United States History I
06/30/2011 - 08/08/2011
No office hours have been entered for this term.
HISTORY 1301 PCM (Open Campus)
Summer B 6-Wk Session - Sections #29408 & 29426
June 30th - August 8thSyllabus & On-Line Orientation
Dr. Cameron Addis
M 12-5 & Th 4-5, or By Appt. @ CYP 2204.18
TELEPHONE (VMX): 223-2134
E-MAIL: email@example.com Always Reference Your Name & Synonym Number When Emailing Me
COURSE ORIENTATION: YOU HAVED REACHED THE ONLINE ORIENTATION - THERE IS NO IN-PERSON MEETING. Just read the syllabus and study guide carefully, email me to check in (please add your phone number), and then purchase the textbook and begin studying for the exams you will take at ACC testing centers by the dates listed below. You can track your grades on Blackboard if you wish (allow one week for scores to be recorded).
COURSE OBJECTIVE: This course surveys the major developments in the history of the United States and its people to 1877. It also includes examples of the literature of that history and a program of historical research.
COURSE DESCRIPTION: This section is a distance learning version of the standard United States History survey course. But rather than being an actual 'online course,' you will take multiple choice tests at ACC branches, not over the computer. The student will be required to do the same amount of work and the same quality of work as students enrolling in the classroom equivalent of the course. This PCM course is designed for mature and capable students with self-discipline and responsibility. If this description does not sound like you, then you should consider dropping this section and adding a classroom section. Also, for Early College Start students, keep in mind I'm prohibited by federal law from communicating with parents or anyone other than you, so contact me directly.
COURSE REQUIREMENTS: The student's final course grade is determined by the quality and quantity of the student's work. The following requirements are non-negotiable:
For the grades of C, B, and A:
For the grade of C: The student must take all 5 tests and make an overall course average of 70% (21 correct out of 30 questions). Failure to meet these requirements will result in the grade of F. There are no further requirements.
For the grade of B: the student may earn this grade under either Option #1 OR Option #2.
For the grade of B (Option #1): The student must take all 5 tests and make an overall course average of 80% (24 correct out of 30 questions) AND complete one B-Level Objective (the analytical book review) described in the HISTORY 1301 Study Guide on-line (link @ bottom of page), which will be e-mailed to the instructor in WORD format.
For the grade of B (Option #2): The student must take all 5 tests and score 80% (24 correct out of 30) or better ON EACH TEST. There are no further requirements for the grade of B under this option.
For the grade of A: The student must take all 5 tests and make an overall course average of 80% (24 correct out of 30 questions) AND produce one A-Level Objective (the research paper), which will be e-mailed to the instructor in WORD format. The A-Level Objective is described in the HISTORY 1301 Study Guideon-line (link @ bottom of page). If you do the A-level paper and score a C, I'll compromise and give you a B.
TEXTBOOK: Robert A. Divine et al. America Past and Present: Volume 1, 8th edition
LOCATIONS & DEADLINES: All tests must be taken in the ACC Testing Centers at the RGC, NRG, RVS, CYP, EVC, SAC, FBG, ROR-RRHC or PIN campuses. You must present your ACC I.D. card (you can obtain your photo I.D. at the Admissions & Records Office the day after registering). You may take the tests as early as you are ready, however you must take the tests by the following deadlines:
Test #1: Wednesday, July 6, 2010 (Map Quiz)
Test #2: Wednesday, July 13, 2010
Test #3: Wednesday, July 20, 2010
Test #4: Wednesday, July 27, 2010
Test #5: Wednesday, August 3, 2010
You MUST have the topic for your A-Level Objective (the term paper) approved by the instructor by Wednesday, July 20, 2010.
You MUST turn in your B-Level Objective (the analytical book review) or your A-Level Objective (the term paper) by the deadline of Friday, August 5, 2010.
You will NOT receive credit for any work (either tests, retests, or A-Level or B-Level Objectives) submitted after the forgoing deadlines.
TESTING POLICY: Each unit has a 30 question test that focuses on the learning objectives found in the HISTORY 1301 Study Guide on-line. You MUST score 21 correct answers out of 30 (70%) to pass the test. If you do not pass the test the first time you take it, then you may retest once. There is one restriction on the retest: 1. The highest grade possible on the retest is 70. Therefore if you have passed the test the first time, there is no point to retaking it. You CAN NOT make a score higher than 70 on the retest. Also keep in mind that ACC Testing Center policy prohibits anyone from retesting a test on the same day they took it for the first time.
