• DE United States History 121

    Instructor

    Mr. Kevin Throckmorton

    Session

    Fall 2019

    Meeting Days

    Monday through Friday

    Time

    Classes are 90 minutes, times to be determined in August

    Location

    Dominion High School (Rooms will not be assigned until August)

    Contact

    Kevin.throckmorton@lcps.org

     

    Course Description:

    Surveys United States history from its beginning to the present. Part I of II. Lecture 3 hours per week

     

    General Course Purpose:

    Surveys the general history of the United States to 1865 and allows students to reach a basic understanding of the characteristic features of the United States’ early historical development. Students will learn about some of the important political, economic, social, intellectual, cultural and religious changes that shaped the development of the United States from earliest times to the end of the Civil War.

     

    Course Prerequisites/Co-Requisites: None

     

    Course Objectives:

    Upon completion the course, the student will be able to:

    • Establish a chronology of historical events in American History before 1865. (Addresses General Education Objectives c and d under information literacy.)
    • Explain the changing geo-political structures of the United States up until 1865. (Addresses General Education Objective a and e under Culture and Social Understanding.)
    • Define the importance of key individuals and developments in American history before 1865. (Addresses General Education Objective c and d under Information Literacy.)
    • Identify the social, economic and political forces at work in the evolution of early American history. (Addresses General Education Objectives a and e under Cultural and Social Understanding.)
    • Recognize and describe the significance of some of the cultural achievements of early American history. (Addresses General Education Objective c under Culture and Social Understanding.)
    • Analyze complex historical sources and materials and reach conclusions based on interpretations of those materials. (Addresses General Education Objectives a and b under Communication and Objective d under Critical Thinking.)

     

     

    Major Topics to be Included:

    • Pre-Columbian America
    • The creation of European colonies in North America
    • Colonial America
    • The American Revolution & the creation of the Constitution
    • The Early Republic
    • The Transformation of the Economy/Market Revolution
    • The Age of Jackson
    • Westward Expansion/Manifest Destiny
    • Origins & Development of American Slavery
    • Coming of the Civil War
    • The Civil War

     

    Required Instructional Materials:

    • Foner, Eric. Give Me Liberty, 5th New York :W.W. Norton & Company, 2014. Print
    • Locke, Joseph, and Ben Wright. The American Yawp. 2019-2020
    • Various Primary and Secondary Sources outlined in the Class Schedule

     

    Course Credit: 3 credit hours

     

    Policies:

     

    1. Grading Policies
    2. Grading Scale

              A= 100 - 90   B= 89 - 80   C= 79 - 70   D=69 - 60   F= 59 and below

    1. This class utilizes a percentage-based system as noted by the scales below:
      1. 70%- Tests, Projects, Papers
      2. 20%- Primary Source Analysis and Discussion on CANVAS
      3. 10%- Reading Quizzes from Foner text
    2. Graded Assignments
      1. Tests- There will be unit tests given three times throughout the semester. Students will face a combination of multiple choice and short answer questions.
      2. Projects- Given twice during the semester, students will be given a specific topic from American History 1607-1865 to research and provide an in-depth analysis to their fellow students. These projects are an opportunity to collaborate and present a period of history in depth to their fellow classmates.
      3. Papers- This is a writing intensive course, and students will be expected to submit three essays based on date ranges provided at the beginning of the semester. Students will be engaging in research and historic interpretation to gain a better understanding of the time period presented. All papers must be 3-4 typed pages excluding headers and bibliography. They must also utilize Chicago Manual/Turabian OR MLA format when citing sources.
      4. Primary Source Analysis and Discussion- Students will be analyzing primary source documentation during and outside of class. To enrich their understanding of the topic, they will be required to submit posts on discussion questions using CANVAS. Initial posts must be at least 250 words, and each response should be 150 words each. To receive full credit, students must utilize evidence within their posts, and add substance to an argument. “I Agree” and its derivatives do not add substance and will not count as posts. Some discussions may also take place in class, especially when interpreting bias within documents.
      5. For all writing assignments, projects, and discussions: Plagiarism is not tolerated in this course. Make sure you cite any evidence utilized within discussions, all writing assignments and projects should have proper references in Turabian/Chicago Manual OR MLA format.
      6. Reading Quizzes- Students will have short multiple choice reading quizzes, fifteen in the course of a semester. It is essential that students keep up with the reading assignments so they can participate in discussions in class.
    3. In cases where district grading polices conflict with college grading policies, the high school and college grades may differ; this may include assignment/test retakes, extended assignment due dates, capped minimum grade allowed, among other such district policies.
    4. It is important that students check their final NOVA grades in SIS as soon as the course(s) completed.

