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AMH 2010 – History of the United States

Course Syllabus

Fall 2016

Instructor and Course Meeting Information

Instructor: Mr. Gary Henkel

Cell Phone: (727) 418-0682

Office Hours:

Tuesday and Thursday 8:15am - 9am and after class

Course Location: SA 324

Meeting Days: Tuesday and Thursday

Class Time(s): 11:00AM – 12:15PM

Important Dates

Drop/Add: 10/20/2016

Course Dates: This course begins 8/16 and ends 12/8

Final Exam: 12/8/2016

Academic Department

Dean: Dr. Joseph Smiley

Office Location: LY 150, 727-712-5851

Academic Chair: Dr. Roberto Loureiro

Office Location: SA 205, 727-341-3556

Discipline Information

Generally defined as the study of human society and human relationships in and to society, the

discipline of social and behavioral sciences includes psychology, sociology, anthropology,

history, political science, economics, and education. Additionally, the discipline employs

qualitative and quantitative research methods, using questionnaires, focus groups, case studies,

laboratory-based data collection, statistical sampling, ethnography, archival retrieval, and

comparative approaches to the study of societies. Finally, theoretical frameworks in the

discipline include a broad range of established and more recent contributions, all of which seek

to explain and predict future human phenomena based on a body of reliable data.

Course Description and Content

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This course addresses history in the land that becomes the United States of America, beginning with the

migration of the Western Hemisphere’s original inhabitants. It briefly surveys the pre-Columbian Native

American cultures. It also examines the impacts of the European “discovery” and settlement of North

America on various groups of Native Americans, on Europeans at home and in the colonies, and on

Africans forced into slavery in the New World. The course emphasizes the political, economic, social,

cultural and religious aspects of life in the English North American colonies through their evolution into

the United States, from the country’s developmental years through the end of the Civil War. This course

partially satisfies the writing requirements outlined in the General Education Requirements. 47 contact

hours.

NOTE: A listing of class meeting dates, lecture titles, and pages to be read for each lecture appears

at the end of this syllabus.

Course Objectives

1. The student will demonstrate knowledge of the early migration and gradual settlement of

the Western Hemisphere by Native Americans, the European "discovery" of the New

World and its impacts, including the massive forced African immigration (to 1588).

2. The student will demonstrate knowledge of the British entry into the New World (1603 -

1752).

3. The student will demonstrate knowledge of life in the English colonies of North America

(1700-1763).

4. The student will demonstrate knowledge of the aftermath of the French and Indian War

and the mounting rebellion British demands incited in the colonies (1763 - 1776).

5. The student will demonstrate knowledge of the American independence movement, the

Revolutionary War, and the emergence of a new nation (1775-1783).

6. The student will demonstrate knowledge of the competing visions of "republic," the

creation and contents of the Articles of Confederation and of the original United States

Constitution, and the major divergence in Alexander Hamilton's and Thomas Jefferson's

views of government (1776-1796).

7. The student will demonstrate knowledge of the early republic, the limited war with

France, the emergence of a two-party system, and the impacts of the Jeffersonian era

(1796-1804).

8. The student will demonstrate knowledge of America's renewal of independence (1805-

1814) and the effects of the War of 1812.

9. The student will demonstrate knowledge of the Era of Good Feelings, of the changing

regional economies, of African Americans' lives in the South, and of the technological

and political changes in America (1815-1819).

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10. The student will demonstrate knowledge of the United States' dynamic growth and the

consequences of that growth from 1820-1827.

11. The student will demonstrate knowledge of the politics and change in Jacksonian

America (1828-1840).

12. The student will demonstrate knowledge of America's Westward Expansion and Manifest

Destiny (1841-1849).

13. The student will demonstrate knowledge of the sectional conflict that shattered the

American union (1850-1860).

14. The student will demonstrate knowledge of the causes, events, outcomes and impacts of

the Civil War (1861-1865).

15. The student will demonstrate increased ability in writing.

16. The student will demonstrate critical thinking skills in writing assignments and in

classroom discussion.

