HIST1110, Fall 2021
Section 1: Tuesdays and Thursdays, 10:00-11:15
Section 2: Tuesdays and Thursdays, 11:30-12:45
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.
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.
This is a required course for history majors and fills a requirement for Elementary Education, Early Childhood Education, and Social Science majors. This course also meets the Humanities General Education requirement.
General Education (GenEd) 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 but will not receive GenEd credit; to complete the 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.
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
Classroom: The university expects all students to wear masks during class, regardless of vaccination status. Complaints about unmasked students may be brought to the attention of the Office of the Dean of Students (do not bring them to Dr. Golland). As per the GSU-UPI MOU dated 7/16/21 (Section III, paragraph 4), Dr. Golland will be unmasked and practicing social distancing during class.
Office Hours: Dr. Golland remains unmasked in his private office. Students are welcome to meet with Dr. Golland during his office hours virtually; email for a Zoom link. (Students who elect to meet with Dr. Golland asume all Covid-related risks.)
Components and Grading
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.
|Class Participation ||30%|
|Primary Source Analyses (6 at 5% each) ||30%|
|Culminating Assignments (8 at 5% each) ||40%|
|Final Grade||Results from a score of:|
|A- ||≥90 & <93|
|B+ ||≥88 & <90|
|B ||≥83 & <88|
|B- ||≥80 & <83|
|C+ ||≥78 & <80|
|C ||≥73 & <78|
|C- ||≥70 & <73|
|D+ ||≥68 & <70|
|D ||≥63 & <68|
|D- ||≥60 & <63|
|Module 1: The Work of Historical Inquiry ||Primary Sources ||Textbook ||Class ||Assignments|
|August 31 & September 2 ||Logan Jaffe: |
Four Perspectives on the Christopher Columbus Statues, ProPublica Illinois, July 31, 2020
As Monuments to Christopher Columbus come down across the US, Italian-Americans Campaign to Protect a Symbol of 'Cultural Heritage,' The Art Newspaper, August 13, 2020
Journal of Christopher Columbus
|Introduction; start The Scarlet Letter ||Culminating Assignment:|
Christopher Columbus and historical memory.
All students must participate in the discussion with at least two substantive contributions. The first post on the discussion thread may respond directly to the prompt provided by the professor or to fellow students' initial posts. This post must be submitted no later than 11:59pm on September 2. The second contribution should respond to the ongoing conversation, and must be submitted by 11:59pm on September 5.
|Module 2: Columbian Exchanges ||Primary Sources ||Textbook ||Class ||Assignments|
September 7 & 9
||Yawp reader: |
Bartolomé de Las Casas Describes the Exploitation of Indigenous Peoples, 1542
Richard Hakluyt Makes the Case for English Colonization, 1584
A Gaspesian Man Defends his Way of Life, 1641
Florentine Codex on Smallpox
George Catlin, "Comanche Feats of Horsemanship"
|Finish The Scarlet Letter ||Primary Source Analysis:|
Choose one of the written primary sources assigned in this module and complete parts 1, 2, and 3 of the Primary Source Analysis Rubric for that document (note: you may need to do a bit of basic research to answer questions 1 and 3 in the "Sourcing" section). The assignment must be submitted through Blackboard as a Microsoft Word document by 11:59pm on September 12.
|September 14 & 16 || || |
|"Colonial Grid" and "Societies with Slaves / Slave Societies" ||Culminating Assignment:|
Complete the analysis of the primary source you chose last week by answering the questions from the "Corroboration" section of the Primary Source Analysis Rubric. The assignment must be submitted through Blackboard as a Microsoft Word document by 11:59pm on September 19.
|Module 3: Slavery and the Making of Race ||Primary Sources ||Textbook ||Class ||Assignments|
September 21 & 23 ||Yawp reader: |
Olaudah Equiano Describes the Middle Passage, 1789
Rose Davis is Sentenced to a Life of Slavery, 1715
Print of the Slave Ship Brookes, 1789
Virginia Statutes (1660) Act LIV and Act XII
| || ||Primary Source Analysis:|
Complete the entire Primary Source Analysis Rubric for the Rose Davis document. The assignment must be submitted through Blackboard as a Microsoft Word document by 11:59pm on September 26.
|September 28 & 30 || || |
| ||Culminating Assignment:|
Module 3 Historical Interpretation:
Using the primary sources from this module as evidence, answer the following questions:
1. What do you believe is the relationship between slavery and the concept/ideology of race?
2. Do the sources indicate that racism justified the practice of slavery? Or, rather, do the sources suggest that racism was the outcome or result of chattel slavery?
