HIST 2010 at MTSU

HISTORY 2010: Survey of American History through Reconstruction
Section 11, Summer 2007

Dr. Jim Williams
Peck Hall 261
Office hours: Since Peck Hall is essentially closed this summer, students will need to make arrangements to meet with Prof. Williams in another location. He will be available each day before and after class in the classroom. Other times will need to be arranged, as he has a class immediately before this one.
Office phone with voicemail: 898-2633
E-mail: jhwillia AT mtsu DOT edu
Web page: www.mtsu.edu/~jhwillia

Graduate Teaching Assistant: Ms. Heather Bailey
email: heather.bailey@gmail.com

"There is nothing new in the world except the history you do not know." --Harry S Truman, 33rd President of the U.S.

COURSE DESCRIPTION

The goal of this course is to promote the intellectual and personal development of all the participants. We do this by studying American history from earliest times to the end of Reconstruction in 1877. We seek answers to these and other large historical questions:

What role did Indians play in American history?
Why did Europeans expand into the Americas?
Why did Europeans bring Africans to the Americas to be used as slaves?
How and why did racism develop in America?
What role did religion play in American history?
What role did women play in American history?
What was the American Revolution for?
What consequences did the American Revolution have for Americans of all sorts?
Why did the United States continue to expand during the 1800s?
Why did the Civil War occur?
Why did Americans fight in the Civil War?
What did the Civil War accomplish?
Was Reconstruction a success or failure?

The academic master plan for MTSU states that the university "will create and nurture a student-centered learning environment responsive to the needs of a diverse student body" (p. 6). With this goal in mind, we will not proceed as if this is a preparatory course for "Jeopardy" or "Who Wants to Be a Millionaire." Rather, the instructor will guide students through the large historical questions from this era of the American past and will help them create informed answers to those questions while learning the basic skills necessary to be a historian.

HOW THIS COURSE FURTHERS THE GOALS OF THE GENERAL EDUCATION PROGRAM

This course and HIST 2020 are the only courses at MTSU specifically mandated by state law. Why do you suppose the Tennessee General Assembly passed this law many years ago?

As a general eduction requirement, this course furthers the purpose of the MTSU general education curriculum. According to the general education statement of purpose, "General Education professors teach critical and logical thinking; communications skills of writing, speaking, and listening, including skills in locating and gathering information; teach a basis for understanding the mathematical and scientific world perspective; teach an appreciation of aesthetic and cultural productions; teach a broad understanding of the history of human experience; teach an understanding and appreciation of various cultures and their interrelationships; teach a basis for making sound ethical and moral judgments, and judgments on maintaining physical and mental health; and finally they teach the skills to participate responsibly in one's natural, social and political environments." Since the study of history contributes to the acquisition of nearly all of these skills, students should judge the course according to how well the professor does, in fact, teach the relevant skills listed above.

More specifically, the Tennessee Board of Regents includes this course in the history requirement of the general education core curriculum within the TBR system of colleges and universities. According to the TBR, "The goal of the history requirement is to develop in students an understanding of the present that is informed by an awareness of past heritages, including the complex and interdependent relationships between cultures and societies." By completing this course, students will have demonstrated their ability to perform the following learning outcomes:

analyze historical facts and interpretations, which will result from students reading, analyzing, and discussing primary documents and secondary writings from the period covered by the course;
analyze and compare political, geographic, economic, social, cultural, religious, and intellectual institutions, structures, and processes across a range of historical periods and cultures, which will result from students participating in class discussions of the course texts, primary documents, web sites, and films, and from students preparing critical essays of varying lengths throughout the course;
recognize and articulate the diversity of human experience throughout history and the complexities of a global culture and society, which will result from students critically viewing and discussing films and historical images and participating in class discussions and writing critical essays throughout the course;
draw on historical perspectives to evaluate contemporary problems and issues, which will result from students viewing and discussing films and web sites, discussing course readings in class, and completing a variety of writing assignments throughout the course, including the final course essay;
analyze the contributions of past cultures and societies to the contemporary world, which will result from students viewing and discussing films and web sites, discussing course readings in class, and completing a variety of writing assignments throughout the course, including the final course essay.

COURSE ASSUMPTIONS

The design and teaching methods of this course are based on several assumptions. It is assumed that: 1) students in a college history course have the ability to read college-level books and to take notes from them on the key ideas and developments discussed in those books, 2) students, given at the beginning of the course major trends, questions, and themes in American history, are able to follow and take notes on those trends, questions, and themes in the reading, lectures, and discussions, 3) students have acquired the skills equivalent to those taught in English composition courses at MTSU and are capable of writing effective essays, 4) class time is best spent highlighting and reinforcing the main ideas of the course, becoming familiar with primary documents as they relate to course themes, and discussing those themes with other students and the instructor, and 5) all students have a serious interest in improving their understanding of American history and are willing to work to achieve this understanding by spending an average of two hours outside of class for every hour spent in class. For useful advice about study skills, including note taking, visit the study skills section of the Development Studies web page (www.mtsu.edu/~studskl).

