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University of Cincinnati Clermont College Spring 2009 Instructor: Habtu Ghebre-Ab, PhD, Professor of History Office Hours: Tuesday: 8:00-9:00am.; 11:00-12:00; 5:00-6:0pm; Thursday: 8:009:00am; 11:00-12:00 5:00-6:00pm.; Wednesdays by appointment. Phone No.: 732-5200 Email: email@example.com Course Title: Course No.: Date & Time: Room No.: Text Book: THE SYLLABUS American History to 1820 34-Hist-110-007 T&H 2:00-3:15pm Peters 201 (1) American History, by Alan Brinkley (2) Weekly reading of primary historical material - placed at the library.
Course Objectives: American History I is designed to familiarize students with the earliest history of the continent; the first settlements and the attendant challenges and conflicts; the development of unique political institutions, philosophical assumptions and economic relations; and the founding and development of new and diverse nations. Goals: By the end of the course, students will be expected to learn (a) Sequence of major historical events in early American history (b) The major figures, their ideas and contributions (c) Understand the issues that contributed in defining the character of the nation (d) Mastery of the rudimentary methods of historical research (e) Analyze and interpret historical data, and Critical Thinking: Learning Mastery Activities for Group Sessions: An important goal of the course is to provide students with opportunities to think through ideas and, therefore, to understand concepts in more depth. There will be several assignments throughout the quarter that students will need to work on to prepare for group class activities. These assignments will require use of critical thinking skills. For example, students will be asked to evaluate causes, effects and relations, compare and contrast ideas and events, and look for patterns. These assignments are included in the syllabus’ schedule. The criteria for evaluation of the Groups Sessions will be handed during the first day of session. Requirement: Students, based on their readings, need to develop answers for group
turn in an evaluation of each other’s contributions to the efforts of the group. 35% (3) Attendance and classroom participation. Plagiarism & cheating: The University's policy on cheating and plagiarism will be strictly enforced. excessive absenteeism is not tolerated. please refer to the University's Student Code of Conduct. students MUST take the 5 objective tests. Individuals in the group take turns to take notes. students are responsible for providing the necessary written documentation for consideration. Documentation of absences is definitely the student's responsibility. and (2) to keep record of attendance. at the end of the quarter. there are no formal make-up tests. No exception. the final grade will be lowered by a letter. 15% of the final grade. The group then discusses the issues. The lowest grade of the five tests may be dropped. Therefore. In other words. For any special requests. Attendance: Attendance is taken for two important purposes: (1) to help instructor know students by name. you must hand in your assignments only in the classroom. Individual participation in the groups becomes critically important. students will do the following: (a) Complete weekly reading assignments (b) Take an objective test every other week on the topics covered (c) Group Discussions: There will be several classroom activities that need to be collected into a folder and turned in by the end of the quarter for grading Grades: (a) The five objective exams will each constitute 10% (b) the Learning Mastery Group Work. it is the student's responsibility to make sure he/she is marked in at the end of the class. This should be done on the same day only. Deadlines: All assignments must be turned in on time. for every absence after the first. Since papers can easily be lost. You are considered late if you come to class after roll call. These notes are handed in at the end of the class as a group effort. Students in the group will.discussions. For students who miss a test. Course Requirements: By the end of the course. . In view of the fact that there are only ten weeks in the quarter. Note: If tardy. the four tests they take along with the other grade sources may constitute their final grade. their ideas and contributions (c) Understand the issues that contributed in defining the character of the nation (d) Analyze and interpret historical data Tasks: In order to accomplish the above. For details. NO Make-up tests: As mentioned above. students will be expected to have learned the following: (a) Sequence of major historical events in early American history (b) Become familiar with the major figures. The instructor will not be responsible for papers left anywhere else. Because tardiness disrupts the class. ALL students must take the final exam. three tardies will be equal to one absence.
