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                        HISTORY OF THE U.S. I
                History 131, Section 2, Spring 1995

INSTRUCTOR:  Henry E. Stamm, IV, Ph.D.          CLASSROOM:  CAS 211
CLASS TIME:  TTH, 8:30-9:45 a.m.                OFFICE HOURS:   TBA

E-MAIL: afhes@vms.acad2.alask.edu

COURSE CONTENT
This course surveys U.S. history from the beginnings of European explorations of North America to the close of the Civil War. Major themes and events include the European settlement of North America, Native American responses to Europeans, colonial Briti sh North America, the War for U.S. Independence, early industrialization, development of slavery, western expansion into Native American and Mexican lands, and the Civil War.

COURSE OBJECTIVES
There are two primary objectives in this course. First, students will be introduced to the basic processes and themes of early U.S. history. Second, students will have the opportunity to survey and use some of the disciplinary methods of "doing" history--that is, students will be expected to read primary and secondary source materials and write essays that relate the larger course themes to the primary and secondary materials.

WRITING ASSIGNMENTS
Three different types of writing assignments are required for this course. While they follow different formats, assignments share some common rules. All written work must be computer-generated (preferred) or typewritten (acceptable). Margins should be one-inch on all sides (this syllabus has one-inch margins). Fonts should be either 10- or 12-point (this syllabus is 10-point). Unlike this syllabus, double-space all written work. PLEASE NOTE: UNDER NO CIRCUMSTANCES WILL HAND-WRITTEN ASSIGNMENTS BE ACCEPTED! Please do not use plastic binders or any folders to enclose your work, or compose elaborate title pages, signatures, etc. It is sufficient to write your name for identification.

DUE DATES AND LATE ASSIGNMENTS
All written assignments are due at the beginning of the class period for the due date, otherwise they are classified as late. Late assignments will be accepted after the due for a period of one week only. All late assignments will be penalized 10 points automatically--no exceptions.

PLAGIARISM
This course emphasizes writing as part of "doing" a survey of U.S. history. This emphasis, however, is on students' own writing, not on assembling various quotations from the source material authors. DO NOT QUOTE OR EVEN CLOSELY PARAPHRASE YOUR SOURCES! For this class, plagiarism means copying three (3) or more words in a row from your source materials. PLAGIARIZED ASSIGNMENTS WILL RECEIVE A GRADE OF "0." (Avoid this problem by restating authors' phrases in one's own words).

JOURNALS
Historical understanding ("doing" history) involves reading and thinking about primary source materials with respect to the events that shaped the lives and communities of various peoples. To help develop this understanding, each student is required to complete six (6) JOURNAL assignments. Each assignment involves reading two (2) primary source documents from the assigned chapter of the Documents Collection and writing journal entries about those readings. Students may choose from any of the readings for the assigned chapter.

Each journal entry should follow this format: first, briefly describe the content material of your chosen document, noting the time in which it was written, its general theme or themes, the author (where appropriate),.and other factual material which see ms appropriate to mention. This should take approximately one to two paragraphs. Second, compare or analyze this document to the appropriate section of the text, noting how the document illustrates, amplifies, or explains textual themes or narrative. Third, whenever possible, also compare and analyze the document to lectures or class discussions. The second and third sections should also take one to two paragraphs. Each entry is limited to no more than one (1) page.

Journals are graded on grammar, content, and analysis. Journals are worth 100 points, with descriptions (factual matter) and analysis (comparisons) valued at 40 points each, and grammar at 20 points. An example of a journal entry is provided at the end of the course outline.

BOOK REVIEWS
Another facet of "doing" history involves analyzing the works of other historians. Students will perform this task with two book reviews. Each book review consists of the following format: first, in two to four paragraphs, present the major themes, ide as, and content of the author's work (make sure to introduce the name of the book and the author in the first paragraph). Note chronology, geography, and other relevant details so that a reader of the review gains a good understanding of the material fou nd in the book. Second, analyze the author's material with respect to the textbook and to relevant documents. In what ways do they differ? In what ways do they agree? Does the author being reviewed offer more detailed analysis of themes discussed in the text? This second part should also comprise two to four paragraphs. Finally, students should discuss their own opinions about the book and explain their reactions to it. For example: was it helpful, was it worth reading, did it illuminate themes, or did it confuse issues?

