The Interactive Syllabus must be completed by the end of the first week of class and sent to the instructor using the form below.
Complete the box by entering your name, email address, postal address and phone number. Send the information to your instructor by clicking on the "Submit Answers" button at the end of the interactive syllabus.
Last four numbers of student ID:
Instructor Contact Information:
Mark Cauble Phone: 760-252-2411 x7286 Email: mcauble@bcconline.com
You must use a user name and password after the first week of class. Without these words you will not be able to access the course materials. The format of your username and password are clearly posted on the main page of your course. If you still need assistance with your username and password please go to this page and read the instructions: http://www.bcconline.com/orient/password.htm, to receive further assistance.
In the box below please explain your understanding of user names and passwords, including how you expect to receive your user name and password for this class:
Important Requirement:
In the box below please type: I understand that it is the my responsibility to keep copies of all work submitted throughout the semester.
Materials required: Textbook: America A Narrative History (Latest Edition) George Brown Tindall & David E. Shi. Retype and complete the following statement in the box below: I have gotten my history textbook---America A Narrative History. (Latest Edition) George Brown Tindall & David E. Shi or I will have it by . Email Updates One of the primary methods of contact in an online course is email. Your college is capable of extracting student names and email addresses from our registration system. The purpose of extracting this information is two fold. The information will be used by the instructor to remain in contact with the class in order to provide information necessary for the students' academic success. The information will also be used to send emails to the students from the college administration. The emails sent by the college administration will consist of links to course surveys which will be used to improve our online courses, important announcements for students, and links to college surveys, which will be used to satisfy requirements placed on the college by the California Community College Chancellor's Office. The college will not use this information to advertise any products and will not share student email addresses with any other organization. In the box below type the following information: As a student I understand it is my responsibility to ensure my email address is up to date in the registration system, and that failure to do so can seriously impact my ability to successfully complete my courses. Further, I consent to receive email communication from my instructor and from the college administration. This consent will remain in force until it is revoked in writing or I am no longer taking classes with the college. Upon submitting the syllabus, I agree to enter the registration system, check my email address and change it if necessary. I understand a tutorial is available to assist me with this procedure. I also understand I can contact 760-252-2411 x7236 to receive additional assistance if I encounter any difficulties when attempting to change my email address.
Materials required:
Textbook: America A Narrative History (Latest Edition) George Brown Tindall & David E. Shi.
Retype and complete the following statement in the box below:
I have gotten my history textbook---America A Narrative History. (Latest Edition) George Brown Tindall & David E. Shi or I will have it by .
Email Updates
One of the primary methods of contact in an online course is email. Your college is capable of extracting student names and email addresses from our registration system. The purpose of extracting this information is two fold. The information will be used by the instructor to remain in contact with the class in order to provide information necessary for the students' academic success. The information will also be used to send emails to the students from the college administration. The emails sent by the college administration will consist of links to course surveys which will be used to improve our online courses, important announcements for students, and links to college surveys, which will be used to satisfy requirements placed on the college by the California Community College Chancellor's Office. The college will not use this information to advertise any products and will not share student email addresses with any other organization. In the box below type the following information: As a student I understand it is my responsibility to ensure my email address is up to date in the registration system, and that failure to do so can seriously impact my ability to successfully complete my courses. Further, I consent to receive email communication from my instructor and from the college administration. This consent will remain in force until it is revoked in writing or I am no longer taking classes with the college. Upon submitting the syllabus, I agree to enter the registration system, check my email address and change it if necessary. I understand a tutorial is available to assist me with this procedure. I also understand I can contact 760-252-2411 x7236 to receive additional assistance if I encounter any difficulties when attempting to change my email address.
Resources: Encyclopaedia Britannica. You can get a free subscription for this resource, but it is only for fourteen days, so if you choose to get a free subscription, be sure to download all required articles within the fourteen days.
Books on reserve:
Note: All of these books can be obtained for $15 or less by going to either http://www.amazon.com or http://www.half.com. Although the prices listed below may be slightly different when you visit the websites, the prices should still be fairly accurate. If a link is not working use the link above to go to the main page of the site and then enter the title and author of the book into the search engine for the site. I have searched for these books to ensure they are not too cost prohibitive; however I encourage you to do your own search so as to find the best price. Amazon and Half.com are simply two reliable sites I recommend for you to start your search. These books are recommended readings. They are not required.
The Conquest of New Spain, Bernal Diaz Available at Amazon used for $5.18 and up or new for $10.40.
The Hummingbird and the Hawk, R. C. Padden Available at Amazon used for $4.99 and up.
The Oregon Trail, Francis Parkman Available online by clicking the link above.
France and England in North America, Francis Parkman Available at Half.com for $15.99.
The American Heritage Book of The American Revolution, Bruce Lancaster, J.H. Plumb, Bruce Catton Available at Amazon used for $6.95 and up.
The American Heritage Picture History of The Civil War, Bruce Catton Available at Half.com used for $3.00 and up.
The Huron Farmers of the North, Bruce G. Trigger Available at Amazon used for $5.75 and up or new for $24.95.
Retype the following statement in the box below:
I understand the above listed books are available on reserve in the Barstow College Library, or are available at Amazon or Half.com for reasonable prices. I further realize the instructor has searched for these books to make sure they are not too cost prohibitive, but that it is my responsibility to decide where to obtain the books. These books are recommended readings. They are not required.
Course Description: Development of the United States from the founding of the colonies through the Reconstruction period. The course includes an in depth study of the U.S. Constitution. UC/CSU
Objectives: Having successfully completed the course, the student will understand and explain the development of the United States from the founding of the colonies through the Reconstruction period, and will have carefully read and analyzed historical writings.
Activities to achieve objectives: These objectives will be achieved through the use of:
1. Topics and discussions on the Internet.
2. Critical thinking assignments that will include (but are not limited to) the following:
a. Inquiry into the development of the United States from the founding of the colonial settlements through the Reconstruction Period (from the narrative history point of view.) Clarity and breadth of understanding to be demonstrated in essay exams and topic questions.
b. The evaluation of historical writing in terms of internal consistency and accuracy to be demonstrated in essay exams and topic questions. Other outside assignments to include study, required reading and written work.
STUDENT LEARNING OUTCOMES:
1. Analyze the motivations, personalities, achievements and failures of major historical personages from the Founding of the Colonies through the Reconstruction Period. Assessment method: Essay exams, short papers, research projects 2. Review and discuss important historical problems and decide on possible solutions and alternatives from the Founding of the Colonies through the Reconstruction Period. Assessment method: Essay exams, short papers, research projects 3. Evaluate the lessons of history from the Founding of the Colonies through the Reconstruction Period, and how they serve to instruct and inspire future generations. Instruct by providing examples of what to avoid and what to emulate. Inspire by giving models of achievement and virtue Assessment method: Essay exams, short papers, research papers
1. Analyze the motivations, personalities, achievements and failures of major historical personages from the Founding of the Colonies through the Reconstruction Period.