and the impact of that rivalry on international affairs. The changes taking place in Western Europe that resulted in widespread interest in colonization and the connections between what was happening in the Americas and what was happening in the rest of the world. original work. in part. by Alan Brinkley. located in the Student Services Building Deadline for Withdrawal: The deadline for withdrawal from the course is April 12. ADA: Students with disabilities: The policy of the University of Cincinnati Clermont College requires students to self-identify and provide proper documentation to: Jennifer Radt.The following constitute plagiarism: (1) Submitting another’s published or unpublished work. The African culture from which slaves were taken and the early development of slavery. 7. Students MUST submit their own work only. 4. 732-5327. pp. citations or bibliographical reference (2) Submitting as one’s own. original work. 2-30. material that has been produced through unacknowledged collaboration with others without release in writing from collaborators. The role of religion in European efforts to colonize the New World. The history of the Native Americans before the arrival of Columbus. Academic Director of Disability Services. Issues to Understand: After reading the chapter. 32-63. Schedule Week I: September 22-29 Orientation Topic: The Meeting of Cultures Reading Assignment: American History. 5. Map exercise: . Week II: October 3-7 Topic: Transplantations and the Borderlands. Reading Assignment: American History. The colonial policies of each nation involved and the effect each had on the future of the Americas. by Alan Brinkley. material obtained from an individual or agency as the source of the material (3) Submitting as one’s own. or in paraphrase as one’s own without fully and properly crediting the author with footnotes. 1607. Under no circumstances are students permitted to handle someone else’s work. The reasons for the rivalry between Spain and England during the sixteenth and seventeenth centuries. pp. 8. in whole. you should be able to discuss the following: 1. Primary Reading: John Smith's Impression of the Jamestown Experience. The ways in which the peoples of the New and Old Worlds affected each other when their societies came in contact in the late fifteenth century. 2. 6. 3. What the New World was like at the time of Christopher Columbus.
How the lives of colonists were shaped by contact with Native Americans and how the Indians’ world was also transformed. Immigration patterns and their effect on colonial development. The significance of the Caribbean colonies in the British-American colonial system. types of settlers. 4. Issues to Understand: After reading the chapter you should be able to discuss the following: 1. Primary Reading: Olaudah Equiano. The disagreement among historians concerning the origins of slavery. 8. religious. by Alan Brinkley. 5. and justice were diverging from their English antecedents.Issues to Understand: After reading the chapter. The emergence of the plantation system and its impact on Southern society. . 2. 10. 64-96. The background of the Massachusetts Bay Colony and its founders. 7. 6. science. you should be able to discuss the following: 1. The causes and significance of Bacon’s Rebellion. The Conditions in Puritan Massachusetts Bay that spawned such dissenters as Robert Williams and Anne Hutchinson. The effect of the Glorious Revolution on the development of the American colonies. The beginning of colonial industry and commerce and the early attempts at regulation by Parliament. 8. The reasons for the founding of each of the original thirteen colonies and the West Indian provinces. An important eye-witness account of the African Slave trade from a kidnapped Ibo prince. 5. 3. and imported Africans. education. law. Reading Assignment: American History. and the effect of the Great Awakening on the colonists. The expansion of the original settlements and the influence of the New World frontier on the colonists. 6. 9. 2. pp. and reasons for success. The early economic. 4. despite the crown’s attempts to influence production. The ways in which factors of soil and climate determined the commercial and agricultural development of the colonies. Week III: October 10-14 Tuesday Test #1 Topic: Society and Culture in Provincial America. and political factors in the colonies that tended to produce sectional differences. The ways in which colonial literature. The reasons for the appearance of a variety of religious sects in the colonies. The New England witchcraft episode as a reflection of the Puritan society. 9. early problems. 7. 11. The African Slave Trade. the Puritans. How the Spanish colonies in the Caribbean and in North America continued to flourish and the impact this had on the British-American colonial system. including indentured servants. 3. The sources of colonial labor. The differences between the Jamestown and Plymouth colonies in terms of objectives. women.