Required Course Textbook & Other Resource Information

1) Of the People: A History of the United States, Vol I to 1877, Second Edition; Boydston,

Cullather, Lewis, McGerr, Oakes; Oxford University Press; ISBN-13: 978-0-19-537094-

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2) Journal Articles and Primary Source documents—the required reading for this class

includes the following twenty (20) journal articles and primary source documents:

1. Gorn, Elliott J. ""Gouge and Bite, Pull Hair and Scratch": The Social Significance of

Fighting in the Southern Backcountry." The American Historical Review 90, no. 1

(1985): 18-43.

2. Butler, Jon. "Enthusiasm Described and Decried: The Great Awakening as

Interpretative Fiction." The Journal of American History 69, no. 2 (1982): 305-325.

3. Bonomi, Patricia and Peter Eisenstadt. “Church Adherence in the Eighteenth-Century

British Empire.” The William and Mary Quarterly 39, no. 2 (1982):245-287.

4. Benjamin Franklin, Testimony Against the Stamp Act (1766)

5. The Boston “Massacre” or Victims of Circumstance? (1770)

6. John Dickinson, from Letters from a Farmer in Pennsylvania (1768)

7. Peter Oliver, Origin and Progress of the American Rebellion: A Tory View (1781)

8. Shays’s Rebellion: Letters of Generals William Shepard and Benjamin Lincoln to

Governor James Bowdoin of Massachusetts (1787)

9. Divergent Reactions to Shays’s Rebellion (1787)

10. Patrick Henry Speaks Against Ratification of the Constitution (1787)

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11. James Madison Defends the Constitution (1788)

12. Mahon, John K. "The First Seminole War, November 21, 1817-May 24, 1818." The

Florida Historical Quarterly 77, no. 1 (1998): 62-67.

13. Prucha, F. P.. "Andrew Jackson's Indian Policy: A Reassessment." The Journal of

American History 56, no. 3 (1969): 527-539.

14. Andrew Jackson, First Annual Message to Congress (1829)

15. William Lloyd Garrison, First Issue of The Liberator (1831)

16. George Fitzhugh, Slavery Justified (1854)

17. A Black Abolitionist Speaks Out (1829)

18. John L. O’Sullivan, "Annexation" (1845)

19. Across the Plains With Catherine Sager Pringle in 1844

20. McPherson, James M. "The Hedgehog and the Foxes." Journal of the Abraham

Lincoln Association 12 (1991): 49-65.

21. McPherson, James M. "Who Freed the Slaves?." Proceedings of the American

Philosophical Society 139, no. 1 (1995): 1-10.

(Copies can be found on my web page in MyCourses)

Expectations/Course Etiquette & Netiquette

These classes will be primarily lectures. An outline for each lecture is posted on my website in

MyCourses to guide you and help you organize your notes and reading. I expect you to listen

carefully and take notes on these lectures and to ask me questions about anything you do not

understand or need to have clarified.

It is important that you complete the reading assignments BEFORE each lecture so that you can

make sense of what I talk about. My lectures do not simply repeat the textbook (much of the

material in the lectures is not in the textbook). Instead they are intended to supplement and explain

the reading material. Only by doing the reading ahead of time and then integrating the lecture

material with it, can you gain a good understanding of the topics presented.

You should:

Bring the assigned reading with you to each class meeting (both the textbook and any

supplementary readings that have been distributed).

Be punctual: come to class on time and stay for the entire class period. Occasionally, we

may all be late to a class for unavoidable reason, but do not make it a habit. Walking in

late or leaving early is always disruptive to your classmates and the instructor.

The use of all electronic devices is not permitted in the classroom; laptops will be

allowed with special permission.

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In turn, my modus operandi for teaching American History is to: display a high level of energy; demonstrate a passion as well as intellect for the material to engage your emotions; make the course challenging; be highly available for the students, and; make the course enjoyable.