Assessment method: Essay exams, short papers, research projects
2. Review and discuss important historical problems and decide on possible solutions and alternatives from the Founding of the Colonies through the Reconstruction Period.
3. Evaluate the lessons of history from the Founding of the Colonies through the Reconstruction Period, and how they serve to instruct and inspire future generations. Instruct by providing examples of what to avoid and what to emulate. Inspire by giving models of achievement and virtue
Assessment method: Essay exams, short papers, research papers
From the course objectives and student learning outcomes listed above, list the one that interests you the most and tell me why it interests you.
ON-LINE INSTRUCTIONS:
YOU MUST FILL OUT THIS SYLLABUS IF YOU INTEND TO TAKE THE COURSE!
It is your responsibility to make sure the instructor has the all the contact information stated at the top of this syllabus by the start of classes!! It is your responsibility to email the instructor if you have any problems or do not understand this syllabus. It is your responsibility to confirm your enrollment either via the Internet at https://bcregweb.barstow.edu/ or by calling (760)252-2411 x7236 if you are having problems accessing the course material. After you have confirmed your enrollment go to http://www.bcconline.com/orient/ and read the password link. Following this procedure will ensure you are helped in the fastest manner possible. By enrolling for this class, the assumption is that you possess the necessary skills to read at the college level, to enter and perform research on the internet, to email using proper email etiquette and to post to the discussions. When emailing your instructor: (mcauble@bcconline.com) include your full name. Send all email with the name of the course in the subject line and Lesson No. or the words: problem, question or comment. Many times I receive email with no name in the body of the email. Sign all email with your name as registered at school, or else you will not receive a reply and your assignment will not be graded. You must explain the problem in the subject line, i.e., HIST 2A Lecture One -- Need Assistance. Email without an appropriate subject line will be deleted and will not be read. With the current high incidence of viruses and unsolicited email I automatically delete all email without appropriate subject lines.' Remember I do not answer email on the weekends, so 48 hours response time do not include Fridays, Saturdays, Sundays and holidays. If an email stating problem, help, or question in the subject line is sent on Monday through Thursday you can expect a response within 24-48 hours. If an email stating problem, help, or question in the subject line is sent on the weekends there will be a longer turn around time, but the email will be answered by Tuesday of the following week. Email assignments will have a one week turnaround time, and you should not expect an answer to a successfully submitted and completed assignment before the end of the one week turnaround time period. Receiving graded assignments or answers to your questions before the above stated timelines have passed does not guarantee that you will receive replies that quickly in the future. Online classes are NOT conducted via instantaneous transmission. Just as I am giving you a NINE day period to complete your work, I am to be given SEVEN days to reply to your assignments. In addition, the above stated timelines apply to ALL students and ALL responses to your questions and concerns. I appreciate your understanding of the above stated timelines and will respond to ALL questions and concerns about this class within the timeframes stated above. A posting place at the top of the discussion page indicates the instructor’s message board to you. Be sure to check this each week so that you don’t miss messages and clarifications; remember that sometimes no instructor posting will have been made. Students are not to post in the instructor's posting area. Should you have a concern with your class please email me your question. It is not appropriate for students to post their concerns in the instructor's posting area. Students who post in the instructor's posting area will receive a warning and their posting will be deleted unanswered. Students who ignore the warning and post again to the instructor's posting area will be dropped from the class. At the conclusion of the class students may find out their grades by going on the Internet at https://bcregweb.barstow.edu. I do not email or post student grades and will not respond to inquiries about grades at the conclusion of the course.
It is your responsibility to make sure the instructor has the all the contact information stated at the top of this syllabus by the start of classes!! It is your responsibility to email the instructor if you have any problems or do not understand this syllabus.
It is your responsibility to confirm your enrollment either via the Internet at https://bcregweb.barstow.edu/ or by calling (760)252-2411 x7236 if you are having problems accessing the course material. After you have confirmed your enrollment go to http://www.bcconline.com/orient/ and read the password link. Following this procedure will ensure you are helped in the fastest manner possible.
By enrolling for this class, the assumption is that you possess the necessary skills to read at the college level, to enter and perform research on the internet, to email using proper email etiquette and to post to the discussions.
When emailing your instructor: (mcauble@bcconline.com) include your full name. Send all email with the name of the course in the subject line and Lesson No. or the words: problem, question or comment. Many times I receive email with no name in the body of the email. Sign all email with your name as registered at school, or else you will not receive a reply and your assignment will not be graded.
You must explain the problem in the subject line, i.e., HIST 2A Lecture One -- Need Assistance. Email without an appropriate subject line will be deleted and will not be read. With the current high incidence of viruses and unsolicited email I automatically delete all email without appropriate subject lines.'
Remember I do not answer email on the weekends, so 48 hours response time do not include Fridays, Saturdays, Sundays and holidays. If an email stating problem, help, or question in the subject line is sent on Monday through Thursday you can expect a response within 24-48 hours. If an email stating problem, help, or question in the subject line is sent on the weekends there will be a longer turn around time, but the email will be answered by Tuesday of the following week.
Email assignments will have a one week turnaround time, and you should not expect an answer to a successfully submitted and completed assignment before the end of the one week turnaround time period. Receiving graded assignments or answers to your questions before the above stated timelines have passed does not guarantee that you will receive replies that quickly in the future.
Online classes are NOT conducted via instantaneous transmission. Just as I am giving you a NINE day period to complete your work, I am to be given SEVEN days to reply to your assignments. In addition, the above stated timelines apply to ALL students and ALL responses to your questions and concerns.
I appreciate your understanding of the above stated timelines and will respond to ALL questions and concerns about this class within the timeframes stated above.
A posting place at the top of the discussion page indicates the instructor’s message board to you. Be sure to check this each week so that you don’t miss messages and clarifications; remember that sometimes no instructor posting will have been made. Students are not to post in the instructor's posting area. Should you have a concern with your class please email me your question. It is not appropriate for students to post their concerns in the instructor's posting area. Students who post in the instructor's posting area will receive a warning and their posting will be deleted unanswered. Students who ignore the warning and post again to the instructor's posting area will be dropped from the class.
At the conclusion of the class students may find out their grades by going on the Internet at https://bcregweb.barstow.edu. I do not email or post student grades and will not respond to inquiries about grades at the conclusion of the course.
In the box below type, I understand and agree to abide by the online instructions written above.
