Course Syllabus
AMERICAN HISTORY
HISTORY 1700-68
Professor John Lee
E-mail: leeprof123@gmail.com
Phone Number: 801-400-6681
Office Hours: By appointment
Room 241, South Jordan Campus. 22591 History.
T-Th 8:30-9:50
Final: Tues. May 3, 2016 9:10-11:10
COURSE DESCRIPTION
This course explores the development of the concept of liberty and freedom throughout the course of American history from 3500 BC to the present. The course will examine the people’s history in the development of the concept of freedom and liberty in their struggles for these concepts. We will explore social, economic, civil, and political aspects of this theme throughout the course through primary sources and the textbook.
LEARNING OUTCOMES:
Substantive Knowledge:
* demonstrate a basic understanding of the founding and political, social and economic development of the United States;
* demonstrate an understanding of what the discipline of history is and what methods historians employ;
* demonstrate knowledge of the chronology of major issues, events, themes that played a role in the creation of the American Republic and the development and evolution of U.S. institutions;
* describe large thematic historical concepts;
* demonstrate an understanding that history is contested territory rather than a set of agreed upon facts;
*distinguish between primary and secondary materials and be able to describe the assets and liabilities of each
Effective Communication: At the conclusion of this course, students will be able to
* speak and write effectively and clearly about the history, principles, and form of government of the United States;
* construct a narrative around an evidence-based argument;
Critical Thinking: At the conclusion of this course, students will be able to
* evaluate a variety of historical sources for their credibility, position and perspective;
* Contextualize materials from the past with appropriate precision and detail;
* make horizontal (in time) and vertical connections (over time);
* explore the dynamics of change and continuity;
* generate a historical argument that is reasoned and based on historical evidence;
* generate relevant open-ended questions about the past;
* identify the competing definitions of American liberty and citizenship as well as the roles of conflict and consensus in the development of American institutions;
* explore multiple historical and theoretical viewpoints;
* place American History within a wider global context
Civic Engagement: At the conclusion of this course, students will be able to:
* engage a diversity of viewpoints in a civil and constructive fashion;
Computer and Information Literacies: At the conclusion of this course, students will be able
to: have the skill to post a threshold assignment and reflection on an electronic portfolio
* Use credible sources in their work and properly cite them
REQUIRED TEXT
Foner, E. (2011). Give me liberty! An American History. (4e). New York, NY. WW. Norton Company.
Additional readings will be available on-line and the textbook can be purchased as an e-book. A 25$ fee was included in the tuition for this class.
CLASS REQUIREMENTS
I have found that a format associating lectures, presentations and discussions allows all, in an orderly manner, to receive knowledge from the speaker, as well as an opportunity for all to be actively involved. In the classroom, through student-teacher dialogue in the tradition of both Socrates and the medieval disputation, the puzzle of history becomes a clear and present reality, a fascinating world to explore. In fact, the success of this class is defined by your willingness to reflect on the knowledge you acquire from the lectures, presentations and your readings. A class is a ferment of intellectual activity, both for the students and the teacher, in which History is experienced, lived and built. It takes work and dynamism, rigor and passion.
Informed participation at all class meetings is required. This means your attendance, and your commitment to complete your assignments on time. Assimilating the content of the required readings is merely a prerequisite. It is expected that everyone has reflected on the topic of the lesson before entering the classroom, not just I or the student making the presentation, in order to actively engage in the class reflection. The purpose of this class is not just learning about history. It is making history.
PROFESSIONALISM:
Professionalism behavior is similar to your behavior at work which includes attending class, coming prepared to class, arriving on time, treating others with respect(especially in discussions), doing your own work and seeking help from the professor(talk to professor after class). Unprofessionalism includes talking on cell phone during class, talking when professor is talking or other students are talking unless it is for a good reason, and referring to other students in an insulting way by referring to a profession or social class in the discussion. I am open to new ideas but if you present it in a hostile way, I will end the discussion and move on. Code word will be End of Discussion. Let’s move on. If I believe the conversation is getting out of control, I will write the key word on the board. If you do not cease, I will ask you to leave the room. Any attitudes or opinions that I express in this class should not be taken seriously and if you have any problems, please speak with me after class.
COURSEWORK
Midterm: The midterm will be 20 multiple choice questions worth 5 points each. One short answer essay worth 25 points. Essay will be graded on information(10 points), organization(5 points), and grammar/spelling(5 points). Total: 125 points.