How will I accomplish the above? I will bring a high level of energy to the classroom. Second, I

will include topics that are of interest and importance and/or controversial that I believe will

capture the interest of the students, and where applicable, relate it to current events. Included

topics will be: matters concerning native-Americans; slavery and gender issues; states’ rights

versus slavery arguments; and, controversial persons including Jefferson and Jackson. Third,

during classroom sessions, I will compliment the required reading with maps, videos, websites,

and artifacts that will enhance your learning experience. Fourth, for the students, I will (1)

answer your emails promptly, (2) enable you to contact me via cell phone, (3) establish office

hours that are convenient for you to meet with me, and (4) engage your help in making the

coursework an enjoyable and rewarding experience.

Student/Teacher Meetings

Since I am a part-time instructor, I will only be on campus on Tuesday and Thursday from

8:00am until 12:30pm. If you would like to meet with me outside of those times, I will be happy

to arrange a time to meet with you at a convenient location. Please contact me via email or my

cell phone to set up a meeting.

Attendance and the Withdrawal Date

Without you, the class does not work well!

You are expected to attend class. Absences should be avoided if at all possible. If an absence

should occur, the material missed is the responsibility of the student. Notification of any

anticipated absences that may conflict with a scheduled exam must be given to me prior to the

absence so that a make-up exam can be scheduled. If you wish to withdraw, you can do so

through Oct 20, 2016. After this date, I am prohibited by the College to approve withdrawals,

though you may receive a grade of “WF” if you fail to complete the course or violate the

attendance policy after the voluntary withdrawal date.

Academic Dishonesty

Cheating during tests and quizzes or intentional plagiarism in essays or class projects will result

in an “F” on that assignment and a referral to my academic chair, Mr. Joseph Leopold. Please

refer to the SPC policy regarding this issue. Here is the link:

http://www.spcollege.edu/central/botrules/R4/4_461.doc.

Instructional Continuity Plan

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In the event of a weather emergency or natural disaster that prevents students from attending

class for a period of time, your instructor will email you with instructions on how to complete

this course in an online modality.

Syllabus Addendum

http://www.spcollege.edu/addendum/

Student Survey of Instruction

The Student Survey of Instruction (SSI) is administered in courses each semester. It is designed

to improve the quality of instruction at St. Petersburg College. All student responses are

confidential and anonymous and will be used solely for the purpose of performance

improvement. The SSI will be given online using the MyCourses Learning Management

System.

Requirements and Grading

1. Exams

a. Students will be required to take four exams, each worth 100 points for a total of

400 points

b. Exams 1-3

i. Will be administered online (MyCourses) and must be completed by a

certain date as shown in the class schedule at the end of the syllabus

ii. Will consist of eighty (80) multiple-choice or TRUE/FALSE questions

that will account for one hundred (100) points

c. Final Exam

i. Will be given in class during Final Exam week

ii. Will not be cumulative—will cover material since the third exam only

iii. Will consist of eighty multiple-choice and TRUE/FALSE questions that

will account for one hundred (100) points

2. Book Reading Quizzes (140 total points)

a. There will be fourteen (14) quizzes on the required reading assignments from the

textbook

b. The quizzes will be administered online in MyCourses and each must be

completed by a certain date as shown in the class schedule at the end of the

syllabus

c. Each quiz will consist of twenty (20) multiple-choice questions worth ½ point for

a total of 10 points

3. Journal Article/Primary Source Document Quizzes (80 total points)

a. There will be eight (8) quizzes on the assigned Journal Article/Primary Source

documents

b. Will be administered in class

c. Each quiz will consist of five (5) multiple-choice and TRUE/FALSE questions

worth 2 points each for a total of 10 points

4. Presentation (20 points)

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a. Each student will be required to make one presentation covering the main points

from the Journal Articles/Primary Source Documents assigned for a selected class

b. This will be a group assignment with 2 or more students sharing in the

presentation

5. Research Paper (100 points)

6. Participation (attendance): 60 points

Grade Points Summary

Points

Exams 400

Book Reading Quizzes 140

Journal Article/Primary Source Document Quizzes 80

Presentation 20

Research Paper 100

Participation (attendance) 60

Total 800

NOTE: Exam or Quiz Make-ups: ONLY ONE MAKE-UP WILL BE PERMITTED FOR

ANY OF THE THREE ONLINE EXAMS OR FOURTEEN BOOK READING QUIZZES.