IMPORTANT:
You will not officially start this course until after you have completed the orientation sessions at http://www.bcconline.com/orient/. No work should be completed until AFTER the you have reviewed the orientation area. The orientation area will answer many frequently asked questions about online instruction and also provides tutorials on common problems students encounter while doing online courses. If you are experiencing technical difficulties and/or need to learn how to use our courseware you should first check the orientation area to see if it answers your technical question. If your technical question is not answered on the website you may then email the webmaster@bcconline.com with your question. If your question pertains to class materials you should email mcauble@bcconline.com. The webmaster cannot answer course related questions, and Mr. Cauble does not answer technical questions. Remember that you must state your full name, problem, question or concern and your class name in the subject line when asking a question.
You will not officially start this course until after you have completed the orientation sessions at http://www.bcconline.com/orient/. No work should be completed until AFTER the you have reviewed the orientation area. The orientation area will answer many frequently asked questions about online instruction and also provides tutorials on common problems students encounter while doing online courses. If you are experiencing technical difficulties and/or need to learn how to use our courseware you should first check the orientation area to see if it answers your technical question. If your technical question is not answered on the website you may then email the webmaster@bcconline.com with your question.
If your question pertains to class materials you should email mcauble@bcconline.com. The webmaster cannot answer course related questions, and Mr. Cauble does not answer technical questions. Remember that you must state your full name, problem, question or concern and your class name in the subject line when asking a question.
In the box below type, I understand there is two proctored exams for this course (the midterm and final). If I am unable to take the midterm and final on the main campus, or at Barstow College's Ft. Irwin or Miramar sites, I understand it is my responsibility to find a proctor and completely fill out the proctor from. I understand I must fill out the syllabus in order to complete this course and that completing the online orientation before beginning my course work is mandatory. I realize that I should email the instructor with any class related questions. I also understand that I should first check the orientation area for answers to my technical questions and can email the webmaster@bcconline.com my technical questions ONLY after checking the orientation area for the answer to my question first.
Requirements:
In the box below type, I understand and have the ability to meet the requirements listed above. Further I have the necessary materials to complete this course
Resources for you
Online classes are administered under the Distance Education division and as such there are no regular class meetings. Sometimes the terminology and/or the breadth of the class may seem to be daunting or overwhelming to you. If so, you may also attend on campus classes when possible for extra reinforcement. Check the schedule for time and place. Please identify yourself to the instructor prior to the start of class so that extra credit can be assigned.
In the box below type, I understand I can attend class courses if I need additional help, or that I may contact bcctutorial@bcconline.com if I need to have a tutor for this course.
Course Content
Part I: The American Colonies
I. Basic Characteristics A. Social Structure 1. Middle Class Society B. English Political Heritage 1. We are Legalistic C. The Frontier Experience 1. Toleration 2. Social Mobility 3. Change 4. Aggression and Violence 5. Individualism 6. Voluntary Cooperation 7. Optimism 8. Isolationist 9. Utilitarian 10. The Drive to be First 11. American Nationality II. The Indians A. Origins B. Aztecs C. North American Indians III. European Discovery 1492-1607 A. Background B. Vikings 800-1015 AD C. Renaissance 15th Century D. Columbus – 1492 1. Navidad 2. Battle of Puerto De Los Hidalgos – March 24, 1495 E. John Cabot – 1497 F. Magellan 1519 – 1522 G. Conquest of Mexico Feb. 10, 1519 – Aug. 13, 1521 1. Reasons a. The Aztecs Think the Spaniards are Gods b. The Aztec Empire is Ruled by Terror c. The Spanish Army d. Cortes is a Genius e. Smallpox 2. Cortes a. Dona Marina b. Tenochitillan Nov. 18, 1519 c. Panfilo de Narvaez d. "Noche Triste" Sad Night June 30, 1520 e. Otumba July 14, 1520 f. Capture of Tenochitillan Aug. 13, 1521 H. Pizzaro Conquers Peru 1432-1533 I. Coronado – Southwest 1539 J. France – Cartier 1534-1541 K. England 1. Newfoundland 1583 2. Raleigh a. Roanoke Island 1590 IV. First Foundations 1607-1660 A. Virginia 1607 1. Democracy July 30, 1619 2. Indian Attacks 1622 and 1644 a. Powhaton b. Opechan Canough B. Plymouth Plantation 1620 1. Mayflower Compact Nov. 11, 1620 C. Massachusetts Bay Co. 1630 1. Indian Attack 1636 a. Pequots (Pequods) D. Dutch New Netherlands 1624 E. New France 1608-Champlain V. Colonial Development 1660-1696 A. Acts of Trade and Navigation 1660-1672 1. Charles II B. Carolina 1. Charleston 1670 C. New York & New Jersey 1664 1. Duke of York D. Pennsylvania 1682 1. Quakers 2. William Penn E. Virginia 1. Bacon’s Rebellion 1675 F. New England 1. King Phillips War 1675-1677 2. Salem Witch Trials 1692 VI. Colonial Developments 1713-1763 A. Expansion 1713-1763 1. Georgia 2. Industry & Commerce 3. Society a. Franklin
I. Basic Characteristics
A. Social Structure 1. Middle Class Society B. English Political Heritage 1. We are Legalistic C. The Frontier Experience 1. Toleration 2. Social Mobility 3. Change 4. Aggression and Violence 5. Individualism 6. Voluntary Cooperation 7. Optimism 8. Isolationist 9. Utilitarian 10. The Drive to be First 11. American Nationality
A. Social Structure
1. Middle Class Society
B. English Political Heritage
1. We are Legalistic
C. The Frontier Experience
1. Toleration 2. Social Mobility 3. Change 4. Aggression and Violence 5. Individualism 6. Voluntary Cooperation 7. Optimism 8. Isolationist 9. Utilitarian 10. The Drive to be First 11. American Nationality
1. Toleration
2. Social Mobility
3. Change
4. Aggression and Violence
5. Individualism
6. Voluntary Cooperation
7. Optimism
8. Isolationist
9. Utilitarian
10. The Drive to be First
11. American Nationality
II. The Indians
A. Origins B. Aztecs C. North American Indians
A. Origins
B. Aztecs
C. North American Indians
III. European Discovery 1492-1607
A. Background B. Vikings 800-1015 AD C. Renaissance 15th Century D. Columbus – 1492 1. Navidad 2. Battle of Puerto De Los Hidalgos – March 24, 1495 E. John Cabot – 1497 F. Magellan 1519 – 1522 G. Conquest of Mexico Feb. 10, 1519 – Aug. 13, 1521 1. Reasons a. The Aztecs Think the Spaniards are Gods b. The Aztec Empire is Ruled by Terror c. The Spanish Army d. Cortes is a Genius e. Smallpox 2. Cortes a. Dona Marina b. Tenochitillan Nov. 18, 1519 c. Panfilo de Narvaez d. "Noche Triste" Sad Night June 30, 1520 e. Otumba July 14, 1520 f. Capture of Tenochitillan Aug. 13, 1521 H. Pizzaro Conquers Peru 1432-1533 I. Coronado – Southwest 1539 J. France – Cartier 1534-1541 K. England 1. Newfoundland 1583 2. Raleigh a. Roanoke Island 1590
A. Background
B. Vikings 800-1015 AD
C. Renaissance 15th Century
D. Columbus – 1492
1. Navidad 2. Battle of Puerto De Los Hidalgos – March 24, 1495
1. Navidad
2. Battle of Puerto De Los Hidalgos – March 24, 1495
E. John Cabot – 1497
F. Magellan 1519 – 1522
G. Conquest of Mexico Feb. 10, 1519 – Aug. 13, 1521
1. Reasons a. The Aztecs Think the Spaniards are Gods b. The Aztec Empire is Ruled by Terror c. The Spanish Army d. Cortes is a Genius e. Smallpox 2. Cortes a. Dona Marina b. Tenochitillan Nov. 18, 1519 c. Panfilo de Narvaez d. "Noche Triste" Sad Night June 30, 1520 e. Otumba July 14, 1520 f. Capture of Tenochitillan Aug. 13, 1521
1. Reasons
a. The Aztecs Think the Spaniards are Gods b. The Aztec Empire is Ruled by Terror c. The Spanish Army d. Cortes is a Genius e. Smallpox
a. The Aztecs Think the Spaniards are Gods
b. The Aztec Empire is Ruled by Terror
c. The Spanish Army
d. Cortes is a Genius
e. Smallpox
2. Cortes
a. Dona Marina b. Tenochitillan Nov. 18, 1519 c. Panfilo de Narvaez d. "Noche Triste" Sad Night June 30, 1520 e. Otumba July 14, 1520 f. Capture of Tenochitillan Aug. 13, 1521
a. Dona Marina
b. Tenochitillan Nov. 18, 1519
c. Panfilo de Narvaez
d. "Noche Triste" Sad Night June 30, 1520
e. Otumba July 14, 1520
f. Capture of Tenochitillan Aug. 13, 1521
H. Pizzaro Conquers Peru 1432-1533
I. Coronado – Southwest 1539
J. France – Cartier 1534-1541
K. England
1. Newfoundland 1583 2. Raleigh a. Roanoke Island 1590
1. Newfoundland 1583
2. Raleigh
a. Roanoke Island 1590
IV. First Foundations 1607-1660
A. Virginia 1607 1. Democracy July 30, 1619 2. Indian Attacks 1622 and 1644 a. Powhaton b. Opechan Canough B. Plymouth Plantation 1620 1. Mayflower Compact Nov. 11, 1620 C. Massachusetts Bay Co. 1630 1. Indian Attack 1636 a. Pequots (Pequods) D. Dutch New Netherlands 1624 E. New France 1608-Champlain
A. Virginia 1607
1. Democracy July 30, 1619 2. Indian Attacks 1622 and 1644 a. Powhaton b. Opechan Canough
1. Democracy July 30, 1619
2. Indian Attacks 1622 and 1644
a. Powhaton b. Opechan Canough
a. Powhaton
b. Opechan Canough
B. Plymouth Plantation 1620
1. Mayflower Compact Nov. 11, 1620
C. Massachusetts Bay Co. 1630
1. Indian Attack 1636 a. Pequots (Pequods)
1. Indian Attack 1636
a. Pequots (Pequods)
D. Dutch New Netherlands 1624
E. New France 1608-Champlain
V. Colonial Development 1660-1696
A. Acts of Trade and Navigation 1660-1672 1. Charles II B. Carolina 1. Charleston 1670 C. New York & New Jersey 1664 1. Duke of York D. Pennsylvania 1682 1. Quakers 2. William Penn E. Virginia 1. Bacon’s Rebellion 1675 F. New England 1. King Phillips War 1675-1677 2. Salem Witch Trials 1692
A. Acts of Trade and Navigation 1660-1672
1. Charles II
B. Carolina
1. Charleston 1670
C. New York & New Jersey 1664
1. Duke of York
D. Pennsylvania 1682
1. Quakers 2. William Penn
1. Quakers
2. William Penn
E. Virginia
1. Bacon’s Rebellion 1675
F. New England
1. King Phillips War 1675-1677 2. Salem Witch Trials 1692
1. King Phillips War 1675-1677
2. Salem Witch Trials 1692
VI. Colonial Developments 1713-1763
A. Expansion 1713-1763 1. Georgia 2. Industry & Commerce 3. Society a. Franklin
A. Expansion 1713-1763
1. Georgia 2. Industry & Commerce 3. Society a. Franklin
1. Georgia
2. Industry & Commerce
3. Society
a. Franklin
Part II: The Revolutionary War Period
VII. The Imperial Wars VIII. Background to Revolution A. British-Colonial Relations 1607-1763 B. Pontiac 1763 (1713-1769) C. Intellectual Background 1. Age of Reason- 17th Century a. Isaac Newton 1642-1727 b. John Locke 1632-1704 2. The Enlightenment-18th Century a. Charles-Louis Secomdatde Montesquieu 1689-1755 b. Voltaire 1694-1778 c. Dennis Diderot 1713-1784 d. Diesm IX. Taxation 1764-1774 A. Revenue Act 1764 B. Stamp Act 1765 C. Quartering Act 1765 D. Sam Adams: Revolutionary E. Boston Massacre 1770 F. Boston Tea Party 1773 G. Coercive Acts 1774 H. First Continental Congress 1774 I. Suffolk Resolves 1774 X. Revolutionary War A. 1775-1777 1st Stage-Civil War 1. Lexington April 19, 1775 2. Concord April 19, 1775 3. Second Continental Congress May 10, 1775 a. Washington – American Commander in Chief June 15, 1775 4. Bunker Hill June 17, 1775 (Breed’s Hill) 5. Common Sense-Thomas Paine-January 1776 6. Declaration of Independence July 4, 1776 7. Long Island Aug. 26, 1776 8. Trenton and Princeton Dec. 25, 1776 & Jan. 2, 1777 XI. Burgoyne 1777 A. Bennington August 15, 1777 B. Freemen’s Farm First Battle September 19, 1777 C. Freemen’s Farm Second Battle October 7, 1777 D. Saratoga October 17, 1777 E. French Declare War on England February 6, 1778 XII. Howe 1777 A. Brandywine September 11, 1777 B. Germantown October 4, 1777 XIII. 1778 – 1783 2nd Stage – World War A. Monmouth June 28, 1778 B. Yorktown October 19, 1781 C. Peace of Versailles January 20, 1783