     

    1. Course Policies
    2. Academic Integrity
      1. The College does not tolerate academic dishonesty. Students who are not honest in their academic work will face disciplinary action along with any grade penalty the instructor imposes. Procedures for disciplinary measures and appeals are outlined in the Student Handbook (http://www.nvcc.edu/students/handbook/). In extreme cases, academic dishonesty may result in dismissal from the College.
      2. Plagiarism: is the act of appropriating passages from the work of another individual, either word for word or in substance, and representing them as one’s own work. This includes any submission of written work other than one’s own. In short, plagiarism means using the exact words, opinions, or factual information from another person without giving that person credit. Students who are not honest in their academic work will face disciplinary action along with any grade penalty the instructor imposes. For more information about student academic integrity: https://www.nvcc.edu/curcatalog/policies/integrity.html
      3. Please refer to your Dominion High School student agenda/handbook for the policy regarding plagiarism and cheating.

     

    1. Attendance Policy
      1. It is essential that you attend class to master the intricacies of United States History. If you are absent for any reason, all work can be found on my website: https://www.lcps.org/Page/189815. Please use your syllabus and pacing guide to keep track of readings.
      2. As per the Dominion High School attendance policy, if you miss more than five class periods during the course of the class, you will be in danger of not receiving credit for the course, regardless of grade earned. More information can be found here: https://www.lcps.org/domain/19435.
      3. In the event of inclement weather, students will still be responsible for posting on CANVAS when discussions are due.
      4. Students will lose 10% per day any assignment is late, for up to two weeks. After two weeks the assignment will not be accepted for credit.
    2. Disabilities
      1. Students with disabilities are required to contact NOVA’s Office of Disability Support Services (DSS) to discuss possible accommodations. All information is kept confidential and may increase your chances of success in the academic setting. If accommodations are agreed upon, student will receive a Memorandum of Accommodation (MOA) by DSS. For more information about NOVA’s DSS office: https://www.nvcc.edu/disability-services.
    3. Self-Advocacy
    4. Students are expected to reach out to their instructor if they do not understand content or expectations.
    5. College instructors and other college personnel will not talk with a parent without the permission of and presence of the student. The conversation is between the administrator / faculty member and the student. The parent’s role is to listen, give moral support, and summarize information and agreements if needed.
    1. NOVACares
    2. During your time at NOVA, you may experience challenges including struggles with academics, finances, or your personal well-being. NOVA has support resources available. If you are seeking resources and support or if you are worried about a friend or classmate: http://www.nvcc.edu/novacares.
    3. Course Drop and Withdrawal Policy
    4. Please note two important dates related to your enrollment in a course:
    • The ‘drop’ date (also known as census date) for a course is the last day to drop a course
    • The ‘withdrawal’ date is the last day to withdraw without grade penalty

    Dropping a course before the drop date will not appear on your NOVA transcript. Dropping a course after the drop date and before the withdrawal date will result in a ‘W’ grade appearing on your transcript. To identify these dates for your dual enrollment course, please see below on the ‘Course Schedule’ chart or log into your myNOVA account and SIS.

    1. Communication
    2. Students are required to use their VCCS email accounts (_____@email.vccs.edu) to communicate with college personnel and should check their email accounts regularly.
    3. h. Title IX
    4. Title IX is a civil rights law that prohibits discrimination on the basis of sex in educational programs, activities, admission and employment. Complaints of sex-based discrimination, sexual violence, domestic violence, and sexual or gender-based harassment are governed by the Title IX Policy. For more information about Title IX or to make a report: https://www.nvcc.edu/titleix/index.html.
    5. Additional Course Information

     

    1. Be respectful towards others. American History can have varying viewpoints, and we will be exploring these throughout the year.
    2. Always come to class prepared and on time. Class begins when you walk in the door.
    3. Please leave cell phones off and out of sight. They are not only a distraction to you, but to others around you. There will be opportunities to use them in class, with permission from the instructor.
    4. Always strive for success. If you are struggling, come see me for additional help. I’m here as an instructor to facilitate your learning needs.

