David Hamilton Golland, Ph.D.






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  • Governors State University College of Arts and Sciences
    Division of Humanities and Social Sciences
    HISTORY of the UNITED STATES to 1865
    Index Number: HIST 1110
    Fall, 2017; 3 Credits; Rm. TBA; Tuesdays and Thursdays
    Section 01: 9:30-10:45; Section 02: 11:00-12:15
    Instructor: Dr. David Hamilton Golland, Office C3370
    Office Hours: Click HERE



    Online Course Guide


    Description:
    Provides a historical examination of the United States from the founding of the colonies through Reconstruction with special emphasis on connections between historical transformations and issues of race, class, gender, religion, nation-building, economic development and modernization, and the sectional conflict.
    Rationale: Familiarity with the historical developments in the United States is critical to a nuanced and complex understanding of the United States and it's place in the world today.
    Intended Audience: This is a required course for first-year students in the Civic Engagement Cohort and history majors and fills a requirement for Elementary Education, Early Childhood Education, and Social Science majors. This course also meets a GenEd requirement.
    Course Modality: Lecture/Discussion

    General Education/Thematic Cluster Information: Students must complete this course with a grade of C or better in order to receive General Education Credit towards graduation. Students who earn a grade of D will receive elective credit towards graduation, and credit for the course within the Civic Engagement Cohort Thematic Cluster, but will not receive GenEd credit; to complete teh GenEd requirement they may either repeat the course for a better grade, or take another appropriate GenEd course. Students who earn a grade of F (or who withdraw from the course without a grade) must repeat the course and earn a C or better to fulfill the GenEd requirement and Thematic Cluster requirement.


    Expected Student Outcomes:
    Upon successful completion of this course, students will be able to:
    Identify the major areas of British colonization in North America and distinguish between them on politics, economics, and society
    Identify the different perspectives on the major events in U.S. history prior to the Civil War
    Explain the basic chronology of the major events in U.S. history prior to the Civil War
    Identify primary and secondary sources


    Required Textbook: (Top)
      The American Yawp
    A Free and Online, Collaboratively Built American History Textbook


    Click HERE to access.
    In addition, there will be primary source readings to accompany most textbook chapters, likewise available online and linked to this syllabus. Consult the schedule below for a complete list of assignments.


    Questions: (Top)
    Students with any questions about this course should first ask in the Student-2-Student Peer Forum, located in the "Discussions" page in the course's BlackBoard site. If no answers are forthcoming after a reasonable period, or if the question requires an answer on an emergency basis, students should email the professor at dgolland at govst.edu.


    Course Components and Grade Weighting: (Top)
    There are six components to this course, plus an opportunity for extra credit:
    Component Weight
    Syllabus Quizzes 5%
    Discussion Questions 15%
    Do Now 15%
    Participation 20%
    Midterm Exam 20%
    Final Exam 25%
    Total 100%
    Extra Credit: The Scarlet Letter 5-10%



    Explanation of Course Components:

    Syllabus Quizzes. Carefully reading this syllabus is the homework assignment due the second day of class; maintaining their knowledge of it throughout the semester is equally important. Students who do so will ace these brief quizzes, given at the start of the semester and a week before the midterm.

    Discussion Questions. Upon completion of each homework assignment, each student will post (in the appropriate forum on the "Discussion" page at the course's BlackBoard site) three questions inspired by the reading. These should not be "yes/no" or simple factual questions but rather must represent an informed consideration of the topics covered by the chapter and should be posed so as to lead to further discussion (in fact they will form the basis of class discussion). When there is a primary source document and a textbook chapter assigned, at least one (but not more than two) of the questions must be based on the document. When the assignment is only a textbook chapter or only a primary document, all three questions should be based on that reading. These questions are due by Noon the day before each class. Students are also expected to log in to the forum between Noon and the start of class the next day to read the questions posted by other students.

    Do Now. At the start of each class (except on exam days), students will write and submit, on a single page, several sentences explaining one thing they learned during the previous class discussion and one thing they learned from the current class' homework assignment. Students who missed the last class should write about something they learned in the most recent class they attended (in this course).