Research Paper and Presentation:
This is a paper on a modern U.S. history issue that interests you personally. The requirements is 5 to 10 page paper, double space, 12 font, paginated, and cover sheet. The paper should be APA formatted. The paper topic or issue must be approved by the teacher by the second week. You can go over the limit but not under so 5 is the requirement. Five primary and five secondary sources are required. You can study a culture, an event, an historical study, or an oral history. The topic should cover the development of the topic in history for ten years and its impact on US history. This paper has to have the professor’s approval.
Rubric: Information(50 Points, 5 points for each theme). Organization: (Thesis: 25 points, Topic: 25 points, 5 points), Spelling(50 points, 5 points ea. )
Suggestions: Police violence. Race violence. Homosexuality: Gay Marriage. Sports. Movies(Mysteries, Horror, Martial Arts). Music (Rock n. Roll, Blues, Pop Rock). Crime. Drugs. Native American Violence, Archaeology and Native American Burial, American Indian Movement, LA Raza, Chicano Civil rights, Asian-American Rights movement, Atomic Bomb, Biography, Musicals, Folk Music, Folk Art. Feminism. ERA. Socialism, Big Government, Inequalities of Capitalism, ISIS, Terrorism, 9-11, Conspiracy Theories, American Business, American Insurance. Watergate, American Religion. American Atheism. CIA. Political Cartoons, Media-newspapers, CNN, No Child Left Behind. Labor Movement.
PRIMARY SOURCES: We will have primary sources which are in the textbook and have discussion or class exercises on them. I also have postings of primary sources, internet addresses and secondary sites on your Canvas which you can look at your leisure to supplement your reading, and papers. Quality of discussion and answers raised will determine the grade.
FINAL: 25 multiple choice questions. 5 points ea. ( 125) points) Essay(175): Two Essays: 87 points each. :1 point bonus. Information: 25 points. Thesis: 5 points. Spelling
GRADING (1000 points)
Attendance 100
Midterm: 250
Quizzes 150
Paper: 150
Class Participation (Primary source, Movies, Web discussions Internet) 100
Final (30%) 300
Total: 1000 points
Grade will be assigned according to the following scale
90-100 A
80-89 B
70-79 C
60-69 D
59 and below F
If you missed class for whatever reason, you are responsible for getting the notes from another student. I do not give out my lecture notes under any circumstances.
All assignments are due when indicated. I will take a half a letter grade off for each day late. Give to me directly or have them stamped by the staff at the Dept of History in Taylorsville..
GENERAL EDUCATION STATEMENT
This course fulfills the AI requirement for the General Education Program at SLCC.
Administrative Drop for Non-Attendance
Students who have not shown up or made contact with the faculty member by the second class meeting (or first class meeting for classes that meet once per week) may be administratively dropped. For online classes, students are required to log into online classes within the first five days of the term. The administrative drop process opens seats for students waiting to register for the class. Faculty may administratively drop students through the Faculty Portal during the seven business-day Add Period. Please refer to the Administrative Drop Policy in the SLCC General Catalog.
Online administrative drop process is available on Faculty Portal through the published DROP deadline.
ABSENCES:
- The class will allow 6 absences for the quarter but each absence must be documented with a doctor's note or some evidence of an incidence. Excusable absences(surgeries, flu, and fevers. car issues).Unaccusable absences(frustrated with expectations, late nights, family issues, crowd phobia(you have to notify me if you cant present). Keep healthy and get plenty of sleep.