All book reviews are limited to three (3) pages. Book reviews are worth 100 points, with 40 points for content discussion, 40 points for analysis, and 20 points for grammar.

ESSAY EXAMS
The major task of "doing" history involves reading a variety of materials, forming opinions about that material, then writing or otherwise presenting this information within a well-constructed analytical framework. For the purposes of this class, students will "do" this history with three take-home essay exams. There is no comprehensive final; each of the essay exams covers approximately one-third of the course material. Essay questions will be given out approximately one week before the due date for each essay. Each essay should draw from all relevant course materials (lectures, discussions, documents, text, and monographs). Generally, students will have a choice in the answers they discuss.

Each essay is limited to 4 pages in total length. Essays are worth 100 points; 40 points for the basic content coverage, 40 points for the analysis based on examples drawn from relevant course materials, and 20 points assigned to grammar.

EXTRA CREDIT
A variety of extra-credit exercises are offered. Students may review up to two (2) historically-based videos or films (with instructor approval). Use the book review format to receive extra credit applied to the average of the book review assignments (up to 3 points per review, or 5 points maximum). Students may also review relevant newspaper or magazine articles (with instructor approval) using the journal format. Up to five (5) articles may be reviewed, with a maximum of 5 points applied to the ave rage of the journal assignments. Please note: extra credit must be earned--in order to receive credit, students must achieve at least a B- on the extra credit assignments. For film reviews, B- = 1 point, B to B+ = 2 points, and A- or higher = 3 points.
For articles, B- = .5 point, B and higher = 1 point.

Finally, to encourage use of the "information superhighway," students may engage in e-mail dialogs with the instructor for extra credit. These discussions should be based on students' questions on the text and other readings, lectures, discussions, etc.
Depending on the depth and quality of the interactions students may earn up to 3 points applied to the average of the journal assignments.

GRADE DISTRIBUTION 

Mean (avg.) of 3 essay exams    =        40%
Mean of 6 journal entries       =        30%
Mean of 2 book reviews          =        30%
                                        100%

REQUIRED READING
Text
John Mack Faragher, Mari Jo Buhle, Daniel Czitrom, & Susan H. Armitage,

Out of Many: A History of the American People (vol. 1, 1994).

Documents
Documents Set, Out of Many (vol. 1, 1994)

Monographs
Thomas P. Slaughter, The Whiskey Rebellion: Frontier Epilogue to the

American Revolution
Ronald G. Walters, American Reformers 1815-1860

COURSE OUTLINE

DATE TOPIC READINGS

Jan 17 (Tue) Course Introduction

Cultures in Collision

Jan 19 (Thur) Cultures in Collision Text: Ch. 2

Doc.: Ch. 2

Jan 24 (Tue) Planting Colonies Text. Ch. 3

Jan 26 (Thur) Planting Colonies Doc. Ch. 3

JOURNALS DUE (Selections from Ch. 2 & 3 of Documents)

Jan 31 (Tue) Slavery and Empire Text: Ch. 4

Feb 2 (Thur) Slavery and Empire Doc.: Ch. 4

Feb 7 (Tue) Colonial Cultures Text: Ch. 5

Feb 9 (Thur) Enlightenment and

Great Awakening Doc.: Ch. 5

JOURNALS DUE (Selections from Ch. 4 & 5 of Documents)

Feb 14 (Tue War and Empire Text: Ch. 6

Feb 16 (Thur) War for Independence Doc.: Ch. 6

FIRST ESSAY EXAM (Covers Ch. 2-5)

Feb 21 (Tue) Creating the United

States Text: Ch. 7

Feb 23 (Thur) Revolution & the States Doc.: Ch. 7

Feb 28 (Tue) Constitution Making Text: Ch. 8

Mar 2 (Thur) Visions of America Doc.: Ch. 8

Mar 7 (Tue) Life in the NewRepublic Text: Ch. 9

BOOK REVIEW DUE (Thomas P. Slaughter, The Whiskey Rebellion

Mar 9 (Thur) Life in the NewRepublic Doc.: Ch. 9

JOURNALS DUE (Selections from Ch. 6-9 of Documents

SPRING BREAK
Mar 14 (Tue) NO CLASS
Mar 16 (Thur) NO CLASS

Mar 21 (Tue) Democratic Expansion Text: Ch. 10

Doc.: Ch. 10

Mar 23 (Thur) South: Slavery/Economy Text: Ch. 11

SECOND ESSAY EXAM (Covers Ch. 6-9

Mar 28 (Tue) South: Slavery/Economy Doc.: Ch. 11

Mar 30 (Thur) North:Industrialization Text: Ch. 12

April 4 (Tue) North:Industrialization Doc.: Ch. 12

JOURNALS DUE (Selections from Ch. 10-12 of Documents)