     

    Course Schedule

     

    1. Critical Course Dates

     

    Course Start Date

    9/3/2019

    Course Drop Date

    9/23/2019

    Course Withdraw Date

    11/22/2019

    Final Exam Date

    1/17/2020

    Course End Date

    1/17/2020

    1. Final Exam Date: 1/17/2020. The final exam is an NVCC Requirement. Please be prepared for a Cumulative test based on the entirety of the course.

    Date/Class

    Major Topics Covered

    Readings

    Major Assignment Due

    Week 1

    8/22-8/29

    - Introduction to the Course

    - Initial European Contact

    - Colonization of the Americas

    - Roanoke and Jamestown

    Required: Foner Chapter 1

     

    Recommended: The American Yawp Chapter 1, Section IV, Spanish Exploration and Conquest

     

     

    Week 2

    9/3-9/6

    - Rise of Colonial America

    - Comparison of the Colonies

    - Rise of Slavery in the South

    Required: Foner Chapter 2

     

    Recommended: American Yawp Chapter 2,

    Section V, Jamestown

    Section VI, New England.

     

    Summer Assignment due 9/6/2019

    Week 3

    9/9-9/13

    - Mercantilism

    - Conflict with France and Spain to 1750

    - Colonial Politics and the Enlightenment

    Required: Foner Chapter 3

     

    Recommended: American Yawp Chapter 4,

    Section IV, pursuing political, religious, and individual change

    Section V, the Seven Years War.

     

    Week 4

    9/16-9/20

    - Seven Years War in the Colonies

    - Emergence of increasing taxation on the Colonies

    - Boston Massacre

    - Moving to Independence

    Required: Foner Chapter 4

     

    Recommended: Captain Preston’s Account of the Boston Massacre, Paul Revere: The Bloody Massacre.

     

    Boston Massacre Primary Analysis and CANVAS Discussion #1, Initial post due 9/18/2019, responses due 9/22/2019. Please see assignment description for more details.

    Week 5

    9/23-9/27

    - Prospect of War, the varying viewpoints.

    - American Revolution

    - Social Effects of the Revolution

    Required: Foner Chapter 5

    Declaration of Independence, Articles of Confederation,

     

    Recommended: Thomas Paine’s Common Sense.

    The American Yawp Chapter 5,

    Section II, Origins of Revolution

    Section III, Causes of Revolution

    Section VI. Aftereffects of Revolution.

     

    Unit Test, Beginnings to Independence 9/27/2019

    Week 6

    9/30-10/4

    - America is born

    - Articles of Confederation

    - A move to a new Constitution

     

    See Above Box

    Project 1: In depth perspectives on the American Revolution from all sides. Collaboration during Week 6, Project due 10/7/2019

    Week 7

    10/7-10/11

    - Constitutional Government

    - The Federalist Presidency

    - Emergence of Party Politics and the Democratic Republicans

    Required: Foner Chapter 6 and 7

     

    Recommended: Federalist 10, Federalist 14, Federalist 51, Federalist 70, Federalist 78

     

    The Federalist Analysis and CANVAS Discussion, Initial post due 10/9/2019, Responses due 10/13/2019

    Week 8

    10/14-10/18

    - A new era, a Jeffersonian Revolution.

    - Marbury v Madison

    - Embargo Act and other challenges.

    - The War of 1812

    - Era of Good Feelings

    Required: Foner Chapter 8

     

    Recommended: The American Yawp Chapter 6,

    Section X, Election of 1800. American Yawp Chapter 7,

    Section III, Jeffersonian Republicanism

    Section IV, Jefferson as President.

     

    Paper #1 Due 10/18/2019

    Week 9

    10/21-10/25

    - Westward Expansion and the effect on the American Indian population

    - Emergence of Industrialism

    - Social Changes 1815-1840

    Required: Foner Chapter 9

     

    Recommended: The American Yawp Chapter 8,

    Section IV, Changes in Labor Org.

