SYLLABUS

Course:

AMH2010.CW56(67507)   Class is fully online

AMH2010.CW57 (67506) Class is fully online  

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**** I will respond to all previously sent emails on MWF in the a.m.

Website:  https://webcourses.ucf.edu/webct  Online Office Hrs : By appointment through chatroom.

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. 

Grades: Grades are determined by:

Total Points for this Course= 730 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.
Each exam is worth 100 points= Total Exam value= maximum 200 pts.    

**Questions and Responses:  Note: you do not need to use all the weekly readings from MPAH. Instead, you are to pick 1 essay and primary document you feel fits best from those listed and incorporate them in your question and/or response.


Questions:  Each student will be responsible for posting on the appropriate discussion board 3 substantive, well-thought out questions based on the readings of 3 separate weeks (1 question per week in 3 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 written responses from their peers.  Each question must engage with specificity at least one essay and one primary document from Major Problems in American History. 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. Finally, students may only post a question in the week their group is assigned to post a question.

Responses:  Students are also responsible for writing 2 (500 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 (copying and pasting the question would probably prove helpful).  Responses will be evaluated on research, writing (syntax, grammar, organization, etc).  Also, you must cite all information borrowed from the consulted sources.  If you do not cite your sources, you are plagiarizing and, therefore, will receive 0 credit for the assignment. Students are not to use research sources beyond those assigned for this class, doing so will result in a significant reduction in points. Late responses will not receive credit. Include the word count at the end of the response. The word count does not include the posted question, etc.     Ultimately, the goal for these two types of assignments is to ensure that students are doing the readings and are prepared to 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.    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 writing questions and responses. Group 1=A-J Group 2=K-Z

*Essay assignments: (Both essays are to be typed and double-spaced) Each essay is due by midnight on the day it is listed and will include references to the readings from textbook, online reading assignments as well as content modules.  Each essay should be 3 pages typed, double-spaced (when posted it will show as single spaced), with 12 pt font.  You will be evaluated on research, writing (syntax, grammar, organization, etc).  Also, you must cite all information borrowed from any of the above listed sources.  If you do not cite your sources, you are plagiarizing and, therefore, will receive 0 credit for the assignment. Students are not to use research sources beyond those assigned for this class, doing so will result in a significant reduction in points.  As for submitting the essays, you will do so through the assignment window on Webcourses.  You will need to copy and paste your essay into the text box.  Do not attach your assignment as you will not be given credit for it.  2 points will be deducted for each calendar day the essay is late for a maximum 5 calendar days. After calendar 5 days, the essay will no longer be accepted for credit. If you have questions, please feel free to see me.  Each essay is worth 100 points for a possible total of 200 pts.

Online Journal--Each student will be responsible for maintaining a weekly/bi-weekly journal that records student's observations, questions, analysis of the content modules, readings, and/or websites explored. The journal entries must be substantive, including specific examples from the medium being explored/pondered/considered. Students must include a minimum of 5 substantive entries from 5 different weeks up to a maximum of 10 entries. The fewer the entries, the more indepth the analysis.

 Quizzes: You may find these quizzes difficult, but keep in mind they are to be used as a study tool. They are to assist you in shoring up your reading comprehension from the Enduring Vision textbook. Do not get discouraged if you don't do well. Of course, try to improve your performance on them as well as use them to identify areas you are weak, which will better prepare you for the exam. Total points for the quizzes=100 pts. Make-up quizzes will not be allowed in any case whatsoever. However, students will be able to drop at least 1 quiz.

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 1-05/12-05/16—Enduring Vision (EV) Ch 1 & 2/ Intro & European Exploration & Colonization

Additional Readings :  read all assigned readings found in the sources & writing folder on the homepage of Webcourses.Also, read from Major Problems in American History, I (MPAH)--Ch 1—Essay--Neil Salisbury, “The Indians' Old World ;” Docs:  1,2,4-7 .

Group 1 Writes Question, Group 2 Writes Response

First week exception to usual question/response deadline. For the First Week Only!!Questions will be due by Thursday 5/15 @ midnight. Responses will be due by Sunday 05/19@ midnight.

Week 2--05/19-05/23--(EV)—Ch 3& 4/ Virginia , Massachusetts and Pennsylvania & The Role of Slavery in colonial development/Virginia, South Carolina and Georgia//Cultural Movements in 18th century America and early developments leading to the American Revolution.

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

Or

(MPAH)--Ch 3—Essay--James A. Henretta, “The Northern Colonies as a Family-Centered Society;” Docs:  6-9

Group 2 Writes Question, Group 1 Writes Response

Week 3--05/27-05/30  --(EV)— Chs 5 & 6/ Events Leading to the American Revolution & the American Revolution

Additional Readings : (MAPH)--Ch 4—Essay--Woody Holton, " Elite Concerns About the American Revolution;" Docs: 1-4, 6, 7

Group 1 Writes Question, Group 2 Writes Response

  Week 4--06/02-06/06—(EV)-- Chs 6 & 7/ Forming a Government & Development of the First Two-Party System

Additional Readings : (MPAH)--Ch 5--Jack Rakove, “The Hope of the Framers to Recruit Citizens to Enter Public Life;” Docs:  1, 5-8 .

Group 2 Writes Question, Group 1 Writes Response

  Week 5--06/09-06/13--(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 .First Formal Essay Due 06/13

  Week 6--06/16-06/20--Misc, Review, Mid-term Exam

Exam must be completed by —6/19 @ 9pm--***MIDTERM EXAM ONLINE ***CHS 1-8—Grades will be posted on Webcourses by 10:00 a.m. 06/20

****06/20--W/D Deadline****


 
Week 7--06/23-06/27-- (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 1 Writes Question, Group 2 Writes Response

Week 8-06/30-07/03—(EV)-- Chs 10 & 11/Jacksonian America /19th Century Cultural Movements

Additional Readings :  Ch 9—Essay--Glenn C. Altschuler and Stuart M. Blumin, “Antebellum Politics as Political Manipulation,” Docs:  1-5

Or

Chapter 10 Essay--Nathan O. Hatch, "Religious Revivalism as a Form of Democratization;" Docs: 1-8

Group 2 Writes Question, Group 1 Writes Response

  Week 9--07/07-07/11--(EV)— Chs 12 & 13/ The Old South & Interpretations of Slavery/Mexican-American War

Additional Readings : (MPAH)--Ch 12—Essay--Walter Johnson, “Slaves and the 'Commerce' of the Slave Trade;"  Docs:  1-9

Group 1 Writes Question, Group 2 Writes Response  

Week 10--07/14-07/18 –(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  

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

Group 2 Writes Question, Group 1 Writes Response

Week 11--07/21-07/25—(EV)—Ch 16//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

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 .

Week 12--07/28-08/01—2nd Formal Essay Due on 7/28

Final Exam Must be Completed by 8/01 @ 9pm