After you test or retest, the Testing Center will give you a feedback form with your score. KEEP THIS FORM (Receipt) If, as very occasionally happens, your test is delayed or lost in the intercampus mail; the feedback form is your proof that you completed the test at the appropriate time. DO NOT THROW AWAY ANY FEEDBACK FORM UNTIL YOU HAVE RECEIVED YOUR FINAL GRADE AT THE END OF THE SEMESTER. As mentioned above, you can track your scores on Blackboard as well (please leave a week or so for the scores to reach me in the mail and be entered)
WITHDRAWAL POLICY: If you fail to meet the test deadlines, you ARE SUBJECT to being withdrawn from the course by the instructor. This is at the discretion of the instructor. If you determine during the course of the semester that you will not be able to successfully fulfill the requirements of this course, YOU MAY WITHDRAW YOURSELF. The deadline for withdrawing is August 1st. No withdrawals or reinstatements may be made after this deadline.
COURSE COMPLETION VERIFICATION: Confirm what grades you see posted on Blackboard by 5:00pm on August 5th. If there are any discrepancies contact me by email; if not, there's no need to email.
INCOMPLETES: The grade of I (Incomplete) will only be awarded for medical reasons verified by a satisfactory letter from a physician. All Incompletes must be completed within the first four weeks of the following semester. There are no exceptions to this policy.
SCHOLASTIC DISHONESTY: Any form of scholastic dishonesty by the student will automatically earn the grade of F for this course, including plagiarizing any portion of the book review or research paper.
SPECIAL HELP: Students who feel they may require special assistance or tutoring if they are having trouble with reading comprehension or test-taking should contact the Distance Learning 'Smarthink' Service who will have you contact me for their password.
LAST WORDS OF CAUTION:
1. If you use the RGC Testing Center for this self-paced course, please be sure to mark the Testing Center Student Test Request Form for Distance Learning. Otherwise you may receive my classroom test that is slightly different from the test you are prepared to take. (A quick way to tell the difference is the distance learning tests all have 30 questions.) Please make sure that you take the self-paced (30 question) test.
2. Be aware that the RGC Testing Center becomes exceptionally busy in the last few weeks of the semester. Therefore you may have to wait an hour or more from the time you arrive before you can be seated and take the test. So please plan ahead, EITHER:
a. Make sure you arrive several hours before the closing time of the RGC Testing Center
b. Use a Testing Center at another campus.
3. Please use your official name on the test scantrons and do not use nicknames or variations of your proper name.
TEXTBOOK: Robert A. Divine et al. America Past and Present: Volume 1, 8th edition
Student Learning Outcomes/Learning Objectives
For those with the 9th edition of the textbook, you'll want to access any online or hard copy atlas to locate the features in the box below. If you happen to have the 8th edition of the text, maps containing all of the features can be found at the end of the appendix, ppA-24-25. Long Island juts out east of New York City; the Hudson River flows south into New York City; Cape Cod is the hook in southeastern Massachusetts; the Great Basin is the area encompassing Nevada and Utah; the Great Plains run roughly from the Texas panhandle to Canada (between the Midwest and the Rockies). A blank map which may be copied for study is found here at the bottom of the study guide (give it a minute to pop up).
The test will specify thirty (30) of the following and ask the student to locate them on a map:
the map will be provided (you do not have to draw on the map yourself)