FOR THE MAKE-UP, YOU WILL RECEIVE 50% OF YOUR ACTUAL SCORE. ANY

ADDITIONAL MISSED EXAMS OR BOOK READING QUIZZES WILL RECEIVE A

GRADE OF ZERO.

Grading Scale

A= 100-90%

B= 89-80%

C= 79-70%

D= 69-60%

F= 59% and below

Research Paper

[Note: This course requires that students complete at least 1,200 written words in order to receive

a passing grade. Furthermore, a passing grade of "C" must be accomplished if you are an A.A.

degree-seeking student. A grade below "C" will not count toward graduation and you must repeat

the course.]

You are required to write a research paper on any topic you choose related to the content of the

course and approved by me. The requirements are as follows:

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I. Topic

a. Choose a topic of interest to you and then narrow it so you can completely cover

your subject within the 1,200-word requirement (even if you choose to have more

than 1,200 words, the topic will still need to be narrowly focused).

b. The topic must be relative to United States history from the period of history

appropriate to the class as follows:

i. AMH2010: from 1400 to the end of the Civil War

ii. AMH2020: from the end of the Civil War to present

c. The topic should be appropriate to historical investigation requiring research.

II. Resources

a. Research for the paper will be based on a minimum of three scholarly resources.

The sources may be comprised of any combination of books, journals,

newspapers, videos, websites, or any other applicable media, but cannot be

websites only. Do not use textbooks, encyclopedias, or encyclopedia-type

websites such as Wikipedia.

b. NOTE: AT LEAST ONE RESOURCE MUST BE A BOOK.

c. Websites:

i. Do not use Wikipedia since the information contained on this site cannot be

trusted.

ii. Other websites that should not be used: history.howstuffworks.com,

answers.com and others.

iii. Most .edu and .gov sites will probably be fine.

d. Encyclopedias should not be used.

e. Documentation of Sources

i. The format of the paper and references must conform to specified MLA

format.

ii. References: must conform to specified MLA format and appear at the end

of the paper and arranged in alphabetical order by the author’s last name.

iii. Citing Sources in the Text: as stated in the MLA format, whenever you

incorporate another’s words, facts, or ideas, you should insert in the text

the author’s last name, and page number (when applicable), within

parentheses.

III. Writing

a. Develop a thesis in the first paragraph; prove it in the body of your paper by

providing supporting evidence; and state your conclusions at the end.

b. Do not use the first person (such as “I conclude”) to state your opinions. Your

opinions and conclusions are presumed to be yours unless they are properly cited

as coming from your sources.

c. Attempt to be objective about your subject and information. One good way to do

this is by examining sources that present a variety of perspectives, and draw your

own conclusions.

d. Use active instead of passive voice as much as possible.

IV. Mechanics

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a. The paper must be a minimum of 1,200 words not including the Works Cited

page(s).

b. Page numbers: number all pages including the first page at the top-right of the

page.

c. Double space all text.

d. Text Formatting: use 12-point type and the Times New Roman typeface.

e. Staple the paper in the upper left corner.

V. Paper Submission

a. Submit a hardcopy as well as a softcopy to me on or before the due date stated in

the syllabus.

VI. Late Papers

a. LATE PAPERS WILL RECEIVE A ZERO GRADE

VII. Important dates

a. Sept 22, 2016: Select and have topic approved by me on or before this date.

b. Oct. 20, 2016: Finalized paper submitted.

c. Anytime: to give you a second chance, you may turn in your paper early so that I

can review it and make recommendations for changes to make before you submit

your finalized paper.

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Weekly Assignments

Lecture

Number

Date Topic Assignment

Chapters in

Of the

People

1 Aug 16 (1) Introduction to the class

(2) The Discovery of America: “We walked over here long ago!

What took you so long?”

(3) The Spanish in the Americas: They “suffered from a disease of

the heart that only gold could cure.”

