final version of the paper should be about 1,250
words in length and has to be typed (double-spaced) with one-inch margins.
Submit your final version (stapled, no special
cover necessary) by the due date and remember to save the electronic versionBnot just at the very end,
but whenever you work on the project.
CHECKLIST (from beginning choice to submission of final
version)
document/illustration 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: