AMERICAN HISTORY I (History-H105, section
3852) C Fall 2005
Lecture Hall [LE] 100
Tuesdays [T] and Thursdays [R],
Dr. Marianne S. Wokeck Mr. Jeremy Hackerd
Education/Social Work [ES] 0017M 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,
and by appointment regular
times; and by appointment
Please note: This syllabus and other
course materials can be found linked to OnCourse
(https://original-oncourse.iu.edu/).
This course uses the regular version of OnCourse
(not OncourseCL, which will be phased in over the course of the academic year
2005-2006). 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 (
The textbook is bundled
with Richard Marius and Melvin E. Page, A Short Guide to Writing about
History, Fifth Edition (
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 in person 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
This is in accordance with
the IUPUI Principles of Undergraduate Learning (often abbreviated as PULs; for
a complete listing of the PULs, see http://www.iupui.edu/~history/principlesundergraduatelearning.htm).
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. 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 as an introduction
to college-level course work, too.
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 pass three out
of six possible quizzes for part 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 units. The description and analysis of a historical
document or illustration constitute three units. The remaining partial 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,
including proper citation and referencing of all sources of information, 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
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
satisfactory (C) in 3 quizzes = ½
unit
professional behavior =
½ 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 of A-students 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, pp. 16-17.
·
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 classesCno
questions askedCwithout 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 particular textbook assignments in advance of the
scheduled lecture and discussion of the material and that they bring the book
and other pertinent materials to class on the relevant dates. There will be a
quiz for every two-to-three chapters and other class materials. The quizzes are
required and student-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: https://original-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.
In past semesters, the
·
The second written assignment is a formal paper. Each student is
responsible for choosing one text or illustration from the document selection
on OnCourse or from the pictures
in the textbook as the topic of their primary source analysis. 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, who will determine when the assignment is due. Students who
want to make this assignment a collaborative project can do so but need to
obtain the instructors= approval and follow their
directions for such group work. The primary source analysis, which is worth
three 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 on the title page. 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 laptops or handheld devices in class is permitted, even
encouraged, 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 much 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 so that you can inform them promptly, if necessary).
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. Cell phones,
including text messaging, are not to be used during class (emergencies excepted, of course).
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.
In addition, please note:
Do you have a problem you
don't know how to solve? Is there information you cannot find? Do you have a
question that needs an answer or a problem that is affecting your class
attendance? The Student Advocate Office is here to help! I will answer your
questions, direct you to the appropriate departments and people, familiarize
you with university policies and procedures, and give you guidance as you look
at ways to solve problems and make choices. The Student Advocate Office is
located in UC002 and can be contacted by phone at 278.7594 or email at stuadvoc@iupui.edu.
For more information, see the Student Advocate website at: http://www.life.iupui.edu/advocate/.
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); Beginnings
Aug 25 MAKE
A PRINTOUT OF THE SYLLABUS ON ONCOURSE
(keep the syllabus readily
available for consultation and reference)
week 2 Beginnings (continued);
Aug 30, Sept 1 American Destiny, Prologue and chapter
1
week 3 American Society in the Making
Sept 6, 8 American
Destiny, chapter 2
QUIZ 1 (Sept 8)
week 4
Sept 13, 15 American
Destiny, chapter 3
1st TEST (Sept
15)
week 5 The American Revolution
Sept 20, 22 American
Destiny, chapter 4
week 6 The Federalist Era
Sept 27, 29 American Destiny, chapter 5
HISTORIC SITE REPORT
due (Sept 27)
week 7 Jeffersonian Democracy
Oct 4, 6 American
Destiny, chapter 6
QUIZ
2 (Oct 4)
week 8 National Growing Pains
Oct 11, 13 American
Destiny, chapter 7
QUIZ 3 (Oct 13)
week 9 Toward a National Economy
Oct 18, 20 American
Destiny, chapter 8
week 10 Jacksonian
Oct 25, 27 American
Destiny, chapter 9
2nd TEST (Oct
27)
week 11 The Making of Middle-Class America
Nov 1, 3 American
Destiny, chapter 10
QUIZ 4 (Nov 3)
week 12 A Democratic Culture
Nov 8, 10 American
Destiny, chapter 11
(pre-1820)
PRIMARY SOURCE ANALYSIS due (Nov 8)
QUIZ 5 (Nov 10)
week 13 Expansion and Slavery
Nov 15, 17 American
Destiny, chapter 12
3rd TEST (Nov
17)
week 14 The Sections Go Their Ways
Nov 22 American Destiny, chapter 13
(post-1820)
PRIMARY SOURCE ANALYSIS due (Nov 22)
THANKSGIVING BREAK: 23-27
NOV = NO CLASS NOV 24!