All 50 States by Name
Gulf of Mexico
49o North Latitude
New York City
Rio Grande River
All 5 Great Lakes by Name
Sierra Nevada Mountains
1. Describe the origins and life styles of the first settlers of North America.
2. Discuss the primary aspects of Aztec society.
3. Explain how the relationship between the Europeans & Indians changed.
4. Describe the Portuguese relationship with West Africa.
5. Describe the first European settlers in North America.
6. List the European prerequisites for exploration in the 15th century.
7. Explain Christopher Columbus' motivation & accomplishments.
8. Describe the participants & results of the Treaty of Tordesillas.
9. Explain how the Spanish conquered the Aztecs.
10. Describe the early Spanish colonial system.
11. Describe the early French colonial system.
12. Explain the major religious beliefs in 16th century England.
13. Describe the Elizabethan Settlement in religion in 16th century England.
14. Describe England's relationship with Spain in the 16th century.
15. Describe the English Empire in 16th century Ireland.16. Discuss the Roanoke experiment in the late 16th century.
1. Explain the factors that caused Englishmen to immigrate in the 16th & 17th centuries.
2. Describe the early English settlement in Virginia in the 17th century.
3. Explain the role of tobacco in colonial tidewater Virginia.
4. Describe the demographics of colonial Virginia.
5. Explain how the government of Virginia changed in 1624.
6. Describe the society & economy of Maryland in the 17th century.
7. Describe the society & government of Plymouth colony.
8. Describe the basic tenets of Puritanism in Massachusetts Bay.
9. Describe the society of Massachusetts Bay.
10. Describe the foundation & society of Rhode Island.
11. Describe the foundation & society of New Hampshire.
12. Describe the foundation & society of Connecticut.
13. Explain the Dutch experience in North America.
14. Describe the foundation & government of New Jersey.
15. Discuss the conditions of Quakers in England in the 17th century.
16. Describe the foundation & society of Pennsylvania.
17. Describe the foundation & society of the Carolinas.
18. Describe the foundation & society of South Carolina.
19. Explain the differences in the Carolina economy.20. Describe the foundation & society of Georgia.
1. Describe the New England society in the 17th century.
2. Explain the demographics, education, & labor system of New England in the 17th century.
3. Describe the lives of women in 17th century New England.
4. Explain the social standing & occupation of most 17th century New Englanders.
5. Describe the demographics of 17th century Chesapeake society.
6. Describe the economy of the Chesapeake society.
7. Explain the social classes and their relationships in Chesapeake society.
8. Discuss the key aspects of the growth of slavery in the 17th century.
9. Describe the social aspects of slavery in 17th century America.
10. Explain British commerical policy toward the American colonies prioir to 1660.
11. List the requirements of the Navigation Act of 1660.
12. Explain the intent of the Navigation Act of 1663.
13. List the enforcement mechanisms of the Navigation Act of 1696.
14. Explain the participants & results of Bacon's Rebellion in 1676 Virginia.15. Describe the results of the Glorious Revolution in New England.
1. Describe the demographics of 18th century America.
2. Explain the origins & contributions of the Scotch-Irish in America.
3. Explain the origins & contributions of the Germans in America.
4. Describe the Spanish settlement in the Southwest in the 17th & 18th centuries.
5. Discuss the demographics & contributions of American cities in the 18th century.
6. Describe Benjamin Franklin's intellectual contributions.
7. Describe the trans-Atlantic economy of the 18th century.
8. List the leaders of the Great Awakening.
9. Describe the basic concepts of the 18th century English Constitution.
10. Discuss the realities of 18th century British politics.
11. Describe the main institutions of Royal Government in the colonies.
12. Discuss colonial responses to King William's War & Queen Anne's War.
13. Describe the military events of King George's War in the colonies.
14. Evaluate the beginnings & results of the Seven Year's War for Britain & the colonies.
15. Describe the legacy of the Seven Year's War.
1. Describe the colonial population after the Seven Year's War.
2. Discuss King George III's governing style.
3. Name the concept that was at the heart of the Imperial/colonial struggle.
4. Explain the differences between British & colonial views on representation.
5. Discuss the outstanding legacy of the Seven Year's War.
6. List George Grenville's legislative program.
7. Describe colonial reaction to the Stamp Act.
8. Describe the intent & results of the Townshend Program.
9. Describe the origins & results of the Boston Massacre.
10. Describe the origins & results of the Boston Tea Party.
11. Describe the American response to the Intolerable Acts.
12. Name the location of the first battle of the American Revolution.
13. Discuss the accomplishments of the Second Continental Congress.
14. List the advantages & disadvantages of both the Americans & British in the Revolution.
15. Explain Washington's military strategy in the American Revolution.
16. Describe the British military strategy in 1776.
17. Describe the British military strategy in 1777.
18. Describe the short-term & long-term results of the Battle of Saratoga.
19. Evaluate the British military southern strategy.20. List the results of the Treaty of Paris of 1783.
1. Name the American political & social reforms in 1783.
2. Explain the position of African Americans in 1783.
3. Describe the new state constitutions written during & after the Revolution.
4. Explain the purpose & structure of the Articles of Confederation.
5. Name the major obstacle to the ratification of the Articles of Confederation.
6. Describe the accomplishments of the Northwest Ordinances of 1785 & 1787.
7. List the weaknesses of the Articles of Confederation.
8. Explain the events that led to the calling of the Constitutional Convention.
9. Describe the financial & social status of most of the delegates to the Constitutional Convention.
10. List the provisions of the Virginia Plan.
11. List the provisions of the New Jersey Plan.
12. List the provisions of the Connecticut Plan.
13. Explain the status of slaves within the Constitution.
14. Describe the position of the executive branch in the Constitution.
15. Discuss how the Constitution was ratified.
16. List the advantages of the Federalists.
17. Describe the beliefs of the Antifederalists.
18. Describe in economic & geographic terms who supported the Constitution.
19. Name the major legacy of the Antifederalists.20. Name the major rights included under the Bill of Rights.
1. Explain George Washington's first responsibility as President.
2. Describe how Congress expanded the executive branch in 1789.
3. Describe how Congress expanded the judicial branch in 1789.
4. Discuss the background & political beliefs of Alexander Hamilton.
5. Discuss the background & political beliefs of Thomas Jefferson.
6. Describe the four parts of Alexander Hamilton's financial plan in his three Reports.
7. Name the opponents of the National Bank.
8. Explain how Alexander Hamilton convinced Congress to accept the National Bank.
9. Name the portion of Hamilton's financial plan Congress defeated.
10. Name the event that touched off debate on American foreign policy.
11. Explain the basic beliefs of the Democratic-Republican Party in 1791.
12. Explain the basic beliefs of the Federalist Party in 1791.
13. Describe George Washington's foreign policy in 1793.
14. Discuss the results of Jay's Treaty in 1794.
15. Describe the origins & results of the Whiskey Rebellion in 1794.
16. Name the winners of the national election of 1796.
17. Describe the state of French-American relations in 1797.
18. Explain the real purpose of the Alien & Sedition Acts.
19. Describe the Democratic-Republican responses to the Alien & Sedition Acts.20. Name the winners of the national election of 1800.