VII. The Imperial Wars
VIII. Background to Revolution
A. British-Colonial Relations 1607-1763 B. Pontiac 1763 (1713-1769) C. Intellectual Background 1. Age of Reason- 17th Century a. Isaac Newton 1642-1727 b. John Locke 1632-1704 2. The Enlightenment-18th Century a. Charles-Louis Secomdatde Montesquieu 1689-1755 b. Voltaire 1694-1778 c. Dennis Diderot 1713-1784 d. Diesm
A. British-Colonial Relations 1607-1763
B. Pontiac 1763 (1713-1769)
C. Intellectual Background
1. Age of Reason- 17th Century a. Isaac Newton 1642-1727 b. John Locke 1632-1704 2. The Enlightenment-18th Century a. Charles-Louis Secomdatde Montesquieu 1689-1755 b. Voltaire 1694-1778 c. Dennis Diderot 1713-1784 d. Diesm
1. Age of Reason- 17th Century
a. Isaac Newton 1642-1727 b. John Locke 1632-1704
a. Isaac Newton 1642-1727
b. John Locke 1632-1704
2. The Enlightenment-18th Century
a. Charles-Louis Secomdatde Montesquieu 1689-1755 b. Voltaire 1694-1778 c. Dennis Diderot 1713-1784 d. Diesm
a. Charles-Louis Secomdatde Montesquieu 1689-1755
b. Voltaire 1694-1778
c. Dennis Diderot 1713-1784
d. Diesm
IX. Taxation 1764-1774
A. Revenue Act 1764 B. Stamp Act 1765 C. Quartering Act 1765 D. Sam Adams: Revolutionary E. Boston Massacre 1770 F. Boston Tea Party 1773 G. Coercive Acts 1774 H. First Continental Congress 1774 I. Suffolk Resolves 1774
A. Revenue Act 1764
B. Stamp Act 1765
C. Quartering Act 1765
D. Sam Adams: Revolutionary
E. Boston Massacre 1770
F. Boston Tea Party 1773
G. Coercive Acts 1774
H. First Continental Congress 1774
I. Suffolk Resolves 1774
X. Revolutionary War
A. 1775-1777 1st Stage-Civil War 1. Lexington April 19, 1775 2. Concord April 19, 1775 3. Second Continental Congress May 10, 1775 a. Washington – American Commander in Chief June 15, 1775 4. Bunker Hill June 17, 1775 (Breed’s Hill) 5. Common Sense-Thomas Paine-January 1776 6. Declaration of Independence July 4, 1776 7. Long Island Aug. 26, 1776 8. Trenton and Princeton Dec. 25, 1776 & Jan. 2, 1777
A. 1775-1777 1st Stage-Civil War
1. Lexington April 19, 1775 2. Concord April 19, 1775 3. Second Continental Congress May 10, 1775 a. Washington – American Commander in Chief June 15, 1775 4. Bunker Hill June 17, 1775 (Breed’s Hill) 5. Common Sense-Thomas Paine-January 1776 6. Declaration of Independence July 4, 1776 7. Long Island Aug. 26, 1776 8. Trenton and Princeton Dec. 25, 1776 & Jan. 2, 1777
1. Lexington April 19, 1775
2. Concord April 19, 1775
3. Second Continental Congress May 10, 1775
a. Washington – American Commander in Chief June 15, 1775
a. Washington – American Commander in Chief
June 15, 1775
4. Bunker Hill June 17, 1775 (Breed’s Hill)
5. Common Sense-Thomas Paine-January 1776
6. Declaration of Independence July 4, 1776
7. Long Island Aug. 26, 1776
8. Trenton and Princeton Dec. 25, 1776 & Jan. 2, 1777
XI. Burgoyne 1777
A. Bennington August 15, 1777 B. Freemen’s Farm First Battle September 19, 1777 C. Freemen’s Farm Second Battle October 7, 1777 D. Saratoga October 17, 1777 E. French Declare War on England February 6, 1778
A. Bennington August 15, 1777
B. Freemen’s Farm First Battle September 19, 1777
C. Freemen’s Farm Second Battle October 7, 1777
D. Saratoga October 17, 1777
E. French Declare War on England February 6, 1778
XII. Howe 1777
A. Brandywine September 11, 1777 B. Germantown October 4, 1777
A. Brandywine September 11, 1777
B. Germantown October 4, 1777
XIII. 1778 – 1783 2nd Stage – World War
A. Monmouth June 28, 1778 B. Yorktown October 19, 1781 C. Peace of Versailles January 20, 1783
A. Monmouth June 28, 1778
B. Yorktown October 19, 1781
C. Peace of Versailles January 20, 1783
Part III: Formation of the United States
XIV. Articles of Confederation March 1, 1781 – October 10, 1788 A. Problems 1. Ends and Means (Article 2 & 3) 2. No Executive or Judicial Branches 3. No National Supremacy & No Right to Tax 4. War Between States about to Break Out 5. Trade Barrier Between States 6. No Uniform Currency 7. Foreign Trade Regulated by the States XV. Constitutional Convention May 25 – September 17, 1787 A. Virginia Plan B. New Jersey Plan C. Hamilton’s Plan D. Stalemate E. Conn. Compromise F. Issue of Slavery G. Executive Branch XVI. Ratification of the Constitution December 7 – May 29, 1790 A. The Federalist October 1787-July 1788 B. The Anti-Federalist C. Ratification June 21, 1788 D. Transfer of Power October 10, 1788 E. The Bill of Rights November 21, 1789 XVII. Different Views on United States Constitution The Democratic Republic, Martin Diamond A. Charles Beard B. Max Farrand C. Martin Diamond
XIV. Articles of Confederation March 1, 1781 – October 10, 1788
A. Problems 1. Ends and Means (Article 2 & 3) 2. No Executive or Judicial Branches 3. No National Supremacy & No Right to Tax 4. War Between States about to Break Out 5. Trade Barrier Between States 6. No Uniform Currency 7. Foreign Trade Regulated by the States
A. Problems
1. Ends and Means (Article 2 & 3) 2. No Executive or Judicial Branches 3. No National Supremacy & No Right to Tax 4. War Between States about to Break Out 5. Trade Barrier Between States 6. No Uniform Currency 7. Foreign Trade Regulated by the States
1. Ends and Means (Article 2 & 3)
2. No Executive or Judicial Branches
3. No National Supremacy & No Right to Tax
4. War Between States about to Break Out
5. Trade Barrier Between States
6. No Uniform Currency
7. Foreign Trade Regulated by the States
XV. Constitutional Convention May 25 – September 17, 1787
A. Virginia Plan B. New Jersey Plan C. Hamilton’s Plan D. Stalemate E. Conn. Compromise F. Issue of Slavery G. Executive Branch
A. Virginia Plan
B. New Jersey Plan