CLASS MEETING EXPECTATIONS AND MEMBERS' RESPONSIBILITIES

These will be discussed on the first day of class and agreed upon by all members of the class. Academic dishonesty will not be tolerated in any form in this course. Whether you intend to break the rules is irrelevant. The most likely way that you can behave dishonestly is to commit plagiarism. There are several types of plagiarism, and you are responsible for understanding all of them. Be particularly careful in this class not to copy word-for-word from one of the books (or any other source) without putting those quoted words in quotation marks. Also, we will notice if two or more people cheat by turning in identical work. If you are found to have committed plagiarism, or any other form of academic dishonesty, you will receive a zero on that assignment, and your penalty may increase to failure in the course, depending on the circumstances. Dr. Williams will also notify the dean of judicial affairs, who may apply additional sanctions (probation, expulsion, etc.) according to university policy. If you have questions about academic dishonesty and university policy, please consult your student handbook, the student affairs web site, or Dr. Williams.

COURSE TEXTS, Listed roughly in the order in which they first appear in the course schedule

Larry Madaras, ed., Taking Sides: Clashing Views in United States History, 12th ed. (ISBN 9780073527239.
David A. Price, Love and Hate in Jamestown: John Smith, Pocahontas, and the Start of a New Nation (ISBN 9781400031726).
Ray Raphael, Founding Myths: Stories That Hide Our Patriotic Past (ISBN 9781595580733).
Norman R. Yetman, ed., When I Was a Slave: Memoirs from the Slave Narrative Collection (ISBN 9780486420707).

WRITING CENTER

Students are encouraged to use the University Writing Center to improve their written work in this course. The center is located in Peck Hall 325, and students may use the computer lab in Peck Hall 326. The center staff may be reached by phone at 904-8237 or by E-mail at uwcenter@mtsu.edu. Their web site is www.mtsu.edu/~uwcenter. The staff of faculty and graduate assistants will work with students at any stage of the writing process on issues such as organization, unity, coherence, opening and closing paragraphs, diction, and grammar, but they will not proofread or edit student writing. Appointments are strongly encouraged but not mandatory; tutoring sessions are in 30-minute blocks. The center also conducts business online and in a location in Ezell Hall. (Please note that construction in Peck Hall this summer will likely affect the center's hours and locations. Check with the center for more information.)

STUDENTS WITH DISABILITIES

If you have a disability that may require assistance or accommodation, or you have questions related to any accommodations for testing, note takers, readers, etc., please speak with Dr. Williams as soon as possible. Students may also contact the Office of Disabled Student Services (898-2783) with questions about such services.

KEYS TO SUCCESS IN THIS COURSE:

Attend class regularly. Studies galore demonstrate that students with good attendance perform better than students with irregular attendance. In this class, as a practical matter, there is some material that is only available during class activities. Without this information, your graded work will suffer.
Keep up with the work.
Ask questions if you do not understand something.
If you stop attending class, or wish to drop the class, make sure you take the necessary steps to withdraw by the deadline. Otherwise, you will receive an F.

EVALUATION OF HOW WELL YOU REACH THE COURSE GOAL

Your course grade will be determined by how well you convince the instructor that you have developed intellectually and personally through your understanding of the large questions that this course explores and your mastery of the historical skills employed in the categories of work described below. The plus/minus grading system will be used, as follows, from the possible point total of 1000: A (910-1000), B+ (876-909), B (825-875), B- (800-824), C+ (776-799), C (725-775), C- (700-724), D+ (676-699), D (625-675), D- (600-624), F (below 600). Everyone who earns an A will receive an A; there are no limits.

I. Class participation (150 points): The instructor will take attendance each day, once in the first hour of class and another time in the second hour of class. For each hour of class, the instructor will assign each student either one, two, or three participation points, as follows: one point for silent attendance; two points for some participation; three points for outstanding participation. At the end of the course, the instructor will add each student's points and translate those points into a numerical grade on a scale of 100 using the top students as a guide. Please note: The top student(s) may or may not fall into the A range. This determination is left to the judgment of the instructor.

II. Performance in group debates using Taking Sides book (200 points): further instructions will be distributed along with group assignments.

III. Primary document analyses (200 points): There will be several opportunities during the course to turn in document analyses using the TAMPER method. Students may complete four analyses (50 points each) but will not receive credit for more than four, nor is this the best out of four.

IV. Short analytical essays on the books Love and Hate in Jamestown and Founding Myths (100 points each).

V. Final course essay (250 points): In lieu of examinations, every student will write an essay on a topic that spans the period of this course. This essay will address the following question: "How was power distributed among Americans of all sorts (Indians, Europeans, and Africans) from Columbus's time to 1877, why was power distributed the way it was, and how did the distribution of power change over time?"

All essays in categories IV and V must be typed and double spaced with 12-point font and at least one-inch margins. Do not use paper or plastic covers, please. No title page or bibliography (works cited page) is necessary.