    Participation. Each student is expected to arrive on time and actively engage in discussion and activities during every class session. Students can also seek particpation credit by writing helpful answers on the Student-2-Student discussion forum in BlackBoard. Every two weeks, students must submit in writing a self-description of their participation during those two weeks. Please print the form, which can be found HERE, and submit it at the start of class on the days it is due.

    The Midterm Exam will focus on the first half of the course material, including the reading, class discussion, and in-class film. A comprehensive review session will be held prior to the exam. Let me know in advance if you have a valid excuse to miss the exam, and I will schedule a makeup. If you miss the exam without telling me in advance, it must be the result of a documentable, verifiable, dire emergency. Students who miss the midterm exam and also miss the makeup exam will not have the opportunity for a second makeup and are advised to immediately withdraw from the course to avoid earning a grade of "F."

    The Final Exam, which at 25% is the most valuable component to the course, will focus on the second half of the course material (in other words it will not be cumulative). It will contain the same components as the midterm. A comprehensive review session will be held prior to the exam. Students who are absent from the final exam will receive a grade of "Incomplete" if they would otherwise pass the course; such students will be required to arrange with me to take a makeup exam before the end of the following semester. Absent students who would otherwise fail the course will receive a grade of "F" for the course.

    Extra Credit: This semester, the GSU Theater and Performing Arts Program will be producing The Scarlet Letter, adapted by Sarah Saltwick. We will be watching the 1995 film adaptation in class. Students who attend one of the performances and write a 2-3 page review connecting the play to the film and to the history of early Colonial America will receive up to 5 points of extra credit for the course. Students who participate in the production (cast or crew) and write a 4-6 page essay discussing the experience and how it enhanced their understanding of early Colonial America will receive up to 10 points of extra credit for the course. For information on participating in the production, please contact Prof. Patrick Santoro at psantoro@govst.edu.

    The mathematical scores will strictly translate into letter grades as follows:
    A: Greater than or equal to 90
    B: Greater than or equal to 80 and less than 90
    C: Greater than or equal to 70 and less than 80
    D: Greater than or equal to 60 and less than 70
    F: Less than 60

    Note: all students will receive the exact grade they have earned, and grades will NOT be rounded up. For example, a student with a mathematical score of 89.999 will receive a B; a student with a mathematical score of 59.999 will receive an F. Students in danger of receiving an F are advised to withdraw from the course prior to the withdrawal deadline.


    Progress Reports.
    You will receive feedback on your progress in this course in the form of returned and graded Do Now submissions, Participation self-eval forms, quizzes, and exams. Pay close attention to the red marks on each to monitor your progress in each component of the course, and consider the value of each component to calculate your progress towards your final grade.

    Most students will not receive formal feedback on their BlackBoard questions. Each time you submit questions by the deadline, you will receive full credit towards your final grade. Please keep track of any missed deadlines on your own.

    Professor Golland will not seek you out to discuss your progress but you are welcome to speak with him about it. Make an appointment to see him during his office hours.

    Professor Golland does not assign formal midterm grades to students who would receive a C or above based on their current progress.


    This is College. (Top)
    Congratulations on making it to college! Most people never attend college. You have earned your place here, and are now part of an elite group. Take pride in that, but remember that with this privilege come obligations. Your professors look forward to helping you meet those obligations so that you can graduate into the company of college-educated women and men, what we call the informed citizenry.