C. Hamilton’s Plan
D. Stalemate
E. Conn. Compromise
F. Issue of Slavery
G. Executive Branch
XVI. Ratification of the Constitution December 7 – May 29, 1790
A. The Federalist October 1787-July 1788 B. The Anti-Federalist C. Ratification June 21, 1788 D. Transfer of Power October 10, 1788 E. The Bill of Rights November 21, 1789
A. The Federalist October 1787-July 1788
B. The Anti-Federalist
C. Ratification June 21, 1788
D. Transfer of Power October 10, 1788
E. The Bill of Rights November 21, 1789
XVII. Different Views on United States Constitution
The Democratic Republic, Martin Diamond A. Charles Beard B. Max Farrand C. Martin Diamond
The Democratic Republic, Martin Diamond
A. Charles Beard
B. Max Farrand
C. Martin Diamond
XVIII. The Federalist Era 1789-1801 A. Washington B. Hamilton C. Jefferson D. National Bank – December 13,1790 E. Birth of Parties F. Problems with France, England, & Spain French Revolution July 4, 1789 1. Neutrality April 22, 1793 2. Battle of Fallen Timers August 20, 1794 3. Jay’s Treaty Nov. 19, 1794 4. Treaty of San Lorenzo Oct. 27, 1795 G Whiskey Rebellion 1791 H. War With France 1798 1. XYZ Affair I. Naturalization Alien & Sedition Acts 1798 J. Election of 1800
XVIII. The Federalist Era 1789-1801
A. Washington B. Hamilton C. Jefferson D. National Bank – December 13,1790 E. Birth of Parties F. Problems with France, England, & Spain French Revolution July 4, 1789 1. Neutrality April 22, 1793 2. Battle of Fallen Timers August 20, 1794 3. Jay’s Treaty Nov. 19, 1794 4. Treaty of San Lorenzo Oct. 27, 1795 G Whiskey Rebellion 1791 H. War With France 1798 1. XYZ Affair I. Naturalization Alien & Sedition Acts 1798 J. Election of 1800
A. Washington
B. Hamilton
C. Jefferson
D. National Bank – December 13,1790
E. Birth of Parties
F. Problems with France, England, & Spain
French Revolution July 4, 1789 1. Neutrality April 22, 1793 2. Battle of Fallen Timers August 20, 1794 3. Jay’s Treaty Nov. 19, 1794 4. Treaty of San Lorenzo Oct. 27, 1795
French Revolution July 4, 1789
1. Neutrality April 22, 1793
2. Battle of Fallen Timers August 20, 1794
3. Jay’s Treaty Nov. 19, 1794
4. Treaty of San Lorenzo Oct. 27, 1795
G Whiskey Rebellion 1791
H. War With France 1798
1. XYZ Affair
I. Naturalization Alien & Sedition Acts 1798
J. Election of 1800
XIX. Jeffersonian Democracy 1801-1809 A. Greater Democracy B. Barbary Pirates 1783-1815 1. War 1801 C. Lewis and Clark 1806 D. Marbury V. Madison 1803 E. Burr 1806 F. Jefferson’s Embargo 1807 1. Chesapeake and Leopard June 1807 XX. The War of 1812 A. Macon’s Bill #2 B. Declaration of War C. War Hawks 1. The Indian Threat – Tecumseh a. Tippecanoe Nov. 7, 1811 2. Canada-Campaigns of 1812, 1813, 1814 a. 1812 1. Detroit-Hull vs. Brock Aug. 16, 1812 2. Queenston heights Oct. 18, 1812 3. Naval War on High Seas 1812-1814 b. 1813 1. Frenchtown Jan. 22 2. Lake Erie – Sept. 10 – Perry 3. Montreal – Sept-Oct. 1813 c. 1814 1. Chippewa July 5 2. Lundy’s Lane July 25-26 3. British Invasions 1814 a. Lake Champlain Sept. 11, 1814 b. Bladensburg Aug. 24, 1814 1. Washington D.C. Burned c. Baltimore 4. Peace December 25, 1814 5. Battle of New Orleans Jan. 8, 1815
XIX. Jeffersonian Democracy 1801-1809
A. Greater Democracy B. Barbary Pirates 1783-1815 1. War 1801 C. Lewis and Clark 1806 D. Marbury V. Madison 1803 E. Burr 1806 F. Jefferson’s Embargo 1807 1. Chesapeake and Leopard June 1807
A. Greater Democracy
B. Barbary Pirates 1783-1815
1. War 1801
C. Lewis and Clark 1806
D. Marbury V. Madison 1803
E. Burr 1806
F. Jefferson’s Embargo 1807
1. Chesapeake and Leopard June 1807
XX. The War of 1812
A. Macon’s Bill #2 B. Declaration of War C. War Hawks 1. The Indian Threat – Tecumseh a. Tippecanoe Nov. 7, 1811 2. Canada-Campaigns of 1812, 1813, 1814 a. 1812 1. Detroit-Hull vs. Brock Aug. 16, 1812 2. Queenston heights Oct. 18, 1812 3. Naval War on High Seas 1812-1814 b. 1813 1. Frenchtown Jan. 22 2. Lake Erie – Sept. 10 – Perry 3. Montreal – Sept-Oct. 1813 c. 1814 1. Chippewa July 5 2. Lundy’s Lane July 25-26 3. British Invasions 1814 a. Lake Champlain Sept. 11, 1814 b. Bladensburg Aug. 24, 1814 1. Washington D.C. Burned c. Baltimore 4. Peace December 25, 1814 5. Battle of New Orleans Jan. 8, 1815
A. Macon’s Bill #2
B. Declaration of War
C. War Hawks
1. The Indian Threat – Tecumseh a. Tippecanoe Nov. 7, 1811 2. Canada-Campaigns of 1812, 1813, 1814 a. 1812 1. Detroit-Hull vs. Brock Aug. 16, 1812 2. Queenston heights Oct. 18, 1812 3. Naval War on High Seas 1812-1814 b. 1813 1. Frenchtown Jan. 22 2. Lake Erie – Sept. 10 – Perry 3. Montreal – Sept-Oct. 1813 c. 1814 1. Chippewa July 5 2. Lundy’s Lane July 25-26 3. British Invasions 1814 a. Lake Champlain Sept. 11, 1814 b. Bladensburg Aug. 24, 1814 1. Washington D.C. Burned c. Baltimore 4. Peace December 25, 1814 5. Battle of New Orleans Jan. 8, 1815
1. The Indian Threat – Tecumseh
a. Tippecanoe Nov. 7, 1811
2. Canada-Campaigns of 1812, 1813, 1814
a. 1812
1. Detroit-Hull vs. Brock Aug. 16, 1812
2. Queenston heights Oct. 18, 1812
3. Naval War on High Seas 1812-1814
b. 1813
1. Frenchtown Jan. 22
2. Lake Erie – Sept. 10 – Perry
3. Montreal – Sept-Oct. 1813
c. 1814
1. Chippewa July 5
2. Lundy’s Lane July 25-26
3. British Invasions 1814
a. Lake Champlain Sept. 11, 1814 b. Bladensburg Aug. 24, 1814
a. Lake Champlain Sept. 11, 1814
b. Bladensburg Aug. 24, 1814
1. Washington D.C. Burned
c. Baltimore
4. Peace December 25, 1814
5. Battle of New Orleans Jan. 8, 1815
Part IV: The Civil War Era