you should be able to discuss the following: 1. The significance of the convening of the First Continental Congress. by Alan Brinkley. What such slogans as “No taxation without representation” really meant. Lexington and Concord – who fired the first shot. (Marcus & Burner). you should be able to discuss the following: 1. and the king. 98-123. pp. 2. The aim of the Declaration of Independence. 3. pp.124-155. (Unger). The indispensable contributions of George Washington to the successful outcome of the Revolution. American war aims and he problems experienced by the revolutionary governments in carrying on a protracted war. The colonial attitudes toward England and toward other colonies before the Great War for the empire. The causes of the Great War for the empire. how it became an international conflict and the reasons for the French defeat. and does it really matter? Week V: October 24-28 Test #2 Topic: The American Revolution Reading Assignment: American History. 5. Considerations on the Trade and Finances of This Kingdom. and what it accomplished.Week IV: October 17-21 Topic: The Empire in Transition Reading Assignment: American History. 4. 6. Primary Reading: Gottlieb Mittelberger. 3. A British official argues for taxing Americans (1766). and its influence throughout the world since 1776. On the Misfortune of Indentured Servants. Issues to Understand: After reading the chapter. The primary reasons for the differences between colonial Americans and the British government that resulted in a clash of interests. by Alan Brinkley. The diplomatic triumph for American negotiators embodied in the Treaty of Paris. 7. and the reasons for adopting the policies that they chose to implement. and how each crisis changed colonial attitudes toward the mother country. The change in American attitudes toward parliament. The importance of the series of crises from the Sugar Act through the Coercive Acts. the reasons for its issuance. A young German describes his arrival in America and the sale of labor and freedom in exchange for trans-Atlantic passage. 4. The options for dealing with the colonies available to the British in 1763. the English constitution. Primary Reading: Thomas Whatley. 8. The historical debate concerning the nature of the American Revolution and the reasons for disagreement. 9. The effects of the war on American colonists and on the status of the colonies within the British Empire. 5. 2. Issues to Understand: After reading the chapter. .
by Alan Brinkley. you should be able to discuss the following: 1. The ways in which the weak new nation coped with international problems and the importance of such events as Washington’s decision for neutrality and the “quasi-war with France. 6. Hamilton's Funding and Assumption Programs. The impact of the Revolution on women. Native Americans.6. 9. The problems faced by the government under the Articles of Confederation and how they were addressed. pp. 180-213 Primary Reading: 1. pp. 1790 . and how they. and how Washington. 1790 2. How the ways in which property boundaries were established influenced the way early American societies developed. 158-178. The groups that advocated a strong national government. 11. how well they represented the people. and how they were able to achieve a consensus. The features of the Articles of Confederation. African Americans. The emergence of political parties. 5. by Alan Brinkley. as its first occupant. and their influence through the election of 1800. their political philosophies. 2. 9. Primary Reading: The Declaration of Independence Issues to Understand: After reading the chapter. affected the office and the nation. and the reasons for its creation. probably a minority. How America’s revolution and the whole modern notion of revolution. 8. The financial program of Alexander Hamilton and its contribution to the success of the new government. Federalism and how the Constitution is designed to make it work. The historical debate concerning the motives of the delegates to the Constitutional Convention. and the important features in their governments. who the delegates were. 8. The effectiveness of George Washington’s solutions to the problems of the presidency. 7. 4. 10. Week VII: November 7-11 Test # 3 Topic: The Jefferson Era Reading Assignment: American History. and other minorities. was to a large degree a product of the ideas of the Enlightenment. The origin of the Constitutional Convention. 3. 7. Week VI: October 31 – November 4 Topic: The Constitution and the New Republic Reading Assignment: American History. were able to achieve their objective. The type of governments created by the new states. Jefferson's Rejection of the Funding Program. The importance of the Federalist Papers in the ratification struggle and thir significance in the years since.