1. Describe the basic beliefs of the Democratic-Republican Party in 1801.
2. Discuss the motivation & movement of westerners in the early 19th century.
3. Discuss the goals of Jefferson's initial actions as president.
4. Describe how Jefferson wished to cut the national debt.
5. Explain how Louisiana became part of the U.S.
6. Discuss the goal of the Lewis & Clark Expedition.
7. Describe Jefferson's policy toward the Barbary pirates.
8. Describe Jefferson's policy toward the Federalist Party judges.
9. Explain the results & significance of Marbury v Madison.
10. Describe the Democratic-Republican Party's attack on the Federalist judges.
11. Discuss Aaron Burr's conspiracies.
12. List the major legislation impacting the U.S. ecomomy during the British-French war.
13. Describe Jefferson's reaction of the British-French war.
14. Describe Madison's reaction to the British-FRench war.
15. Name the Indian Chief defeated by William Henry Harrison at Tippecanoe.
16. Explain the causes of the War of 1812.
17. Name the U.S. disadvantages on entering the War of 1812.
18. Discuss in general terms the military campaigns (Canada, Chesapeake, & New Orleans) of the War of 1812.
19. Describe the demands of the Hartford Convention.
20. Explain the results of the Treaty of Ghent in 1814.
1. Describe how the U.S. acquired Florida.
2. Explain the results & significance of the Stephen Long Expedition of 1819-1820.
3. Name the primary sellers of much of the land bought by settlers.
4. Name the components of the revolution in transportation in the early 19th century.
5. Name the inventor of the steamboat.
6. Explain the origin & significance of the Erie Canal.
7. Describe how the Canal Age ended.
8. Describe the new American market economy.
9. Explain how the South produced large amounts of cotton.
10. Name the industry in which the factory system developed first.
11. Describe the basic beliefs of the Democratic-Republicans by 1815.
12. Discuss Madison's positions on the protective tariff in 1790 & 1816.
13. Name the president associated with the Era of Good Feelings.
14. Describe the Missouri Compromise.
15. Discuss the basic beliefs of Chief Justice Marshall.16. Describe the basic tenets of the Monroe Doctrine.
1. Explain the results of the decline of deference in political terms.
2. Describe how politics changed in the 1820's.
3. Name the presidential candidates in 1824.
4. Explain the elements of the "Corrupt Bargain" of 1824.
5. Describe the reasons John Quincy Adams had problems as president.
6. Name the supporters of Andrew Jackson in 1828.
7. Discuss the basic elements of the election of 1828.
8. Describe the basic aspects of the "Spoils System."
9. Explain Jackson's Indian policy.
10. Explain why the tariff hurt South Carolina so much.
11. Name the leader of the southern states' rights movement.
12. Explain the doctrine of nullification in 1832.
13. Describe the events & results of the Nullification Crisis of 1832.
14. Name the author of the Compromise Tariff of 1833.
15. Name the president of the Second National Bank.
16. Describe the events of the Bank War of 1832.
17. Explain how Jackson destroyed the Second National Bank.
18. Name the candidates for president in 1836.
19. Explain why Martin Van Buren's administration failed.
20. Explain the presidential campaign of 1840.
1. Explain the relationship of antebellum white society with slavery.
2. Describe the daily life of the average slave.
3. List the occupations held by slaves.
4. Describe the sociological relationships of the slave family.
5. Name the major American slave revolts.
6. Describe the various methods of slave resistance in the South.
7. Explain the role of Free Blacks in the Old South.
8. Describe the role of the large planters in the Old South.
9. Explain how large planters of the cotton kingdom lived.
10. Discuss the role of the small slaveholders in the Old South.
11. Describe the economic and social characteristics of the yeoman whites in the Old South.
12. Describe the basis of the proslavery argument.
13. Describe the internal slave trade.
14. Name the major cash crop in coastal South Carolina & Georgia.
15. Name the major cash crop in southern Louisiana.
16. Explain the role of short staple cotton in the southern economy.
17. Name the major slave revolts and conspiracies from 1800 to 1831.18. Explain the issue of the profitability of slavery.
