HIST2300.161
American History before 1877
Fall 2022
Instructor:
Dr. Mark Stoll
Office: HH 135 Office hours: Monday, Wednesday 12:00–1:30 p.m.
and by appointment
E-mail: Mark.Stoll@ttu.edu Web: http://www.markstoll.net/
Teaching assistants:
|
A–G Noah Fore |
H–Park Adam Hogan HH141 M 12–1:30; W 3–5 |
Parker–Z Kyle Rable HH141 W 1–2; F 1–2 and 3–4 |
Textbooks:
William Cronon, Changes
in the Land: Indians, Colonists, and the Ecology of New England
Study Questions
Peter Charles Hoffer, When Benjamin Franklin Met the Reverend Whitefield: Enlightenment,Revival, and the Power of the Printed Word
Study Questions
Paul E. Johnson
and Sean Wilentz, The Kingdom of Matthias: A Story of Sex and Salvation in
19th-Century America, Second Edition
Study Questions
James M.
McPherson, Crossroads of Freedom: Antietam
Study Questions
Recommended: James West Davidson, A Little History of the United States
Format: Lecture
Grading
· There will be four examinations. Students must bring bluebooks on exam days.
· All make-up exams will be given on the last Tuesday of classes only.
· Each midterm counts 22% of the final grade; the final counts 34%.
Attendance
Attendance will be taken in class. Students with perfect attendance will receive a bonus of 3 points on their final grades. Students who miss more than 2 classes will lose 1 point off their final grades for each absence over two. Absences may be excused with written evidence of dire need, that is, death in the family, hospitalization, illness, etc. Students who have been absent shall present written excuses to the professor. Excessive, habitual tardiness, which disrupts class and annoys your fellow students, will result in three tardies counting as one absence.
Electronics in the Classroom
Because electronic devices distract both the student and students around them, all electronic devices must be turned off during class time. This means no texting or other use of cell phones, and no laptops. Laptops may be used only if the instructor gives permission, but students must use the computer for class-related activities only, such as note-taking. This means no e-mail, social media, Internet surfing, video watching, or other non-academic activities. Students using unauthorized electronic devices during class will be asked to leave and counted absent for the day. If, during an exam, a student is seen using any electronic device, the exam will be collected immediately at that moment and receive a failing grade.
Map quiz
Because geography shapes and influences history, students must know the basic facts of U.S. geography. All students will be required to pass a geography map test. This test will require students to locate, on an outline map of the U.S., 20 of the features named on the following list. A passing score is 80%. The test will be taken during the first full week of class. Students will have opportunities to retake the map quiz if they fail, but must pass before October 21. Students must be able to locate the following on an outline map:
|
All 50 states by name |
Rio Grande |
Washington, D.C. |
|
Canada |
Appalachian Mountains |
New York City |
|
Mexico |
Rocky Mountains |
Philadelphia |
|
Pacific Ocean |
Sierra Nevada |
Boston |
|
Gulf of Mexico |
Cascade Range |
Atlanta |
|
Atlantic Ocean |
All 5 Great Lakes by name |
Chicago |
|
St. Lawrence River |
Great Salt Lake |
New Orleans |
|
Hudson River |
Puget Sound |
St. Louis |
|
Ohio River |
Great Basin |
Denver |
|
Mississippi River |
Great Plains |
Santa Fe |
|
Missouri River |
Chesapeake Bay |
Salt Lake City |
|
Arkansas River |
Florida Keys |
Los Angeles |
|
Columbia River |
Cape Cod |
San Francisco |
|
Colorado River |
Cape Canaveral |
Seattle |
|
|
Long Island |
|
Note: These geographical features can be found in most encyclopedias and atlases. You might also try your luck on Wikipedia or Google Maps. Attached to this syllabus is a blank map for you to practice with.
Fall 2022 Course Schedule
Dates are
tentative; the professor reserves the right to make changes.
Changes to the Web syllabus supersede earlier versions of the syllabus.