12. How the industrial revolution in the United States was largely a product of rapid changes in Great Britain and the impact this revolution had on American society. What Thomas Jefferson and James Madison were attempting to accomplish by “peaceable coercion. 9. The extent of the opposition to the American war effort. 2. 14. agrarian republic envisioned by Jefferson. Thomas Jefferson’s view on education. you should be able to discuss the following: 1.” and how these views were put into practice. 8. you should be able to discuss the following: 1. and the changing religious patterns that helped bring on the Second Great Awakening. 6. by Alan Brinkley. shipping. 2. 5. The effects of the revolutionary era on religion. 1805 Issues to Understand: After reading the chapter. 7.Issues to Understand: After reading the chapter. 15. President Jefferson’s constitutional reservations concerning the Louisiana Purchase and the significance of his decision to accept the bargain. The state of the nation in 1812 and how the Madison administration waged war against the world’s foremost naval power. the main points of conflict. pp. The reasons for President Jefferson’s sponsorship of the Lewis and Clark expedition and the importance of those explorations. and the role of education in the concept of a “virtuous and enlightened citizenry.” and why their efforts were not successful. The problems caused by Tecumseh’s attempts at a confederation and by the Spanish presence in Florida as Americans surged westward. 16. The many problems involved in understanding Aaron Burr and his “conspiracy.” 10. 3. farming. The “era of good feelings” as a transitional period. 4. and the importance of the outcome for the future of the nation. industry. 11. . The effects of the War of 1812 on banking. Crossing the Great Divide. The evidence noticeable in the first two decades that the nation was not destined to remain the simple. and transportation. 216-233 Primary Reading: Merriwether Lewis and William Clark. The Jefferson-Federalist struggle over the judiciary – it causes. The ways in which the skill of the American peace commissioners and the international problems faced by England contributed to a satisfactory – for Americans – peace settlement. The political philosophy of Jefferson and the extent to which he was able to adhere to his philosophy while president. Week VIII: November 14-18Topic: Varieties of American Nationalism Reading Assignment: American History. The numerous explanations of the causes of the War of 1812 and why there is so much disagreement among historians. The indication of American cultural nationalism that were beginning to emerge during the first two decades of the nineteenth century. and the ways in which the New England Federalists attempted to show their objectives. 13.
Week IX: November 21-25 Tuesday: Test #4 Topic: Jacksonian America Reading Assignment: American History. Presidential politics in the “era of good feelings” and how they altered the political system. 8. and Daniel Webster were never able to reach their goal – the White House. The reasons President James Monroe announced his “doctrine” in 1823 and its impact on international relations at the time. The reasons Andrew Jackson was elected in 1828 and the significance of his victory. and the effects of Jackson’s veto on the powers of the president and on the American financial system.3. 9. Andrew Jackson’s philosophy of government and his impact on the office of the presidency. by Alan Brinkley. you should be able to discuss the following: 1. The reasons for the Jacksonian war on the Bank of the United States. 234-258 Primary Reading: (1) President Madison States the Case for War. Calhoun by Martin Van Buren as successor to Jackson and the significance of the change. 6. 3. 1812 Issues to Understand: After reading the chapter. 6. the reasons for the Whig victory in 1840. The ways in which the status of the federal judiciary was changed by the Marshall Court. The negotiations that led to the Webster-Ashburton Treaty and the importance of the treaty in Anglo-American relations. The causes of the Panic of 1837 and the effect of the panic on the presidency of Van Buren. Week X: November 28 – December 2. pp. Calhoun and President Jackson’s reaction to the attempt to put nullification into action. and how they were to influence sectional attitudes. 4. The reasons John C. and how the court’s decisions altered the relationships between the federal government and the states and the federal government and business. 7. 1812 (2) A Federalist Voices Dissent. 4. Henry Clay. The debate among historians about the meaning of “Jacksonian Democracy. 5. and the effect of the election on political campaigning. Calhoun. Topic: America’s Economic Revolution . 7. The arguments advanced by North and Sough during the debates over the admission of Missouri. The frustrations experienced by John Quicy Adams during his term as president. The differences in party philosophy between the Democrats and the Whigs. 2. 8. 9. The causes of the Panic of 1819 and the effects of the subsequent depression on politics and the economy. 5. The nullification theory of John C.” and Andrew Jackson’s relationship to it. the supplanting of John C.
. 1832 Issues to Understand: After reading the chapter. The vast changes taking place in the Northeast as agriculture declined while urbanization and industrialization progressed at a rapid rate. The reasons for the appearance of the nativist movement of the 1850s. 260-295. by Alan Brinkley.” 7. 3. you should be able to discuss the following: 1. pp. Primary Reading: Jackson's Bank Veto: A Campaign Document. and the immigrants’ effects on the development of the free states. 2. 6.Reading Assignment: American History. The reasons the Northeast and the Northwest tended to become more dependent on each other in the 1840s and 1850s. 5. Efforts to define the role of women in society and the “cult of domesticity. The living and working conditions of both men and women in the northern factory and on the northwestern farm. The characteristics of the greatly increased immigration of the 1840s and 1850s. 4. Week XI: December 5-9 Exam Week. The importance of the Erie Canal for the development of New York City and the Old Northwest.