1. Describe the Second Great Awakening on the southern frontier.
2. Describe the Second Great Awakening in the north.
3. Explain how the northern wing of the Second Great Awakening inspired social reform.
4. Discuss the changes in marriage & sex roles in the 19th century reforms.
5. Describe the role of the child in the early 19th century.
6. Explain how education was extended in the 19th century.
7. Describe the Abolitionist movement in the north.
8. Describe the Women's Rights Movement in the mid 19th century.
1. Explain the results of the Webster-Ashburton Treaty.
2. Describe who encouraged U.S. citizens to immigrate to Texas in the 1820's.
3. Name the major problems between U.S. citizens in Texas & the Mexican government.
4. List the major campaigns of the Texas Revolution.
5. Name the "Hero of San Jacinto."
6. Describe what happened when Texas tried to enter the U.S. in 1836.
7. Explain why the Mormons traveled to Utah.
8. Describe how President Tyler annexed Texas.
9. Discuss the candidates & results of the presidential election of 1844.
10. Name the winner of the presidential election of 1844.
11. Describe the basic tenets of Manifest Destiny.
12. Explain how the Oregon boundary question was solved.
13. Explain why the U.S. went to war with Mexico in 1846.
14. Name the major campaigns & U.S. military leaders in the Mexican War.
15. Explain the terms of the Treaty of Guadalupe Hidalgo.
16. Name the chief U.S. negotiator of the Treaty of Guadalupe Hidalgo.
17. Name the institution that transformed the U.S. economy in the 1840's & 1850's.
18. Explain how railroads transformed the economy.
19. Describe the results of the factory system.
20. List the countries that produced large numbers of immigrants to the U.S. in the 1840's & 1850"s.
1. Explain the status of slavery in future states under the Constitution.
2. Describe the results of the attempt to pass the Wilmot Proviso.
3. Describe the basic tenets of popular (or squatter) sovereignty.
4. Name the major political supporters of popular (or squatter) sovereignty.
5. Name the presidential candidates & winner in the election of 1848.
6. Describe the basic parts of the Compromise of 1850.
7. Name the presidential candidates & winner in the election of 1852.
8. Explain why Stephen A. Douglas introduced the Kansas-Nebraska Bill in 1854.
9. Explain the results of the Kansas-Nebraska Bill.
10. Explain the origins & beliefs of the Know-Nothing Party.
11. Explain the origins of the Republican Party.
12. Describe the origins of Bleeding Kansas.
13. Name the presidential candidates & winner in the election of 1856.
14.Discuss the findings of the Dred Scott case.
15. Discuss the intent of the Lecompton Constitution.
16. Explain the principles & results of the Lincoln-Douglas debates.
17. Describe the results of John Brown's raid on Harpers Ferry in 1859.
18. Explain the course & results of the Speaker's race in 1859.
19. Name the presidential candidates & winner in the election of 1860.
20. Describe the basic beliefs of the Republican Party in 1860.
21. Describe the basic beliefs of the Democratic Parties in 1860.
22. Describe the basic beliefs of the Constitutional Union Partry in 1860.
23. Explain the results of the presidential election of 1860.24. Describe how southerners saw the election of 1860.
1. Name the first state to secede in 1860.
2. Describe how the various groups of southerners felt about secession.
3. Explain the geographic & philosophic tenets of the southern secessionist movements.
4. Characterize in political terms the new Confederate government leaders.
5. Describe the differences in the Confederate Constitution from the U.S. Constitution.
6. Explain the parts & results of the Crittenden Compromise of 1861.
7. Discuss how the Civil War began militarily.
8. Describe the reaction of the Upper South to the coming of the Civil War.
9. Describe the reaction of the North to the coming of the Civil War.
10. Explain the reaction of the Border States to the coming of the Civil War.
11. List the major northern advantages in the Civil War.
12. List the major southern advantages in the Civil War.
13. Explain the major portions of Winfield Scott's Anaconda Plan..
14. Describe how both the North & South acquired manpower for their armies.
15. List the major southern weaknesses in the Civil War.
16. Compare Lincoln & Davis as leaders both militarily & politically.
17. Name Jefferson Davis' major southern opponents.
18. Name Winfield Scott's successor as Commanding General of the U.S. Army.
19. Describe the western campaigns of 1862.
20. Describe the eastern campaigns in 1862.
21. Discuss the southern diplomatic strategy in 1861 & 1862.
22. Explain why Lincoln was hesitant to abolish slavery.
23. Discuss the results of the Emancipation Proclamation.
24. Name the turning point of the Civil War in the west in 1863.
25. Name the turning point of the Civil War in the east in 1863.
26. Name the commander of the Union Army in the March to the Sea.
27. Name the candidates & results of the presidential election of 1864.
28. Name the place where General Robert E. Lee surrendered in 1865.
29. Explain the constitutional issues solved by the Civil War.30. Explain why the North won the Civil War.
1. Explain the difference in reconstruction policy between Lincoln & Congress.
2. Describe Lincoln's plan for reconstruction.
3. Describe the Wade-Davis (Congress') plan for reconstruction.
4. Describe Andrew Johnson's reconstruction plan.
5. Detail Andrew Johnson's actions that led to a break with Congress.
6. Discuss the major protions of the 14th Amednment.
7. Describe the results of the elections of 1866.
8. Describe Congressional reconstruction policy in 1867.
9. Explain the origins & results of the Impeachment crisis of 1868.
10. Describe the economy of the south after the Civil War.
11. Name the groups in the Republican coalition in the south after 1867.
12. Describe the political & fiscal policies of the southern Republican reconstruction governments.
13. Explain how reconstruction was overthrown in the south.
14. Describe the candidates & results of the presidential election of 1876.
15. Describe the Compromise of 1877.
The B-Level Objective is an analytical book review.