XXI. 1815-1836 A. Monroe 1. McCulloch V. Maryland 1817 2. Missouri Compromise Jan. 1820 3. Florida 1817 4. Monroe Doctrine 1823 B. J.Q. Adams 1824 C. Jackson 1828 1. Democratic Party 2. Nullifcation 1828 3. U.S. Bank 1832 4. Indian Removal 1829-1837 XXII. The Southern Economy A. Cotton and Slavery XXIII. The Northern Economy A. Industrialization XXIV. Western Empire 1820-1848 A. Great Plains B. Oregon 1842-1846 C. Texas 1821-1845 D. Mexican War 1846-1848 E. Treaty of Guadalupe Hidalgo Feb. 2, 1848 XXV. Peaceful Interlude 1846-1854 A. Wilmot Proviso 1846 B. Taylor 1848 C. Gold Rush 1849 1. California D. 1850 Compromise XXVI. The Irrepressible Conflict 1854-1861 A. Kansas – Nebraska Bill 1854 B. Republican Party 1854 C. Kansas 1855 D. Electron of 1856 E. Dred Scott 1857 F. Lincoln-Douglas Debates 1858 G. John Brown 1859 H. Election of 1860 I. Secession 1860 J. Fort Sumter 1861 XXVII. The Civil War A. 1861 1. Bull Run July 21 B. 1862 1. Grant 2. Shiloh April 6-7 3. New Orleans April 26 a. Vicksburg Dec. 1862-July 4, 1863 4. Lee a. Fair Oaks May 31 5. Seven Days Battle June 26-July 2 6. Second Bull Run Aug. 28-Sept. 1 7. Antietam Sept 17 8. Fredericksburg Dec. 13 C. 1863 1. Emancipation Proclamation Jan. 1, 1863 2. Chancellorsville May 2-3 3. Gettysburg July 1-3 4. Vicksburg July 4 5. Sherman D. 1864 1. Grant vs. Lee a. Wilderness May 5-7 b. Spotsylvania May 8-19 c. Cold Harbor June 1-3 d. Petersburg June 15-18 2. Election F. 1865 1. Sherman 2. Appomattox April 9 XXVIII. Reconstruction A. The Freedman B. Presidential Reconstruction 1862-1867 1. Congressional Opposition 2. Death of Lincoln April 14 3. Johnson C. Congressional Reconstruction 1867-1868 D. Radical Reconstruction 1868-1877 E. The End of Reconstruction 1877 1. 1876 Election
XXI. 1815-1836
A. Monroe 1. McCulloch V. Maryland 1817 2. Missouri Compromise Jan. 1820 3. Florida 1817 4. Monroe Doctrine 1823 B. J.Q. Adams 1824 C. Jackson 1828 1. Democratic Party 2. Nullifcation 1828 3. U.S. Bank 1832 4. Indian Removal 1829-1837
A. Monroe
1. McCulloch V. Maryland 1817 2. Missouri Compromise Jan. 1820 3. Florida 1817 4. Monroe Doctrine 1823
1. McCulloch V. Maryland 1817
2. Missouri Compromise Jan. 1820
3. Florida 1817
4. Monroe Doctrine 1823
B. J.Q. Adams 1824
C. Jackson 1828
1. Democratic Party 2. Nullifcation 1828 3. U.S. Bank 1832 4. Indian Removal 1829-1837
1. Democratic Party
2. Nullifcation 1828
3. U.S. Bank 1832
4. Indian Removal 1829-1837
XXII. The Southern Economy
A. Cotton and Slavery
XXIII. The Northern Economy
A. Industrialization
XXIV. Western Empire 1820-1848
A. Great Plains B. Oregon 1842-1846 C. Texas 1821-1845 D. Mexican War 1846-1848 E. Treaty of Guadalupe Hidalgo Feb. 2, 1848
A. Great Plains
B. Oregon 1842-1846
C. Texas 1821-1845
D. Mexican War 1846-1848
E. Treaty of Guadalupe Hidalgo Feb. 2, 1848
XXV. Peaceful Interlude 1846-1854
A. Wilmot Proviso 1846 B. Taylor 1848 C. Gold Rush 1849 1. California D. 1850 Compromise
A. Wilmot Proviso 1846
B. Taylor 1848
C. Gold Rush 1849
1. California
D. 1850 Compromise
XXVI. The Irrepressible Conflict 1854-1861
A. Kansas – Nebraska Bill 1854 B. Republican Party 1854 C. Kansas 1855 D. Electron of 1856 E. Dred Scott 1857 F. Lincoln-Douglas Debates 1858 G. John Brown 1859 H. Election of 1860 I. Secession 1860 J. Fort Sumter 1861
A. Kansas – Nebraska Bill 1854
B. Republican Party 1854
C. Kansas 1855
D. Electron of 1856
E. Dred Scott 1857
F. Lincoln-Douglas Debates 1858
G. John Brown 1859
H. Election of 1860
I. Secession 1860
J. Fort Sumter 1861
XXVII. The Civil War
A. 1861 1. Bull Run July 21 B. 1862 1. Grant 2. Shiloh April 6-7 3. New Orleans April 26 a. Vicksburg Dec. 1862-July 4, 1863 4. Lee a. Fair Oaks May 31 5. Seven Days Battle June 26-July 2 6. Second Bull Run Aug. 28-Sept. 1 7. Antietam Sept 17 8. Fredericksburg Dec. 13 C. 1863 1. Emancipation Proclamation Jan. 1, 1863 2. Chancellorsville May 2-3 3. Gettysburg July 1-3 4. Vicksburg July 4 5. Sherman D. 1864 1. Grant vs. Lee a. Wilderness May 5-7 b. Spotsylvania May 8-19 c. Cold Harbor June 1-3 d. Petersburg June 15-18 2. Election F. 1865 1. Sherman 2. Appomattox April 9
A. 1861
1. Bull Run July 21
B. 1862
1. Grant 2. Shiloh April 6-7 3. New Orleans April 26 a. Vicksburg Dec. 1862-July 4, 1863 4. Lee a. Fair Oaks May 31 5. Seven Days Battle June 26-July 2 6. Second Bull Run Aug. 28-Sept. 1 7. Antietam Sept 17 8. Fredericksburg Dec. 13
1. Grant
2. Shiloh April 6-7
3. New Orleans April 26
a. Vicksburg Dec. 1862-July 4, 1863
4. Lee
a. Fair Oaks May 31
5. Seven Days Battle June 26-July 2
6. Second Bull Run Aug. 28-Sept. 1
7. Antietam Sept 17
8. Fredericksburg Dec. 13
C. 1863
1. Emancipation Proclamation Jan. 1, 1863 2. Chancellorsville May 2-3 3. Gettysburg July 1-3 4. Vicksburg July 4 5. Sherman
1. Emancipation Proclamation Jan. 1, 1863
2. Chancellorsville May 2-3
3. Gettysburg July 1-3
4. Vicksburg July 4
5. Sherman
D. 1864
1. Grant vs. Lee a. Wilderness May 5-7 b. Spotsylvania May 8-19 c. Cold Harbor June 1-3 d. Petersburg June 15-18 2. Election
1. Grant vs. Lee
a. Wilderness May 5-7 b. Spotsylvania May 8-19 c. Cold Harbor June 1-3 d. Petersburg June 15-18
a. Wilderness May 5-7
b. Spotsylvania May 8-19
c. Cold Harbor June 1-3
d. Petersburg June 15-18
2. Election
F. 1865
1. Sherman 2. Appomattox April 9
1. Sherman
2. Appomattox April 9
XXVIII. Reconstruction
A. The Freedman B. Presidential Reconstruction 1862-1867 1. Congressional Opposition 2. Death of Lincoln April 14 3. Johnson C. Congressional Reconstruction 1867-1868 D. Radical Reconstruction 1868-1877 E. The End of Reconstruction 1877 1. 1876 Election
A. The Freedman
B. Presidential Reconstruction 1862-1867
1. Congressional Opposition 2. Death of Lincoln April 14 3. Johnson
1. Congressional Opposition
2. Death of Lincoln April 14
3. Johnson
C. Congressional Reconstruction 1867-1868
D. Radical Reconstruction 1868-1877
E. The End of Reconstruction 1877
1. 1876 Election
STUDENT LEARNING OUTCOMES: DEFINE LEARNING OUTCOMES OF THIS COURSE: Students will be able to understand and explain the value of the development of the United States from the founding of the colonies through the Reconstruction period. Students will demonstrate their breadth of understanding and ability to evaluate historical writing in essay exams. Representative essay questions and sample exams will be collected to measure student abilities. The department will choose the representative essay questions and will collect a minimum of 100 sample exams for review.
