SYLLABUS

Course:

AMH2010.0013(12981)         T&R 9-10:15               ENG 2-0302

Course Objectives  

Upon completing this course students should:

Instructor:  Professor Farless             Phone#:  (407) 823-5389        Office:  CNH 505      
E-mailfarless@mail.ucf.edu ***Best way to contact me outside of Webcourses

When possible, email me through webcourses****

Website:  https://webcourses.ucf.edu/webct  

Office hours:  TR 12:00-1:30 or by appt.

Online Office Hrs (see chatroom on Webcourses): TR 1:30-2:00

Textbook: Paul Boyer, et. al., The Enduring Vision: A History of the American People.Vol I (6th Edition).

Reader: Elizabeth Cobbs Hoffman and Jon Gjerde, Major Problems in American History: Documents and Essays, Vol I: To 1877.

 

Attendance:  Students must attend all classes.  An attendance sheet will be passed around everyday class meets.  It is the student’s responsibility to sign the sheet before leaving class.  Attendance grades will be calculated as follows:  # of days attended divided by # of days class meets.  Students arriving more than 10 minutes late or leaving 10 minutes early will not receive credit for attending class. Students who habitually arrive late to class or leave early will not receive attendance credit.  Points will also be deducted for excessive tardiness.

Grades: Grades are determined by:

Total Points for this Course= 1000 pts

Grading scale: The plus/minus system will be implemented.

93-100=A

90-92=A-

88-89=B+

83-87=B

80-82=B-

78-79=C+

73-77=C

70-72=C-

68-69=D+

63-67=D

60-62=D-

0-59=F

Exams:   Students are expected to demonstrate a depth of understanding of the subject matter and an analysis and interpretation of historical topics.  Make-up exams are allowed only in cases of prior permission or documented emergency.
Midterm exam worth maximum 100 points; final exam worth maximum 150 points= Total Exam value= maximum 250 pts.

 **Questions and Responses:  
Questions:  Each student will be responsible for posting 4 substantive, well-thought out questions based on the readings of 4 separate weeks (1 question per week in 4 different weeks).  Students are to post a question for the week their group is assigned.  Questions will be evaluated on their creativity, research (has a student adequately comprehended the material), and ability to provoke thoughtful in-class discussions and written responses from their peers.  The question will be posted under the appropriate discussion heading (see discussions) and is due by 11:59 pm Tues. the week the readings are assigned.  Repeat questions will not be accepted, so it is best to get the reading done in a timely manner and post a brilliant question as quickly as possible to ensure originality. Late questions will not receive credit.

Responses:  Students are also responsible for writing 4 (250 wds) responses to another student’s question the week their group is assigned to write a response.  These responses will be posted under the appropriate “response” heading under discussions.  Make sure you identify which question you are responding to by identifying the question and student who posed the question (copy and pasting the question would probably prove helpful).  Replies are due by 11:59 pm Thurs., the week the readings are assigned. Late responses will not receive credit. Include the word count at the end of the response.

Summaries:  Each student will write 2 (750 wds) “summaries” of a group’s responses the week their group is assigned.  Once the discussion board has closed, the student will write a 750 word clarification summary in which she/he will address weaknesses and strengths in fellow student responses. This will be due the immediate Sunday at midnight, following the week’s readings. 2pts will be deducted for each calendar day the summary is late, for a maximum of 5 calendar days. After 5 calendar days, the essay will no longer be accepted for credit.

Ultimately, the goal for these three types of assignments is to ensure that students are doing the readings and are prepared to discuss and/or write about them.  Also, these assignments are designed to create an intellectual exchange among students.  Students should practice netiquette and make sure that they conduct themselves appropriately in their interaction with their fellow students.  All writing summaries are to be posted under assignments.  Do not attach your assignment as you will not be given credit for it.  Instead, copy and paste the text into the assignment textbox.

Consider this a friendly warning:  Webcourses is known for being “quirky,” sometimes not allowing students immediate access; thus, students should make sure they allow enough time to post their assignments to avoid Webcourses blackouts or “freezes.”  Also, word counts should be posted at the bottom of the assignment along with the student’s name (these do not count as part of the word count).  Students must follow the group assignment schedule.

Students will be divided into the following groups based on the first letter of their last name for question, response, summary assignments.

Group 1=A-F

Group 2=G-M

Group 3=N-Z

ACADEMIC DISHONESTY:
All forms of academic dishonesty are prohibited. Academic dishonesty includes, but is not limited to: plagiarism, cheating, furnishing false information, forgery, alteration or misuse of documents, misconduct during a testing situation, etc. I am including the website for the office of student conduct. It will provide you with many of the links necessary for UCF policies:
http://www.osc.sdes.ucf.edu/

Changes:  Changes may be made at instructor’s discretion.


Final Note:  Do not hesitate to ask for my help.

COURSE OUTLINE


Week 1-01/08-01/10—Enduring Vision (EV) Ch 1/ Intro

Additional Readings:  read all assigned readings found in the sources & writing folder on the homepage of Webcourses.

Week 2--01/15-01/17 (EV)—2/European Exploration & Colonization

Additional Readings: Major Problems in American History, I (MPAH)--Ch 1—Essay--James H. Merrell, “The Indians' New World;” Docs:  1,2,4-7 .