Rationale: This analytical book review will critically examine an important scholarly book covering some aspect of United States History to 1877. The purpose of the review is twofold: first, to acquaint the student with a classic volume of historical scholarship and second, to allow the student to think critically about an important facet of American history and then to organize your thoughts in clear, cogent prose. You should not view this simply as a hurdle which you must overcome in order to earn a grade of "B" (Option #1) in this course, but rather approach it as an opportunity to expand your creativity in thinking and writing, two very important aspects of any individual's necessary life skills. Therefore, be advised that I consider this a very important aspect of this course and your reviews will be read and graded very carefully.
Form: Each book review will be approximately 1000 typewritten or word-processed words long. The main objective of this analytical book review should be to comprehensively cover the three sections of the following book review outline:
Part I: This is a brief outline of the contents of the book. In the space of one or two paragraphs you should be able to convey the parameters of the book's contents. Do not simply reproduce the book's table of contents.
Part II: Here is the place for a careful summary of the author's thesis. The thesis is the primary idea the author is trying to prove and convince the reader to accept as valid. You must first identify the thesis and then show how the author either substantiates or fails to substantiate this thesis. You should quote portions of the book in order to answer this part of the review, and you will need to cite page numbers for these quotations. This will undoubtedly take you a page or two to do a good job.
Part III: This is your personal evaluation of the book and is the most important part of your analytical book review. Here is where you describe your reaction to the book and put its contents in a comparative perspective with your textbook. Some of the questions you must answer include: Do you agree or disagree with the book's conclusions? Why or why not? Did you detect any biases on the part of the author? What was the author's background and why did he or she write the book? How in your opinion could the book have been improved? You must be specific and keep in mind there are NO perfect books. Did you enjoy reading this book? Why or why not? Would you recommend it to others?
Grading: The book review will be graded ACCEPTEDor NOT ACCEPTED. If you submit your book review before the deadline date in the syllabus and it is graded NOT ACCEPTED you may revise it and resubmit it prior to the deadline date. NO ANALYTICAL BOOK REVIEWS WILL BE ACCEPTED AFTER THE DEADLINE DATE IN THE SYLLABUS.
The book review may be e-mailed to me or sent via intercampus or US mail. If you email, send it as an attachment in WORD Document format. Make sure to include your last name as part of the document's title, rather than a generic title like "Book Review."
Books: The following books, most of which are found in the ACC libraries or in the UT and Austin Public libraries, may be read for the analytical book review.
Colonial & Native America
Gavin Menzies, 1421: The Year China Discovered America
Nathaniel Philbrick, Mayflower: A Story of Courage, Community & War
Colin Colloway, New Worlds for All: Indians, Europeans & the Remaking of Early America
Daniel Richter, Facing East from Indian Country: A Native History of Early America
Edmund Morgan, American Slavery-American Freedom: The Ordeal of Colonial Virginia
Elizabeth Reis, Damned Women: Sinners & Witches in Puritan New England
John Demos, Unreedemed Captive: A Family Story from Early America
Gary Nash, Red, White, and Black: The Peoples of Early America
Jill Lepore, New York Burning: Liberty, Slavery & Conspiracy in 18th c. Manhatten
Richard White, Middle Ground: Indians, Empires & Republics in the Great Lakes Region, 1650-1815
John Mack Faragher, Daniel Boone: The Life & Legend of an American Pioneer
Stephen Nissenbaum, The Battle for Christmas
T.H. Breen, Tobacco Culture: The Mentality of the Great Tidewater Planters on the Eve of the Revolution
Olaudah Equiano, The Interesting Narrative of the Life of Olaudah Equiano
Revolutionary & Jeffersonian America
Laurent Dubois & John D. Garrigus, Slave Revolution in the Caribbean, 1789-1804
H.W. Brands, The First American: The Life & Times of Benjamin Franklin
Alfred Young, The Shoemaker & the Tea Party
Eric Foner, Tom Paine & Revolutionary America
Pauline Maier, American Scripture: Making the Declaration of Independence
Charles Royster, A Revolutionary People at War: The Continental Army & American Character, 1775-83
Mary Beth Norton, Liberty's Daughters: The Revolutionary Experience of American Women: 1750-1800
Carol Berkin, Revolutionary Mothers: Women in the Struggle for American Independence
John Flexner, The Traitor & the Spy: Benedict Arnold & John Andre
Fawn Brodie, Thomas Jefferson
Leonard Levy, Jefferson & Civil Liberties: the Dark Side
Christopher Hitchens, Thomas Jefferson: Author of America
Joseph Ellis, American Sphinx: The Character of Thomas Jefferson
Annette Gordon Reed, Thomas Jefferson & Sally Hemings: An American Controversy
James Rogers Sharp, American Politics in the Early Republic
David McCullough, John Adams
Lynne Witney, Dearest Friend: The Life of Abigail Adams
Christopher & James Lincoln Collier, Decision in Philadelphia: The Constitutional Convention of 1787
Larry Tise, The American Counterrevolution: A Retreat from Liberty, 1783-1800
William Hogeland, The Whiskey Rebellion: George Washington, Alexander Hamilton & the Frontier Rebels...