    Section V, Changes in Gender roles and Family Life

    Section VI. The rise of Industrial Labor in Antebellum America.

     

     

    Week 10

    10/28-11/1

    - The Era of the Common Man

    - Andrew Jackson and the Banking System

    - Age of Reform

    Required: Foner Chapter 10

     

    Recommended: Select Political literature on the election of 1828.

    The American Yawp Chapter 9,

    Section IV, The Rise of Andrew Jackson

    Section VIII, The Panic of 1837

    Section IX, Rise of the Whigs

     

    Era of the Common Man Primary Analysis and CANVAS Discussion, Initial Post due 10/30/2019, Responses due 11/6/2019

    Week 11

    11/6-11/8

    - Technology and effects on daily life.

    - Emergence of Literature Analysis.

    Required: Foner Chapter 12

     

    Recommended: Excerpts from Tocqueville’s Democracy in America.

    The American Yawp Chapter 10

    Section II, Revival and Religious Change.

    Section V, Antislavery and Abolitionism.

    Section VI, Women’s Rights

    Unit Test, A New Republic, Era of Good Feelings, and Revival and Reform 11/8/2019

    Week 12

    11/11-11/15

    - The Old South and Slavery

    - Social Hierarchy, life under slavery.

    Required: Foner Chapter 11

     

    Recommended: The American Yawp Chapter 11, Section III, Cotton and Slavery

     

     

     

     

     

    Week 13

    11/18-11/22

    - Social Relations in the South

    Required: Foner Chapter 14

     

    Recommended: The American Yawp Chapter 11, Section IV, The South and the City.

    Section V, Southern Cultures.

     

     

    Week 14

    11/25-11/26

    - Finish Social Relations, emphasis on violence in the area.

    - An emergence of African American culture, in and out of the plantation environment.

    Required: Excerpts from the following, The Edge of the South by Edward Ayers and John C. Willis.

    Life in Black and White, by Brenda E. Stevenson

     

    Recommended: N/A

     

    Paper #2 Due 11/26/2019

    Week 15

    12/2-12/6

    - Immigration and rise of Nativism

    - Mexican American War

    - The impact of Manifest Destiny

    Required: Foner Chapter 13

     

    Recommended: The American Yawp Chapter 12

    Section IV, Texas, Mexico and America

    Section V, Manifest Destiny and the Gold Rush

    Section VI, The Monroe Doctrine and Manifest Destiny.

     

    Project 2: The Old South and slavery. Collaboration and working from 12/3-12/7. Project due on 12/6/2019

    Week 16 12/9-12/13

    - Compromise of 1850 and Uncle Tom’s Cabin

    - Impact of the Fugitive Slave Act

    - A disintegration of the United States, Bleeding Kansas

    Required: Foner Chapter 14

     

    Recommended: The American Yawp, Chapter 13, Section II, Sectionalism in the Early Republic

     

    Week 17

    12/16-12/20

    - Moving towards secession

    - Harper’s Ferry and resistance.

    Required: Primary sources on increased sectionalism across the United States.

     

    Recommended: N/A

     

    Week 18

    1/6-1/10

    - Election of 1860

    - Lincoln’s Presidency

    - The Civil War

    Required: Foner Chapter 14

     

    Recommended: The American Yawp Chapter 14, section II, the Election of 1860 and Secession.

     

    Sectionalism Primary analysis and CANVAS Discussion Initial Post due 1/8/2020, Responses due 1/12/2020.

    Week 19

    1/13-1/17

    - Major Battles of the Civil War

    - Emancipation, Gettysburg, and turning point of the war.

    - Effects of Social Classes/Cities

    - War in the North and South

    - Civil War in Film Analysis

     

    Required: Excerpts from Virginia’s Civil War. By Peter Wallenstein and Bertram Wyatt-Brown

     

    Recommended: The American Yawp Chapter 14

    Section III, A War for Union, 1861-1863

    Section IV, War for Emancipation 1863-1865.

    Unit Test, The Old South, increases in sectionalism, and the Civil War. 1/13/2020

     

    Paper #3 Due 1/15/2020

     

    FINAL EXAM for HIS 121 is 1/17/2020.