April 6 (Thur) Antebellum Life& Reform Text: Ch. 13

April 11 (Tue) Antebellum Life& Reform Doc.: Ch. 13

April 13 (Thur) Conquest of the West Text: Ch. 14

April 18 (Tue) Conquest of the West Doc.: Ch. 14

JOURNALS DUE (Selections from Ch. 13 & 14 of Documents)

April 20 (Thur) The Coming Crisis Text: Ch. 15

BOOK REVIEW DUE (Ronald G. Walters, American Reformers 1815-1860 

April 25 (Tue)  The Coming Crisis       Doc.:  Ch. 15
                                        Text:  Ch. 16

April 27 (Thur) The Civil War           Doc.:  Ch. 16

        JOURNALS DUE (Selections from Ch. 14-16 of Documents)

May 4 (Thur) THIRD ESSAY EXAM

7:00-9:45 a.m.

GRAMMAR AND WRITING STYLE
Each writing assignment (journal entries, book reviews, essay exams, and extra credit reviews) includes a graded grammar component. Students are expected to exhibit familiarity with formal writing style. What follows are several suggestions to aid students in writing clearly and effectively.

SENTENCE STRUCTURE
First, write complete sentences. All sentences must contain subject(s) with corresponding predicate(s) and include appropriate punctuation. Lack of either subject or predicate makes clear communication impossible and the writer's thoughts meaningless. In fact, such errors constitute a non-sentence, which is a serious grammatical flaw. Likewise, improper punctuation adversely affects communication. Absence of proper punctuation creates run-on sentences, which are also serious grammatical errors. Many s tudents use commas in the place of conjunctions (such as and, but, or, etc.). This inappropriate use of commas between independent clauses often results in a comma-spliced sentence, which is a form of a run-on sentence. These and similar sentence-altering errors are serious writing flaws. Non-sentences, run-on sentences, and comma-spliced sentences will result in 5- to 10-point deductions from the assignment.

GENERAL PUNCTUATION
Other punctuation errors--frequent inappropriate use of colons, semicolons, parenthetical marks, etc.-- result in 1- to 4-point deductions. Students should refer to aids such as The Chicago Manual of Style for help in punctuation.

SPELLING AND WORD USAGE
Misspelled words, typographical errors, and inappropriate word usage are other minor errors that creep into most writers' efforts. By using computer spell checkers, most misspelled words can be avoided. However, special attention should be paid to words such as to, too, and two; or there, they're, and their; and other similar-sounding (but different in meaning) words. Too often student papers misuse such words. Another inappropriate word usage derives from writing in the second person (you, your, you're, etc.). Formal writing precludes using any form of the second person. However, one may write in first person (I, me, etc.). Indeed, personal response is best stated in first person terms (such as writing I think, or I believe, or I find that, etc.) . Third person, of course, is always acceptable. While there is no expectation that students' papers will be free from word usage errors, frequent mistakes will result in 1- to 4- point deductions. Hint: it is acceptable to hand-write a last minute co rrection for a typographical error, misspelling, or wrong word.

STYLE
Finally, students should be aware of style and organization in their writing. Organization should not present problems if students follow the basic formats for journal and book review assignments, while essay exam topics generally will include a prescribed organization. Therefore, some attention should be given to style. Vary sentence length. Avoid choppiness. Try writing in an active voice, rather than in a passive voice--this adds readability to writing and presents a more attractive paper. Use a thesaurus and a dictionary to help choose words and meanings carefully. For an example of variation in sentence length, look closely at this paragraph. (If all the sentences is this paragraph were like "vary sentence length," or "avoid choppiness," th en the paragraph itself would be "choppy"). Stylistic problems will result in 1- to 2- point deductions.

SAMPLE JOURNAL ENTRY
[deleted by HES to save space]

Hank Stamm <afhes@vms.acad2.alaska.edu> University of Alaska Anchorage