LECTURES WILL TAKE PLACE ON TUESDAYS AND DISCUSSIONS/MOVIES OF THE READINGS ON THURSDAY EXCEPT BY DECISION OF THE PROFESSOR. I WILL ALSO USE THURSDAYS FOR LECTURES TOO. YOU ARE REQUIRED TO DO THE READINGS IN GROUPS. I WILL GIVE YOU TEN MINUTES TO PREPARE THE READING AND PRESENT 10 MINUTES. THE READING THE QUIZZES WILL BE OVER LECTURES AND READINGS. Quiz List
CLASS SCHEDULE
Date Topics and Discussion Chapters Due Dates
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WEEK 1: Introduction (Tuesday): NATIVE AMERICAN HERITAGE (Thursday) January 12
Readings: pp 2-12, 19-28, 34-36, 44-46, 50-52, 61, 68-69
Bartolome de la Casas, History of the Indies (p. 28) pp. 1-71
Declaration of Josephe (p. 28)
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WEEK 2 EXPLORATION AND CONQUEST (Tuesday)
Readings: pp 73,80-86,96,99-101,106-110, 115, 124,126, 132 https://www.youtube.com/watch?v=7FItlStGMY4 NATIVE AMERICAN(Thursday), Quiz 1
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WEEK 3 AMERICAN REVOLUTION
Readings: pp. 144, 145, 152, 158(Tuesday)
Bouchet: A View on the Causes and Consequences of the Revolution p.156)(Thursday)
Thomas Paine: Common Sense, p.152(Thursday)
Quiz 2
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WEEK 4 FOUNDING A NATION
Readings: pp. 194,195,200,206,209, 212, 216, 217,223, 230, 241(Tuesday)
https://www.youtube.com/watch?v=XIT_GL-Y5hQ
American Revolution-Liberty Quiz 3(Thursday)
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WEEK 5 MARKET REVOLUTION Chapters 9 and 10
Readings: pp. 251-254,259, 261,265,267,269, 272,275276,285, 292, 301(Tuesday)
John Calhoun, A Disquisition on Government (p. 292)(Thursday)
James Monroe, A Annual Message to Congress, p. 292)(Thursday)
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WEEK 6 SLAVERY CULTURE AND SLAVERY POWER
Readings: pp. 318, 321-323, 326,334. 335,341-347,349,357,363, (Tuesday)
https://www.youtube.com/watch?v=aRSWiqiiBX0&list=PLJzKI6UjF1L0J0VBwwFsKNgm-2aTDTlUT Alex Haley’s Queen: Quiz 4(Thursday)
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WEEK 7 CIVIL WAR
Readings: 370,379,381,391,395,397,407.413,415, 419(Tuesday)
Angela Grimke, Letter in the Liberator pp360(Thursday)
Frederick Douglas. Speech on July 5, 1952(Thursday)
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WEEK 8 RECONSTRUCTION/GILDED AGE Chapter 15 and 16
Readings: pp. 442,447455,458,466,476, 488, 489, 502
Quiz 5
SPRING BREAK: March 14-19
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WEEK 9: The UNDERPRIVELIGED AND THE RICH. Chapter 17 and 18 Return March 22
Readings: pp. 509,517,521525,532,535,547,549,552,557,563,
John Mitchell, A Workingman’s conception of Industrial Liberty (p. 554)
Charlotte Gilman, Women and Economics(Thursday)
MIDTERM: THURSDAY March 31st. IN CLASS
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WEEK 10: EXPLOITED CHINESE-AMERICANS Chapter 19 and 20
Readings: pp. 575,578,581,583,585, 586,591,593,595, 600,615,620
https://www.youtube.com/watch?v=OZR-WKSYCSE Angry Asian American, Quiz 6
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WEEK 11 THE FIGHT FOR FREEDOM AND THE FLIGHT FROM FREEDOM
Chapter 21 and 22
Reading: pp. 640,642,645,648, 651,654,661,665,667,677,683,691,692(Tuesday)
Franklin Roosevelt: Fireside chat (p. 656)(Thursday)
John Steinbeck, The Harvest Gypsies: On the Road to Grapes of Wrath(656)
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WEEK 12: THE FIGHT OF THE COLD WAR AND THE FIGHT FOR POLITICAL LIBERTY AT HOME. Chapter 23 and 24
Readings: pp. 708, 710,711,715,721,723,727.729,733,742,751,757,(Tuesday)
https://www.youtube.com/watch?v=yif-5cKg1Yo Quiz 7
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WEEK 13: THE VIETNAM WAR: FIGHTING FOR SELF-DETERMINATION OR FIGHTING FOR RESOURCES Chapter 25 and 26
Readings: pp. 769,770,772,775,,780,783,784,790,793,795,797,801, 807,810,821,827(Tuesday)
Tom Hayden, The Port Huron Statement (p. 788)(Thursday)
Young Americans for Freedom, The Sharon Statement(p. 788)
Quiz 8
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WEEK 14 MODERN ISSUES OF RIGHTS: Chapter 27 and 28
Readings: pp. 841, 847,851,853,857,859,863,865,868,876,879,881,883,
Quiz 9
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WEEK 15 HAS OBAMA FULFILLED HIS PROMISE
Readings: 892,897, 904
Quiz 10
FINAL: May 3:9:10-11:10
EPORTFOLIO STATEMENT
EPORTFOLIO STATEMENT Each student in General Education courses at SLCC maintains a General Education ePortfolio. Instructors in every Gen Ed course will ask you to put at least one assignment from the course into your ePortfolio, and accompany it with reflective writing. It is a requirement in this class for you to add to your ePortfolio, and this syllabus details the assignments and reflections you are to include. Your ePortfolio will allow you to include your educational goals, describe your extracurricular activities, and post your resume. When you finish your time at SLCC, your ePortfolio will then be a multi- media showcase of your educational experience. For detailed information visit http://www.slcc.edu/gened/eportfolio or http://eportresource.weebly.com
After you have picked an ePortfolio platform, go to the corresponding help site to watch the tutorials and look at the examples so you can get started on your own:
http://slcceportfolio.weebly.com
http://slcceportfolio.wix.com/slcceportfolio
https://slccwordpresshelpsite.wordpress.com
https://sites.google.com/site/slcchelpsite/
If you would like to start your ePortfolio in a computer lab with a person there to help you, please visit an ePortfolio Lab on the Taylorsville-Redwood, Jordan or South City Campus during business hours, and staff will help you without an appointment. For lab hours and locations please see the following site: http://eportresource.weebly.com/lab-information.html
Finally, questions regarding the ePortfolio can be directed to Emily.Dibble@slcc.edu.