1

2 Aug 18 (1) England’s and France’s Colonization Efforts: “We didn’t know

our soldiers couldn’t fend for themselves.”

2

Aug 22 Book Reading Quiz #1 due by 11:59pm 2

3 Aug 23 (1) The Dutch Get into the Act: “All we wanted was to go to China,

but a bunch of land got in our way.”

(2) Pilgrims and Puritans: Those Who Sought Tolerance Were

Intolerant.

(3) Slavery in Antiquity and the United States

3

4 Aug 25 (1) Slavery in Antiquity and the United States (continued)

(2) The Development of Regionally Unique Colonial Societies:

Carolinas, Virginia/Chesapeake, the Middle Colonies, and New

England

4

Aug 29 Book Reading Quizzes #2 and #3 due by 11:59pm 3 and 4

5 Aug 30 Quiz #1 – Journal Article

““Gouge and Bite, Pull Hair and Scratch”: The Social Significance

of Fighting in the Southern Backcountry”

(1) The Development of Regionally Unique Colonial Societies:

Pennsylvania and the Backcountry

(2) Mercantilism and the Navigation Acts: The Mother Country

Wants Her Colonies to Succeed but not at Her Expense.

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Lecture

Number

Date Topic Assignment

Chapters in

Of the People

6 Sept 1 (1) English Settlements and the Threat to Indian Culture: “Thanks for

the help, but now we want your land, so get out of our way.”

(2) The Enlightenment and the Great Awakening: The Early “It’s all

about me” Movements

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Sept 5 Book Reading Quiz #4 due by 11:59pm 5

7 Sept 6 Quiz #2 – Journal Articles

“Enthusiasm Described and Decried: The Great Awakening

as Interpretative Fiction”

“Church Adherence in the Eighteenth-Century British

American Colonies”

(1) England and France Duke it Out for Sixty Years While Spain

Hops from Team to Team: Would countries really go to war over

an ear?

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8 Sept 8 (1) Research Paper: Requirements and Expectations

Sept 8-12 Exam #1: Take on MyCourses anytime from noon on Sept. 8

until 11:59pm on Sept. 12

Lectures 1-7

9 Sept 13 (1) The French and Indian War: “Since nobody won anything the last

time, let’s try again.”

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10 Sept 15 Quiz #3 – Primary Source Documents

1. Benjamin Franklin, Testimony Against the Stamp Act

(1766)

2. The Boston “Massacre” or Victims of Circumstance?

(1770)

3. John Dickinson, from Letters from a Farmer in

Pennsylvania (1768)

4. Peter Oliver, Origin and Progress of the American

Rebellion: A Tory View (1781)

(1) The Stamp Act, the Townshend Acts, and Colonial Resistance:

Americans Just Don’t Like Taxes of Any Kind.

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Sept 19 Book Reading Quizzes #5 and #6 due by 11:59pm 6 and 7

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Lecture

Number

Date Topic Assignment

Chapters in

Of the People

11 Sept 20 (1) The Intolerable Acts, the First and Second Continental

Congresses, and Independence

(2) The Revolutionary War: From the “shot heard round the world”

to a Global War.

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12 Sept 22 (1) The Revolutionary War: From the “shot heard round the world”

to a Global War (continued)

NOTE: RESEARCH PAPER TOPIC DUE TODAY

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Sept 26 Book Reading Quiz #7 due by 11:59pm 8

13 Sept 27 (1) War and Peace: How the Americans Won and What They Got

Out of It

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14 Sept 29 Quiz #4 – Primary Source Documents

1. Shays’s Rebellion: Letters of Generals William Shepard

and Benjamin Lincoln to Governor James Bowdoin of

Massachusetts (1787)

2. Divergent Reactions to Shays’s Rebellion (1787)

3. Patrick Henry Speaks Against Ratification of the

Constitution (1788)

4. James Madison Defends the Constitution (1788)

(1) Challenges Facing the New Nation: “We won. Now what?”

(2) A Constitution for the Ages

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Oct 3 Book Reading Quiz #8 due by 11:59pm 9

15 Oct 4 (1) George Washington and His Presidency: The Greatest Talent

Scout of All Time.