Group 1 Writes Question, Group 2 Writes Response, Group 3 Writes Summary.

Week 3--01/22-01/24  (EV)—Ch 3/ Virginia, Massachusetts and Pennsylvania
Additional Readings:  (MAPH)--Ch 2—Essay--Kathleen M. Brown, “The Anxious World of the Slaveowning Patriarch;”  Docs:  1-6

Group 2 Writes Question, Group 3 Writes Response, Group 1 Writes Summary.

Week 4--01/29-01/31—(EV)--Ch 3/The Role of Slavery in colonial development/Virginia, South Carolina and Georgia

Additional Readings:  (MAPH)--Ch 2—Essay—Philip D. Morgan, “The Effects of Paternalism Among Whites and Blacks;” Docs: 1-6.

Group 3 Writes Question, Group 1 Writes Response, Group 2 Writes Summary.

Week 5--02/05-02/07--(EV)—Ch 4/Cultural Movements in 18th century America and early developments leading to the American Revolution.

Additional Readings:  (MPAH)--Ch 3—Essay--T. H. Breen, “The Northern Colonies as an Empire of Goods;” Docs:  6-9.

Group 1 Writes Question, Group 2 Writes Response, Group 3 Writes Summary.

Week 6--02/12-02/14--(EV)— Chs 5 & 6/ Events Leading to the American Revolution & the American Revolution

Additional Readings: (MAPH)--Ch 4—Essay--Gordon S. Wood, Radical Possibilities of the American Revolution;

Docs:  1-4, 6, 7

Group 2 Writes Question, Group 3 Writes Response, Group 1 Writes Summary.

Week 7--02/19-02/21-- Misc, Review, Mid-term Exam

—02/21--***MIDTERM EXAM ONLINE ***CHS 1-6—Grades will be posted on Webcourses by 10:00 a.m. 02/22

Week 8-02/26-02/28—(EV)-- Ch 7/ Forming a Government & Development of the First Two-Party System
Additional Readings: (MPAH)--Ch 5--Alfred F. Young, “The Pressure of the People on the Framers of the Constitution;” Docs:  1, 5-8 .

****02/29--W/D Deadline****

Group 3 Writes Question, Group 1 Writes Response, Group 2 Writes Summary.

Week 9--03/04-03/06--(EV)--Ch 8/Jeffersonian America &  The War of 1812

Additional Readings: (MPAH)--Ch 6—Essay--Linda K. Kerber, “The Fears of the Federalists;”  Docs:  1-7

Or

Additional Readings:  (MPAH)--Ch 6—Essay--Drew R. McCoy, “The Fears of the Jeffersonian Republicans;” Docs:  1-7 .

Group 1 Writes Question, Group 2 Writes Response, Group 3 Writes Summary.

Week 10--03/11-03/13 –Spring Break


Week 11--03/18-03/20—
(EV)-- Ch 9/ The American System/ Agricultural and Industrial Revolutions

Additional Readings: (MPAH)—Ch 8 —Essay--Charles Sellers, “The Market Revolution and the Growth in Economic Inequality;” Docs: 2-7

Group 2 Writes Question, Group 3 Writes Response, Group 1 Writes Summary.

Week 12--03/25-03/27—(EV)-- Chs 10 & 11/Jacksonian America /19th Century Cultural Movements

Additional Readings:  Ch 9—Essay--Mary P. Ryan, “Antebellum Politics as Raucous Democracy;” Docs:  1-5

Group 3 Writes Question, Group 1 Writes Response, Group 2 Writes Summary.

Week 13--04/01-04/03-(EV)— Chs 12 & 13/ The Old South & Interpretations of Slavery/Mexican-American War/ Additional Readings: (MPAH)--Ch 12—Essay--James Oakes, “Slaveholders and Liberal Rights;”  Docs:  1-9

Group 1 Writes Question, Group 2 Writes Response, Group 3 Writes Summary.

Week 14--04/08-04/10--(EV)— Chs 14 & 15/ Increasing Sectionalism/Events Leading to the Civil War

Additional Readings: (MPAH)--Ch 13—Essay--Michael F. Holt, “The Political Divisions That Contributed to Civil War;”  Docs:  1,5-8

Or

Additional Readings:  (MPAH)—Ch 13—Essay--David M. Potter, “The Sectional Divisions That Led to Civil War;” Docs:  1-5, 9, 10 .

Group 2 Writes Question, Group 3 Writes Response, Group 1 Writes Summary.

Week 15--04/15-04/17-(EV)—Ch 15/Civil War & Reconstruction

Additional Readings: (MPAH)--Ch 14—Essay--James M. McPherson, “The Role of Abraham Lincoln in the Abolition of Slavery;” Docs: 1-4, 7, 8 & 7 from Ch 13

Or

(MPAH)—Ch 14—Essay--Ira Berlin et al., “The Role of African Americans in the Abolition of Slavery;”  Docs:  2-4,  2 from Ch 13 & 1 from Ch 15 .

Group 3 Writes Question, Group 1 Writes Response, Group 2 Writes Summary.

Week 16--04/22

Final Essay Due 04/20--–***Online Comprehensive Final Essay Due @ midnight*** Question will be posted by 4/10.

Final Exam—04/22--ONLINE