Methods of evaluation: Substantial writing assignments, including essay exams.
I understand that the methods of evaluation for this course consist of substantial writing assignments, including essay exams.
Grading standards: Midterm and final exams will consist of essay questions. Each exam is worth 100 points, for a total of 200 points. Topic questions, fifteen in all, are worth 10 points each, for a total of 150 points. The entire course is thus worth 350 points.
Grading Criteria:
Criteria
The answer shows a superior understanding of the topic. The written response: Presents factors of central significance and explains them with substantial factual detail. Clearly shows how these factors operate Has structure and mechanics that serve content
The written response:
The answer demonstrates an accurate grasp of the topic. The written response: Presents important factors and explains them with appropriate specifics Shows less synthesis than the A paper Has structure and detailed knowledge and mechanics which usually serve content
The answer demonstrates an acceptable but common place understanding of the topic. The written response: Presents important factors but explains them with only the most obvious specifics Delineates only the most obvious implications Has structure and mechanics which may cause the reader minor distractions
The answer demonstrates only limited understanding or partial misunderstanding of the topic. The written response: May use unimportant factors or may explain important factors or their significance with little coherence of specificity May make a number of serious factual errors Has structure and mechanics which sometimes impede the reader's understanding
The answer demonstrates little or no grasp of the topic. The written response: May significantly misstate facts or misinterpret them May fail completely to justify the choice of factors May be a string of generalizations Has structure and mechanics which may cause the reader significant difficulty.
The grade for each exam is as follows:
The grade for each topic question is as follows:
The grade for the entire course is as follows:
I understand the grading standards for this course. I realize that the midterm and final exams are worth 100 points each and that topic questions are worth 10 points each. I also understand that grades for the course will be based on the point structure listed on this syllabus.
List of topics:
1 - Introduction to course
2 - American Indians
3 - European discovery of the New World
4 - English colonial development in America
5 - The Imperial Wars
6 - The American Revolution
7 - The Constitution
8 - From Federalism to the War of 1812;
Midterm Exam: Will be held by dates on front page of course. Retype the following statement in the box below:
I understand that the midterm exam for this course will be held on the dates stated on front page of course.
9 - Monroe and Adams
10 - Jackson
11 - Northern and Southern economies
12 - Western empire
13 - Background to the Civil War
14, 15 - The Civil War
16 - Reconstruction
The Final Exam: Will be held by dates on front page of course.
I understand that the final exam for this course will be held on the date stated on the front page of this course.
Test Requirements:
Tests will be proctored in an online environment. Your tests will be graded and returned to you as soon as possible. Each test will consist of four essay questions from which you will choose one to answer. The test questions will be taken from the topic questions you have received prior to each test. The final exam is not comprehensive and will cover the topics after the midterm. Consequently, your answers to the topic questions are your study guides for the midterm and final. The tests are closed book and closed notes, and should take about one hour to complete.
I understand that exams will be proctored in an online environment.
Topic Questions:
Your answers to the topic questions will be sent by e-mail to my address: mcauble@bcconline.com. Your grade for each of your answers will also be sent back to you by e-mail. You will have a topic question for each of the topics covered in the course.
Answers to topic questions should be at least two hundred words. Answers that are less than two hundred words will be dropped one grade. Topic questions are due the week of the assignment. Late work will be dropped one grade.
A minimum length requirement to receive an “A” in this course is 1500 words per topic. The minimum length requirement to pass this course is 200 words per topic. Please note that this length could result in a “C” or “D” grade.
Discussion Board
You will post your topic questions on the discussion board. You are to also post a response of at least one hundred words to another student's answer to the topic question. Posting your answer to the topic question and responding to another student's answer to the topic question is part of your topic question grade. If you fail to post your question or your response you will receive an automatic "F" for the topic question.
Retype the following statements in the box below:
Extra-credit paper:
Students have the option of writing an extra-credit paper. The topic and thesis must have my approval. The paper is due at the time of the final exam. It must be at least ten typed pages, have at least ten notes, and a bibliography of at least five sources. You may earn up to ten extra points.
The grade for the extra-credit paper is as follows:
A = 9-10 B = 8 C = 7 D = 6 F = 0-5
I understand that I have the option of writing an extra credit paper of at least ten typed pages. The topic and thesis must have my instructor's prior approval and the paper will be due at the time of the final exam.
Disability Statement:
If you have a disability which may impact your success in this course, you may contact the Office of Student Support(OSS) office to arrange any reasonable accommodations and supports to which you are entitled. It is the responsibility of the student to initiate these procedures. The OSS department can be contacted by calling 760-252-2411 x7225 or 760-252-6759 TTY/TDD or emailing oss@bcconline.com.
In the box below type: I understand that if I have or suspect I have a disability I can contact the OSS program at the number or email address listed above and request reasonable accommodations. Further I realize it is my responsibility to contact the OSS department.