Stephen Ambrose, Undaunted Courage: Meriweather Lewis, Thomas Jefferson & the Opening of the American West
Donald Jackson, Thomas Jefferson & the Stony [Rocky] Mountains: Exploring the West from Monticello
Michael Kitzer, Tripoli and the United States at War
Drew McCoy, The Elusive Republic: Political Economy in Jeffersonian America
Drew McCoy, The Last of the Fathers: James Madison & the republican Legacy
Jay Feldman, When the Mississippi Ran Backwards
Jill Lepore, A is for American: Letters and Other Characters in the Newly United States
Edward Pessen, Jacksonian America
Robert Remini, The Revolutionary Age of Andrew Jackson
Robert Remini, Henry Clay
Harry Watson, Liberty & Power: The Politics of Jacksonian America
Charles Sellers, The Market Revolution: Jacksonian America, 1815-1846 (Abridged)
Carol Sheriff, The Artificial River: The Erie Canal & the Paradox of Progress, 1817-1862
Alan Taylor, William Cooper's Town: Power & Persuasion on the Early American Frontier
Texas & Western Expansion
Randolph Campbell, Sam Houston & the American Southwest
Greg Cantrell. Stephen F. Austin: Empressaio of Texas
William Davis, Three Roads to the Alamo: The Lives & Fortunes of Crockett, Bowie & Travis
Donald Jackson, ed., Blackhawk: An Autobiography
David Roberts, A Newer World: Kit Carson, John C. Fremont & the Claiming of the American West
John Weems, The War Between the United States & Mexico
H.W. Brands, The Age of Gold: The California Gold Rush & the New American Dream
Elliot West, The Contested Plains: Indians, Goldseekers & the Rush to Colorado
Slavery & Secession/Civil War/Reconstruction
Catherine Clinton. Devil's Lane: Sex & Race in the Early South
Eugene Genovese, Roll, Jordan, Roll: The World Slaves Made
Winthrop Jordan, The White Man's Burden
David Potter, The Impending Crisis: 1848-1861
Merrill Peterson, John Brown: The Legend Revisited
Edward Ayers, In the Presence of Mine Enemies: The War in the Heart of America, 1859-1863
Philip Shaw Paludan, A People's Contest: The Union & the Civil War, 1861-1865
James McPherson, Battle Cry of Freedom: The Civil War Era
Gabor S. Boritt, ed. Lincoln: The War President
James McPherson, Abraham Lincoln & the 2nd American Revolution
John Hope Franklin, Reconstruction: After the Civil War
Eric Foner, Reconstruction, 1863-1877 (Abridged)
Heather Cox Richardson, West After Appamattox: Reconstruction of America After the Civil War
Thomas Connelly, The Marble Man: Robert E. Lee & His Image in Society
Merrill Peterson, Lincoln in Memory
The A-Level Objective is a term paper.
Rationale: This term paper provides an opportunity for the student to examine, in depth, one specific event, topic, or person in American History to 1877. It will enable you to research an area of interest to you, define a specific subarea of particular interest for further research, and then present the results in a well-written term paper.
1. You must select the topic in consultation with the instructor before the date specified in the syllabus. This ensures that you will both make a prompt start and have a workable topic. In the past, students have proposed topics that combine the subject of their major with local events or situations. The whole idea is to involve you in an area of interest that will also benefit you in your chosen career path and, at the same time, have sources of information readily available to you.
2. The paper will be approximately 1750 to 2000 words long. This translates into seven or eight double-spaced, typewritten or word-processed pages. Exceptions to these limits must be approved by the instructor before the paper is submitted.
3. The term paper must include at least THREE PRIMARY sources and FOUR SECONDARYsources. A primary source is something written by an individual who lived at the time and took part in the event that he or she is describing. Primary sources usually take the form of letters, diaries, journals, newspapers, government documents, and autobiographies. Secondary sources are books and articles written at a later time, usually by historians who were not participants in the event. No term paper will be accepted unless it contains the requisite number of primary and secondary sources. If you have any questions about a source, ask the instructor.