Aug 26 INTRODUCTION
Aug 29 AMERICA BEFORE CONQUEST
Reading: Davidson, 1–15; start Cronon
Aug 31 AMERICA BEFORE CONQUEST
Reading: Davidson, 1–15; continue Cronon
Sep 2 EXPLORATION AND EMPIRE
Reading: Davidson, 16–29; continue Cronon
Sep 5 No class
Sep 7 EXPLORATION AND EMPIRE
Reading: Davidson, 45–51; continue Cronon
Map Quiz in class
Sep 9 SLAVERY and ENGLISH COLONIZATION
Reading: Davidson, 30–37; continue Cronon
Sep 12 VIRGINIA
Reading: Davidson, 30–37; continue Cronon
Sep 14 THE PURITAN COLONIES: NEW ENGLAND
Reading: Davidson, 30–37; continue Cronon
Sep 16 THE PURITAN COLONIES: NEW ENGLAND
Reading: Davidson, 52–59; continue Cronon
Sep 19 THE MIDDLE COLONIES
Reading: Davidson, 52–59; continue Cronon
Sep 21 COLONISTS, SLAVES, AND IMMIGRANTS
Reading: Davidson, 52–59; finish Cronon
Sep 23 EXAMINATION #1
Sep 26 THE FRENCH IN AMERICA and THE GREAT AWAKENING
Reading: Davidson, 60–65; start Hoffer
Sep 28 THE ENLIGHTENMENT, AND POLITICAL IDEALS
Reading: Davidson, 60–65; continue Hoffer
Sep 30 CAUSES OF THE REVOLUTION
Reading: Davidson, 66–82; continue Hoffer
Oct 3 CAUSES OF THE REVOLUTION
Reading: Davidson, 83–91; continue Hoffer
Oct 5 THE REVOLUTION
Reading: Davidson, 92–98; continue Hoffer
Oct 7 THE REVOLUTION
Reading: Davidson, 99–105; continue Hoffer
Oct 10 THE CONSTITUTION
Reading: Davidson, 106–114; continue Hoffer
Oct 12 THE NEW GOVERNMENT TESTED
Reading: Davidson, 106–114; finish Hoffer
Oct 14 EXAMINATION #2
Oct 17 REPUBLICAN "REVOLUTION OF 1800"
Reading: start Johnson and Wilentz
Oct 19
THE WAR OF 1812
Reading: Davidson, 131–137; continue Johnson and Wilentz
Oct 21 THE INDUSTRIAL REVOLUTION
Reading: Davidson, 131–137; continue Johnson and Wilentz
Oct 24 THE INDUSTRIAL REVOLUTION
Reading: Davidson, 115–122; continue Johnson and Wilentz
Oct 26 THE SECOND GREAT AWAKENING
Reading: Davidson, 115–122; continue Johnson and Wilentz
Oct 28 THE ERA OF GOOD FEELING
Reading: Davidson, 115–122; continue Johnson and Wilentz
Oct 31 IMPACT OF THE SECOND GREAT AWAKENING
Reading: continue Johnson and Wilentz
Nov 2 JACKSON’S PRESIDENCY
Reading: Davidson, 123–130; continue Johnson and Wilentz
Nov 4 SLAVERY
Reading: Davidson, 123–130; finish Johnson and Wilentz
Nov 7 EXAMINATION #3
Nov 9 SLAVERY AND ABOLITION
Reading: Davidson, 138–147; start McPherson
Nov 11 ABOLITION AND "POSITIVE GOOD" and WESTWARD EXPANSION
Reading: Davidson, 148–156; continue McPherson
Nov 14 RISING CONFLICT
Reading: Davidson, 148–156; continue McPherson
Nov 16 RISING CONFLICT
Reading: Davidson, 157–167; continue McPherson
Nov 18 SECESSION and CIVIL WAR
Reading: Davidson, 157–167; continue McPherson
Nov 21 THE CIVIL WAR
Reading: Davidson, 157–167; continue McPherson
Nov. 23–25 Thanksgiving Break—no class
Nov 28 THE CIVIL WAR
Reading: Davidson, 168–182; continue McPherson
Nov 30 POSTWAR AMERICA
Reading: Davidson, 168–182; continue McPherson
Dec 2 RECONSTRUCTION
THIS CLASS WILL BE HELD IN MCOM 281
Reading: Davidson, 198–204; continue McPherson
Dec 5 AMERICA IN THE 1870s
Reading: Davidson, 176–197; finish McPherson
Dec 6 All Make-Up Exams All Day in HH135
FINAL EXAM: Tuesday, December 13, 4:30 p.m. to 7:00 p.m.