    You will find that the expectations of you as a college student quite different than in high school.
  • Homework is assigned in the syllabus and is to be completed before class. In high school, the teacher usually gave you the homework assignment at the end of each class. In college, all homework is listed on the syllabus, and is due before each class.
  • Homework pertains to the upcoming discussion, not the previous lesson. In high school, homework was a tool used to reinforce the previous lesson. In college, the purpose of homework is to prepare you for the upcoming class discussion. So if you don't do your homework, you will have difficulty understanding the class discussion.
  • Homework is the primary educational tool. In high school, homework was supplemental to the classroom. In college, the classroom is supplemental to the homework. You should expect to spend two hours doing homework for every one hour in the classroom. For a three-credit course, you will spend 2.5 hours in the classroom each week, so you should expect to average 5 hours per week on homework (including the readings and other activities). Some weeks you will spend more time, some less.
  • Your instructor is a professor at the top of her/his profession. In high school you had teachers, who (with rare exceptions) taught the work of others. In college you have professors, almost all of whom hold doctoral degrees (so address us as "Prof." or "Dr.," not "Ms." or "Mr.") and might spend twice as much time working in their professions as they do teaching.
  • College is not about memorizing "facts." What we teach are critical thinking skills and the ability to analyze information to draw meaningful conclusions.
  • College is Rated R. You will not be treated like a child; nor will you be treated as if you were fragile. You will be introduced to ideas and themes which may make you uncomfortable. That is a good thing. Reality is sometimes not for the faint of heart. You should take advantage of your time here to step out of your comfort zone and consider alternate perspectives, especially those that scare you!


    Schedule of Assignments: (Top)
    Class Date Read Three Questions Due on BlackBoard
    (12:00 Noon)
    Topic
    August 29     Introduction; start The Scarlet Letter
    August 31
  • Syllabus
  •   Syllabus quiz I; continue The Scarlet Letter
    September 5
  • Textbook, Chapter 1
  • September 4 Finish and discuss The Scarlet Letter
    The New World
    September 7
  • Textbook, Ch. 2
  • "Lost, and Found?"
  • "Unearthing Jamestown's Leaders"
  • September 6 Colliding Cultures
    September 12
  • Textbook, Ch. 3
  • Mayflower Compact
  • September 11 British North America
    Participation Self-eval Form due
    September 14     Colonial Grid and Slave Societies
    September 19
  • Textbook, Ch. 4
  • Pennsylvania Charter of Liberties
  • September 18 Colonial Society
    September 21
  • Textbook, Ch. 5
  • Declaration of Independence
  • September 20 American Revolution
    September 26     Revolutionary Era Workshop
    Participation Self-eval Form due
    September 28
  • Textbook, Ch. 6
  • Washington, "Letter"
  • September 27 A New Nation
    October 3     Bill-becomes-Law Workshop
    October 5
  • Textbook, Ch. 7
  • Washington, "Farewell Address"
  • October 4 Syllabus Quiz II; Early Republic
    October 10     Review for midterm exam
    Participation Self-eval Form due
    October 12     Midterm exam
    October 17
  • Textbook, Ch. 8
  • Monroe Doctrine
  • October 16 Prep for Jeff/Ham Wkshp
    Market Revolution
    October 19     Jefferson/Hamilton Workshop
    October 24
  • Textbook, Ch. 9
  • Jackson, "Veto Message"
  • October 23 Democracy in America
    Participation Self-eval Form due
    October 26
  • Textbook, Ch. 10
  • October 25 First 20 mins. of Cheers and Jeers
    Religion and Reform
    October 31
  • Textbook, Ch. 11
  • Calhoun, "On the Oregon Bill"
  • October 30 The Old South
    November 2
  • Textbook, Ch. 12
  • Wilmot Proviso
  • November 1 Manifest Destiny
    November 4, 8PM(Not a class day) The Scarlet Letter @CPA
    November 5, 2PM(Not a class day) The Scarlet Letter @CPA
    November 7
  • Textbook, Ch. 13
  • Douglass, "What to the Slave"
  • November 6 The Sectional Crisis
    Participation Self-eval Form due
    November 9
  • Dred Scott v. Sanford
    Watch 12 Years a Slave
  • November 8 Sectional Crisis, continued
    Online Class
    November 14
  • Textbook, Ch. 14
  • Stephens, "Corner Stone"
  • November 13 The Civil War
    November 16     Start Glory!
    November 21     Continue Glory!
    Participation Self-eval Form due
    November 28     Finish and discuss Glory!
    November 30
  • Textbook, Ch. 15
  • Douglass, "Oration"
  • November 29 Reconstruction
    Larry Wilmore on Birthright Citizenship
    SEIs
    December 5     Review for final exam
    Participation Self-eval Form due
    December 7     Final exam



    Classroom Etiquette: (Top)
    Students are expected to comport themselves in a manner similar to behavior standards in the workplace. Please remember to silence your phones and pagers and put them away for the class (except for times when their use is appropriate).