4. Consult the instructor for direction in finding your sources. Austin has numerous libraries and depositories including The University of Texas General Libraries, the Benson Latin American Collection, the Barker Texas History Center, the Travis County Collection of the Austin Public Library, the Lyndon B. Johnson Presidential Library, and many others in addition to the resources available at ACC. Your instructor will be most helpful in guiding you to the appropriate sources.
5. Footnotes are required in the term paper. The preferred form for footnotes is found in Kate Turabian, A Manual for Writers of Term Papers, Theses, and TDissertations located in the ACC libraries. If you desire to use another form for your footnotes, you must receive prior permission from the instructor. Footnotes are mandatory for both direct quotations AND information you use from other sources.
6. An annotated bibliography is also required. The form can be found in Kate Turabian, A Manual for Writers of Term papers, Theses, and Dissertations. The purpose of annotating your bibliography is to explain not only the contents of the source but also its value to you in preparing the paper.
7. The term paper must be typed, doubled-spaced on standard letter-sized, white paper with margins approximately one inch on all sides. Several ACC campuses have LRS Computer Centers that encourage the student to use Apple and IBM microcomputers to word process their papers. Thus, you may learn word processing at the same time you complete your term paper.
8. Any form of scholastic dishonesty, especially plagerism, in the production of this paper or in any other part of the course will NOT be tolerated! Any student committing any form of scholastic dishonesty in this course will automatically receive the grade of F in the course and be reported to ACC authorities for further disciplinary action.9. If you have any questions concerning the term paper at any point in the process, be sure to contact the instructor.
Grading: This term paper will be graded ACCEPTED or NOT ACCEPTED. If you submit your term paper before the deadline date in the syllabus and it is graded NOT ACCEPTED, you may revise it and resubmit it prior to the deadline date. If you e-mail, send the paper in WORD document format. Make sure to include your last name as part of the document's title, rather than a generic title like "Research Paper" or "HIST 1301 Paper."
Deadline: No term paper will be accepted after the deadline date listed in the syllabus.
The following are sample test questions you might expect to encounter on the exams covering the textbook material. They fall into three categories: 1) the "Except" type question, 2) the "All of the above are correct" variety, and 3) the one-concept answer type question.
The "Except" question is used when there is more than one factor or cause that precipitated the event mentioned in the Learning Objective and it is important that you recognize all of these factors. For example, Chapter 1 Learning Objective 1 asks you to idnd life styles of the first settlers. If you turn to page 4 in America: Past and Present you will see a number of aspects listed: they crossed from Asia on a land bridges small bands of hunters who came in nomadic bands without any sense of common identity. Therefore the question reads:
1. All are true of the first settlers in North America EXCEPT: A) They came from Asia 15,000-20,000 years ago, B) They crossed into North America over a land bridge, C) They were mpostly small bands of hunters, D) They came in small nomadic bands without a sense of national identity, E) They came to America in the year 4004 B.C.In this case the correct answer is choice "E" which is the exception. If you know the various factors listed in the textbook, then picking this answer is simple.
The second type of question, the "All of the above are correct" question, is used when there are 4 or 5 important factors and you need to know them. For instance, Chapter 1 Learning Objective 8asks you to describe the partitcipants & results of the Treaty of Tordesillas. Turning to page 18 in the text, you discover Pope Alexander VI negotiated a settlement between Spain & Portugal that gave Portugal the lands east of the line (including Africa) and Spain got the lands to the west. Therefore the test question might read:5.The Treaty of Trodesillas in 1494 A) was negotiated by Pope Alexander VI, B) divided the world between Spain & portugal, C) gave portugal the West Coast of Africa & the eastern route to China, D) gave Spain North America & the western route to China E) All of the above are correct. In this case the correct answer is choice "E" since all of the first four choices are correct parts of the total answer. If you just select "An, "B", "C", or "D" it will be counted as incorrect since it is only part of the correct answer.
The third type of question is the one concept answer type of question. An example of this is Chapter 5 Learning Objective 12 requiring you to name the location of the first battle of the American Revolution. Turning to page 146 in the textbook you find the naswer is Lexington. The corresponding question might be:
6. The American Revolution began when militia resisted British troops at A) New York, B) Lexington, C) Concord, D) Philadelphia, E) none of these is correct. Obviously "B" is the correct answer.
Most of the Learning Objectives have several several important factors, influences, steps, results or developments (whichever the Learning Objective requires) and therefore as you review the text to find the answers, you ought to find three or four factors, etc. for each Learning Objective. Relatively few of the Learning Objectives can be answered with one word answers such as found in the third type of question. As you find the three or four pertinent factors, etc. for each Learning Objective, WRITE OUT your answer, and then study your notes; you ought to do well on the exams. If you simply skim the text looking for one word answers to the Learning Objectives, you WILL have difficulty with the exams. Put the time into studying and you should be pleased with your test results.