week 15 The Coming of the Civil War
Nov 29, Dec 1 American
Destiny, chapter 14
QUIZ 6 (Dec 1)
week 16 The War to Save the Union
Dec 6, 8 American
Destiny, chapter 15
*********************************************************************************************************
Pointers for first written
assignment – historic site report:
·
Go to the
o
Note location; mission; scope; other particulars of the museum (or other
site);
o
provide yourself with an overview of the collections;
o
choose one part of the collections on which to
concentrate or choose one particular item in one of the collections on which to
focus.
·
Describe the collection or item of your choice in detail (about one
page).
o
What is it?
o
What are the materials used?
o
Who made it?
o
What is its use?
o
What is its significance?
·
Provide your reader with the context for the collection or the object.
o
You may be able to provide that context from the label provided in the
museum or from the internet or from print sources in the library. In each case
you need to make reference to your source of information and cite those sources
properly.
·
Conclude your report with a personal reflection on what you learned,
what interested you most in the collection or the particular object, and what
you can recommend to friends on their visit to the museum.
·
Since your vehicle of communication is a formal paper, you need
to cast your report into words.
o
The body of your paper (about two pages [500 words]) should be
structured like an essay;
o
each paragraph conveys an important point,
including evidence that supports and examples that illustrate
each point.
o
Paragraphs need to be organized in logical sequence and the
narrative needs to flow from one paragraph to the next.
·
In your final written presentation, you need to have a title
page that includes
o
your name,
o
the particulars about the course (course title, course and section
numbers),
o
the particulars about the collection or object
of your choice (formal title of collection or object from official museum
publications).
o
You also need to document the sources of any information that you
used in your report (proper citation of books used and web-sites: either as
foot or endnotes with a bibliography or in a separate works-used section, which
needs to include all the necessary particulars such as page numbers and
detailed URLs);
o
be sure to check that all your sources of information
are properly documented by using the “turnitin”
feature that is available for this course (particulars on OnCourse).
o
The format of your paper requires that the final version contains
at least 500 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 in hard copy (stapled, no special cover
necessary) and also as an attachment to an e-mail to the instructors via
OnCourse.
·
Remember to save often whenever you work on the electronic version your
paper.
*********************************************************************************************************
Pointers for formal paper
assignment – primary source analysis:
·
Once you chose a primary source (text or illustration), record its complete
bibliographical citation of it so that you can list it as the first item in
your bibliography (works cited list).
o
Make a copy that you can mark up with your own notes and comments.
o
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).
o
Imagine your reader as someone who does not know the document.
o
Provide your audience with the most important points first (who; what;
where; when; why; how); then describe other detailsCall
in a well-organized manner.
o
Use your own words. If you rely on other sources of information for your
description such as the internet, books, or articles be sure to make proper
reference to those sources and to cite them completely and correctly.
·
Put your primary source of choice (text or image) into context.
o
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.
o
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 primary source] you chose as
the lens through which to re-create the past.
o
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 formal paper, you need
to cast your knowledge about the text and the circumstances in which and for
which it was produced into words.
o
The body of your paper (about five pages [1,250 words]) should be
structured like an essay;
o
each paragraph conveys an important point,
including evidence that supports and examples that illustrate
each point.
o
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:
o
In the first part you should explain to your audience what impact the
document had at the time and its significance for today.
o
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
o
your name,
o
the particulars about the course (course title, course and section
numbers),
o
the particulars about the primary source of
your choice (author, date or time period of text or illustration, descriptive
title of the document or image).
o
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 foot or endnotes with a bibliography or in
a separate works-used section, which needs to include all the necessary
particulars such as page numbers and detailed URLs).
o
Be sure to check that all your sources of information are properly
documented by using the “turnitin” feature that
is available for this course (particulars on OnCourse).
o
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 in hard copy (stapled, no special cover
necessary) and also as an attachment to an e-mail to the proper dropbox on OnCourse.
·
Remember to save often whenever you work on the electronic version your
paper.
CHECKLIST for written assignments
(from beginning choice to submission of final version)
historic site (museum and collection or object)/primary source of your choice (underline or highlight which one applies)
date __________ short description
_____________________________
document name in your electronic
files