Note: "Religious holy day" means a holy day observed by a religion whose places of worship are exempt from property taxation under Texas Tax Code §11.20. A student who intends to observe a religious holy day should make that intention known in writing to the instructor prior to the absence. A student who is absent from classes for the observance of a religious holy day shall be allowed to take an examination or complete an assignment scheduled for that day within a reasonable time after the absence. A student who is excused under this provision may not be penalized for the absence; however, the instructor may respond appropriately if the student fails to complete the assignment satisfactorily.
©2022 Mark Stoll. The professor reserves the right to change this syllabus at his discretion. Changes will be announced in class and posted on the class Webpages. All lectures given in this class are the intellectual property of the instructor. Any attempt to reproduce or transmit lectures or lecture notes for profit, either directly or through a third party, is an infringement of the instructor’s copyright interest.
Other stuff:
Any student who, because of a disability, may require special arrangements in order to meet the course requirements should contact the instructor as soon as possible to make any necessary arrangements. Students should present appropriate verification from Student Disability Services during the instructor’s office hours. Please note: instructors are not allowed to provide classroom accommodations to a student until appropriate verification from Student Disability Services has been provided. For additional information, please contact Student Disability Services in Weeks Hall or call 806-742-2405.
Academic integrity is taking responsibility for one’s own work, being individually accountable, and demonstrating intellectual honesty and ethical behavior. Academic integrity is a personal choice to abide by the standards of intellectual honesty and responsibility. Because education is a shared effort to achieve learning through the exchange of ideas, students, faculty, and staff have the collective responsibility to build mutual trust and respect. Ethical behavior and independent thought are essential for the highest level of academic achievement, which then must be measured. Academic achievement includes scholarship, teaching and learning, all of which are shared endeavors. Grades are a device used to quantify the successful accumulation of knowledge through learning. Adhering to the standards of academic integrity ensures that grades are earned honestly and gives added value to the entire educational process. Academic integrity is the foundation upon which students, faculty, and staff build their educational and professional careers.
Students are responsible for understanding the principles and policies regarding academic integrity at Texas Tech University and abide by them in all class and/or course work at the University. Academic misconduct violations are outlined in the Code of Student Conduct. The University policies and procedures regarding academic integrity can be found in the Student Handbook. The Student Handbook and the Code of Student Conduct can be found online at www.ttu.edu/studenthandbook.
It is the aim of the faculty of Texas Tech University to foster a spirit of complete honesty and high standard of integrity. The attempt of students to present as their own any work not honestly performed is regarded by the faculty and administration as a most serious offence and renders the offenders liable to serious consequences, possibly suspension.
Academic or “Scholastic” dishonesty includes, but it not limited to, cheating, plagiarism, collusion, falsifying academic records, misrepresenting facts, and any act designed to give unfair academic advantage to the student (such as, but not limited to, submission of essentially the same written assignment for two courses without the prior permission of the instructor) or the attempt to commit such an act.
HIST Statement on Academic Integrity:
The Department of History adheres to Texas Tech University’s statement and related policies on issues of academic integrity as detailed in OP 34.12 (see above). Any student found to be in violation of these policies will be subject to disciplinary action at both the departmental and university levels. At the departmental level, such action may include one or more of the following: a failing grade (F) for the assignment in question; a failing grade (F) for the course; a written reprimand; disqualification from scholarships and/or funding.
Graduate students violating academic integrity policies may also be subject to removal from the program. (See the department’s Graduate Program Handbook for more information.)
Texas Higher Education Coordinating Board (THECB) Core Foundational Component Area Criteria Description: Courses in this category focus on the consideration of past events relative to the United States, with the option of including Texas History for a portion of this component area. Courses involve the interaction among individuals, communities, states, the nation, and the world, considering how these interactions have contributed to the development of the United States and its global role.
THECB Core Objectives Description Critical Thinking Skills: To include creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information. Communication Skills: To include effective development, interpretation and expression of ideas through written, oral and visual communication. Personal Responsibility: To include the ability to connect choices, actions and consequences to ethical decision-making. Social Responsibility: To include intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national and global communities.
Texas Tech University College-Level Core Competency Statement Students graduating from Texas Tech University should demonstrate an understanding of the historical origins of the United States and be able to identify and describe the importance of key individuals and events in United States history.
Texas Tech University Core Student Learning Outcomes: Identify and explain the origins and evolution of the political systems and political cultures that have shaped the United States. Identify and analyze the various social and cultural factors that have shaped the daily experiences of people living in the U.S. Develop and demonstrate analytical arguments in written and/or oral forms, related to American history.
Assessment of Learning Outcomes: Exams.