For the final essay, there is no page minimum or maximum, though it is usually (though not always) the case that longer essays explore the assignment more fully and therefore earn a better grade. In the past with similar topics, students usually need to write 8 to 10 pages to cover the topic adequately; some will write less, some will write more. Use only materials from the course: films, readings, lectures, discussions, etc. If you refer to a piece of information directly, simply cite the source as you write. EXAMPLE: As seen in the film, Anne Hutchinson was a courageous woman who refused to surrender her conscience to the needs of her community. Or, if you quote something, work the quotation into your own writing and give a brief citation in parentheses. EXAMPLE: According to historian Betty Wood, "There were significant similarities as well as equally significant differences in the kinds of work slaves performed" (Wood, 31).

The best essays will use a wide variety of course materials, will cover the span of time (rather than make big leaps over periods of time), will use ample examples and evidence, and will be clearly organized. All essays MUST have an argument (thesis) that addresses the assigned question. Dr. Williams is happy to read drafts of your essay or discuss your ideas before you turn in the final version. Or you may visit the university writing center for advice on organizing your thoughts and presenting them clearly with strong evidence.

STUDY AIDS

You may find the following handouts useful and are welcome to copy them:

If you want to climb mountains, don't practice on mole hills.

COURSE SCHEDULE

Please note: The question for each day in the schedule below is the question around which class time will revolve. Students need not do anything with the question other than think about it. The reading assignments for each day are given below the date line and should be completed BEFORE class each day.

Monday, June 4: Introduction; What were Europe and the Americas like before "discovery"? For more information on Kennewick Man, visit the Kennewick Man Virtual Interpretive Center

Tuesday, June 5: What were encounters like between Indians and the Spanish from Columbus into the 1500s?
-->READ Taking Sides through p. 22

Wednesday, June 6: Was there religious freedom in early America?
-->READ Taking Sides issue 2 and Love and Hate through p. 52

Thursday, June 7: Why did slavery develop as it did in early America?
-->READ Love and Hate through p. 96

Monday, June 11: Was Jamestown a success or failure? Why did the American colonies develop with regional distinctions?
-->READ Love and Hate to the end and Taking Sides issue 4 (debate: 1 vs. 2)

Tuesday, June 12: What impact did the Great Awakening and the Enlightenment have in the Americas?
-->READ Taking Sides issues 3 (debate: 3 vs. 4) and 5 (debate: 1 vs. 5)

Wednesday, June 13: What was the American Revolution about?
-->READ Founding Myths through p. 63 and Taking Sides issues 6 (debate: 2 vs. 3) and 7 (debate: 4 vs. 5)
-->Read the Declaration of Independence

Thursday, June 14: What myths about the American Revolution persist in America? How did the American Revolution affect African Americans?
-->READ Founding Myths through p. 171

Monday, June 18: How did the American Revolution affect women and Indians?
-->READ Founding Myths to the end

Tuesday, June 19: Why was the U.S. Constitution necessary and what does it do?
-->Read the U.S. Constitution from the preamble through the Bill of Rights (first ten amendments)
-->READ Taking Sides issues 8 (debate: 1 vs. 3) and 9 (debate: 2 vs. 4)
Essays on Love and Hate book due at the beginning of class

Wednesday, June 20: How can historians reconstruct the lives of women in the early U.S.?
-->READ Taking Sides issue 10 (debate: 3 vs. 5)

Thursday, June 21: What role did evangelical religion play in American society in the 1800s? Why did many Americans believe Indian removal necessary?
-->READ Taking Sides issues 11 (debate: 1 vs. 4) and 12 (debate: 2 vs. 5)

Monday, June 25: What did women's rights mean in the mid-1800s?
-->READ Taking Sides issue 14 (debate: 3 vs. 5)
Essays on Founding Myths book due at the beginning of class

Tuesday, June 26: Were Americans who went west heroic pioneers or foolish adventurers?
-->READ When I Was a Slave through p. 55 and Taking Sides issue 13 (debate: 1 vs. 2)

Wednesday, June 27: What was life like for slaves in antebellum America?
-->READ When I Was a Slave to the end

Thursday, June 28: What role did slavery play in the Civil War?
-->READ Taking Sides issue 15 (debate: 3 vs. 4)

Monday, July 2: What was the Civil War about? What did soldiers fight for?
-->READ Taking Sides issues 16 (debate: 2 vs. 4) and 17 (debate: 3 vs. 5)

Tuesday, July 3: What did the Civil War and Reconstruction accomplish (or not)?
-->READ Taking Sides issue 18 (debate: 1 vs. 5)

Wednesday, July 4: Independence Day--no classes

Thursday, July 5: Final essays due no later than 3 p.m. in Dr. Williams's office, Peck Hall 261. You may turn in essays early to the box on the wall next to my office door. Please do not slide papers under my office door! Under no circumstances will papers be accepted via email. Stones River National Battlefield extra credit sheets are also due no later than 3 p.m.

HISTORY 2010: Survey of American History through ReconstructionSection 11, Summer 2007