    Exam Rules
    Please observe these rules carefully. Infractions will result in lost points.
  • No pencil or red ink.
  • Clear your desk of all items except a writing implement prior to the start of the quiz or exam.
  • Keep your eyes on your own quiz or exam.
  • Write your name first; no extra time will be alloted at the end to write your name.
  • Do not speak out loud or call out during the exam. If you have a question, raise your hand and I will come to your seat.
  • You may not leave the classroom during the exam. If you must leave for an emergency, turn in your exam; you're finished. So please handle biological functions in advance.
  • If you finish early, you may leave.


    Counseling Center (Top)
    The Counseling Center of the Academic Resource Center at Governors State University (GSU) has a staff of experienced professionals who provide a variety of counseling services for GSU undergraduate and graduate students. The counselors support and adhere to the professional, ethical, and legal standards as described by the American Psychological Association, as well as other professional organizations. Our mission is to contribute to the overall quality of campus life for students, and to support the academic endeavors of our students. The Counseling Center is located in the Academic Resource Center, B1215. Office hours are Monday-Thursday 8:30 a.m.-7 p.m. and Fridays 8:30 a.m.-5 p.m. For personal counseling, contact Katherine Helm, 708.235.7334. For academic counseling, call 708.534.4508.


    Services for Students with Disabilities:
    GSU is committed to providing all students equal access to university programs and facilities. Students needing an accommodation based on disability should contact the Director of Access Services for Students with Disabilities (ASSD). Students must register with ASSD before a faculty member is required to provide appropriate accommodations. For more information or to register, please contact the Director of ASSD (RoomB1215 or assd@govst.edu or 708-235-3968). To ensure that learning needs are met, contact ASSD the first week of classes.


    Title IX Statement:
    Consistent with GSU Policy 52, Anti-Discrimination and Harassment, Title IX makes it clear that violence and harassment based on sex and gender is a Civil Rights offense subject to the same kinds of accountability and the same kinds of support applied to offenses against other protected categories, such as race, national origin, etc... The University has a duty to prevent harassment, post policies against it, to investigate complaints, and to take prompt action to stop harassment when it occurs. Contact the Governors State University Title IX Officer, Joyce Coleman to report any incidents at 708.235.7169 or jcoleman7@govst.edu. For complete Title IX information and resources, visit: www.govst.edu/TitleIX.


    Emergency Preparedness Statement:
    In case of emergency, the University's Alert System will be activated. Students are encouraged to maintain updated contact information using the link on the homepage of the myGSU portal. In addition, students are encouraged to familiarize themselves with the Emergency Procedures posted in each classroom. Detailed information about the University's emergency management plan, information on how to update your contact information, and the Campus Safety Booklet can be found at www.govst.edu/emergency.


    Contact Information: (Top)
    David Hamilton Golland
    Associate Professor and Coordinator of History and Social Sciences
    Division of Humanities and Social Sciences
    Governors State University
    Office Location: C3370
    E-mail: dgolland@govst.edu


    Links: (Top)
  • GSU Homepage
  • GSU Library
  • The New York Times Online
  • Amazon.Com
  • Google
  • Professor Golland's Website


    Photo Credit: "Am I not a Man and a Brother?" Exhibit: Stanford University; Online Location: http://www.stanford.edu/class/history29s/

    Disclaimer: None of the above shall be construed to supercede GSU policy or local, state, or federal laws. Any instructions or information on this website found to be in violation of said policies or laws can and should be ignored.

    Last Updated 11 June, 2017 (DHG)