(2) Political Parties: “Uh oh, did we miss something when we wrote

the Constitution?

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16 Oct 6 (1) John Adams’s Presidency: He Had a Tough Act to Follow 8

Oct 6-12 Exam #2: Take on MyCourses anytime from noon on Oct. 6 until

11:59pm on Oct. 12

Lectures 9-16

17 Oct 11 (1) Jefferson and the Revolution of 1800 9

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Lecture

Number

Date Topic Assignment s

Chapters in

Of the People

18 Oct 13 (1) Jefferson’s Presidency: “You gotta do what it takes to make it

happen.”

(2) Madison’s Presidency and The War of 1812: “We’re gonna do

this one more time just to show the world we’re for real.”

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Oct 17 Book Reading Quiz #9 due by 11:59pm 10

Oct 18 NO CLASS TODAY

19 Oct 20 (1) The “Era of Good Feelings,” and Some Not So Good

(2) John Quincy Adams’s International Stardom

(3) A Revolution of a Different Kind: Economic, Transportation,

Public Schools, and Suffrage

NOTE: RESEARCH PAPER DUE TODAY

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20 Oct 25 (1) A Revolution of a Different Kind: Economic, Transportation,

Public Schools, and Suffrage (continued)

(2) The Jacksonian Era Begins: “Did anybody see John Quincy

Adams’s presidency along the way?”

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21 Oct 27 Quiz #5 – Journal Articles and Primary Source Document

1. “The First Seminole War, November 21, 1817-May 24,

1818”

2. “Andrew Jackson’s Indian Policy: A Reassessment”

3. Andrew Jackson, First Annual Message to Congress

(1829)

(1) Jackson and the Indians

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Lecture

Number

Date Topic Assignment

Chapters in

Of the People

Oct 31 Book Reading Quiz #10 due by 11:59pm 11

22 Nov 1 (1) King Andrew: In politics, as in Duels, He Always Wins

(2) Society in the Early Republic: What kind of World is Jackson

Governing?

(3) Reform Movements: “We can make the world a better place,” or,

“We can create our own world.”

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23 Nov 3 (1) Reform Movements: “We can make the world a better place,” or,

“We can create our own world.” (continued)

(2) Abolitionists versus Slavery’s Defenders

11 and 12

Nov 7 Book Reading Quizzes #11 and #12 due by 11:59pm 12 and 13

24 Nov 8 Quiz #6 – Primary Source Documents

1. William Lloyd Garrison, First Issue of The Liberator

(1831)

2. George Fitzhugh, Slavery Justified (1854)

3. A Black Abolitionist Speaks Out (1829)

4. John L. O’Sullivan, "Annexation" (1845)

5. Across the Plains With Catherine Sager Pringle in 1844

(1) Manifest Destiny and the Promise of the West

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Nov 10-14 Exam #3: Take on MyCourses anytime from noon on Nov. 10

until 11:59pm on Nov. 14

Questions from

Lectures 17-24

25 Nov 10 (1) James K. Polk: Expansionist Extraordinaire 13

26 Nov 15 (1) The United States in 1850-1854: Sectionalism on the Verge of

Explosion—“No way are we going to let you have more states in

your camp than we have in ours!”

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Lecture

Number

Date Topic Assignment

Chapters in

Of the People

27 Nov 17 Quiz #7 – Journal Article

“The Hedgehog and the Foxes”

(1) Secession and Two New Presidents

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Nov 21 Book Reading Quizzes #13 and #14 due by 11:59pm 14 and 15

28 Nov 22 (1) The Civil War’s Early Years and the Need for Nationalistic

Measures

(2) Common Soldier’s Lives

15

29 Nov 29 Quiz #8 – Journal Article

“Who Freed the Slaves?”

(1) Grant and Lee: Unparallel Lives

(2) The Final Years of the Civil War

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30 Dec 1 (1) The Civil War: Why the North Won and the South Lost 15

Dec 8 Final Exam: 10:00am until 11:50am Lectures 25-30