E-Portfolio Questions:
1. In what way did this research issue have an impact on your personal life, interests, and goals?
2. How did this research issue influence or have any connection to your major or future career?
3. How do you think this topic or issue may have influenced Global history or current events?
GENERAL EDUCATION STATEMENT
This course fulfills the History requirement for the General Education Program at Salt Lake Community College. It is designed not only to teach the information and skills required by the discipline, but also to develop vital workplace skills and to teach strategies and skills that can be used for life-long learning. General Education courses teach basic skills as well as broaden a student’s knowledge of a wide range of subjects. Education is much more than the acquisition of facts; it is being able to use information in meaningful ways in order to enrich one’s life.
While the subject of each course is important and useful, we become truly educated through making connections of such varied information with the different methods of organizing human experience that are practiced by different disciplines. Therefore, this course, when combined with other General Education courses, will enable you to develop broader perspectives and deeper understandings of your community and the world, as well as challenge previously held assumptions about the world and its inhabitants.
ACCOMODATIONS FOR PERSONS WITH DISABILITIES:
Students with medical, psychological, learning or other disabilities desiring accommodations or services under ADA should contact the Disability Resource Center (DRC). The DRC determines eligibility for and authorizes the provision of these accommodations and services for the college. Please contact the DRC at the Student Center, Suite 244, Redwood Campus, 4600 So. Redwood Rd, 84123. Phone: (801) 957-4659, TTY: 957-4646, Fax: 957- 4947 or bydrc@slcc.edu.
Faculty can refer students who disclose a disability to the DRC. If a student is struggling in your class but has not disclosed a disability, we recommend that you provide a list of resources which includes the DRC. For example, you might refer the student to Academic Advising, the Learning Center as well as the DRC. You can include any resources you think might be beneficial to that student. This is an effective way to let the student know that the DRC is an option, but you are not telling them that you regard them as having a disability.
PLAGIARISM STATEMENT
Plagiarism is taking credit for another person’s words, works, and ideas or failing to acknowledge that person’s words, works, and ideas. If you borrow from someone else you must give that person credit through proper citations.
The first offense in which students are caught plagiarizing or cheating on assignments and tests will result in the failure of that assignment. A second offense may result in course failure. For more information, see http://www.slcc.edu/policies/docs/Student_Code_of_Conduct.pdf (Links to an external site.)
TITLE IX
Title IX Information:
20 U.S.C.A. Section 1681 (a): TITLE IX
“No person in the United States shall, on the basis of sex, be excluded from participation in, be denied benefit of, or be subjected to discrimination under any education program or activity receiving federal funds.”
Examples of violations (but not limited to):
- Sexual advances, requests for sexual favors and sexually motivated physical conduct
- Overt or subtle pressure for sexual activity
- Sexually offensive verbalization including remarks, “teasing”, slurs, and innuendo
- Repeated inappropriate jokes or comments about sex or gender specific traits
- Conduct that is demeaning or derisive and occurs substantially because of one’s gender
- Sexual assault
- Sexual Violence
- Gender based disparate treatment
Violations can occur in any college environment, such as (but not limited to):
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If you have questions or concerns regarding your rights or responsibilities, or if you would like to file a Title IX complaint please contact:
Students-
Dr. Marlin Clark, Dean of Students, 801-957-4776, STC 276 A (Redwood)
Employees or Community members-
Ken Stonebrook, Title IX & Discrimination Manager, 801-957-5027, AAB 211G (Redwood)
Online Reporting Form-
http://www.slcc.edu/eeo/title-ix/complaint.aspx
Salt Lake Community College has a strong prohibition against RETALIATION! The college does not tolerate acts of retaliation against anyone for engaging in filing a complaint or participating in an investigation.
This syllabus is subject to change according to the needs of the class.
Course Summary:
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