Answer these questions in an essay of two pages or less (double-spaced Times New Roman font with one-inch margins) by drawing on direct evidence from the assigned primary sources to justify your argument. The assignment must be submitted through Blackboard as a Microsoft Word document by 11:59pm on October 3.
|Module 4: American Revolutions ||Primary Sources ||Textbook ||Class ||Assignments|
October 5 & 7 ||Yawp reader: |
Thomas Paine Calls for American Independence, 1776
Declaration of Independence
Abigail and John Adams Converse on Women's Rights
A Confederation of Native peoples seek peace with the United States, 1786
Letter of Cato and Petition... 1781
Perspectives on the American Revolution by Benjamin Rush and John Adams
| ||Primary Source Analysis:|
Complete the entire Primary Source Analysis Rubric for the Letter of Cato and Petition document. The assignment must be submitted through Blackboard as a Microsoft Word document by 11:59pm on October 10.
|October 12 & 14 || || |
|"Revised Colonial Grid" ||Culminating Assignment:|
Module 4 Historical Interpretation:
Using evidence from the primary sources assigned for this module, answer the following questions:
1. How revolutionary was the American Revolution?
2. Did the Revolution transform the lives of all Americans?
3. Were most Americans' lives improved?
Answer these questions in an essay of two pages or less (double-spaced Times New Roman font with one-inch margins) by drawing on direct evidence from the assigned primary sources to justify your argument. The assignment must be submitted through Blackboard as a Microsoft Word document by 11:59pm on October 17.
|Module 5: Industrialization, Immigration, and Expansion
||Primary Sources ||Textbook ||Class ||Assignments|
October 19 & 21 ||Yawp reader: |
Blacksmith Apprentice Contract, 1836
A Traveler Describes Life Along the Erie Canal, 1829
Teaching American History:
| ||Primary Source Analysis:|
Complete the entire Primary Source Analysis Rubric for one primary source in the current module. The assignment must be submitted through Blackboard as a Microsoft Word document by 11:59pm on October 24.
|October 26 & 28 ||Yawp reader: |
Andrew Jackson's Veto Message against Re-chartering the Bank of the United States, 1832
Alexis de Tocqueville's Democracy in America: An Animated Introduction ||Culminating Assignment:|
Using the de Tocqueville video and the readings for this module, compare and contrast the views of democracy as expressed by de Tocqueville on the one hand and the Jacksonians on the other, in an essay of two pages or less (double-spaced Times New Roman font with one-inch margins) by drawing on direct evidence from the assigned primary sources to justify your argument. The assignment must be submitted through Blackboard as a Microsoft Word document by 11:59pm on October 31.
|Module 6: Abolitionism ||Primary Sources ||Textbook ||Class ||Assignments|
November 2 & 4 ||Yawp reader: |
David Walker's Appeal to the Colored Citizens of the World, 1829
William Lloyd Garrison Introduces the Liberator, 1831
Sarah Grimke Calls for Women's Rights, 1838
Teaching American History:
Calhoun, "On the Oregon Bill"
|"Abolitionism and Anti-slavery Advocacy" ||Primary Source Analysis:|
Complete the entire Primary Source Analysis Rubric for one primary source in the current module. The assignment must be submitted through Blackboard as a Microsoft Word document by 11:59pm on November 7.
|November 9 & 11 ||Yawp reader: |
Harriet Jacobs on Rape and Slavery, 1860
Solomon Northup Describes a Slave Market, 1841
George Fitzhugh Argues that Slavery is Better than Liberty and Equality, 1854
| ||Culminating Assignment:|
Based on the assigned primary sources for this module, why did so many people in the United States decide--against the trends of thousands of years of history--that slavery needed to end? Elaborate on the difference between economic opposition to slavery and moral opposition to slavery in an essay of two pages or less (double-spaced Times New Roman font with one-inch margins) by drawing on direct evidence from the assigned primary sources to justify your argument.
The assignment must be submitted through Blackboard as a Microsoft Word document by 11:59pm on November 14.
|Module 7: Sectionalism and The Civil War ||Primary Sources ||Textbook ||Class ||Assignments|
November 16 & 18 ||Course Doc: |
Teaching American History:
Douglass, "What, to the Slave, is the 4th of July?"
Margaraetta Mason and Lydia Maria Child Discuss John Brown, 1860
Teaching American History:
U.S. Supreme Court, Dredd Scott v. Sanford
South Carolina Declaration of Secession, 1860
| ||Primary Source Analysis:|
Complete the entire Primary Source Analysis Rubric for one primary source in the current module. The assignment must be submitted through Blackboard as a Microsoft Word document by 11:59pm on November 21.
|November 23 & 26 ||Thanksgiving Week ||No Class || || |
|November 30 & December 2 ||Yawp reader: |
Alexander Stephens on Slavery and the Confederate Constitution, 1861
William Henry Singleton, a formerly enslaved man, recalls fighting for the Union, 1922
Abraham Lincoln's Second Inaugural Address, 1865
|Start Lincoln ||Culminating Assignment:|
Based on the assigned primary sources for this module, why was the Civil War fought? Why is there controversy today around this topic? Answer these questions in an essay of two pages or less (double-spaced Times New Roman font with one-inch margins) by drawing on direct evidence from the assigned primary sources to justify your argument. Submit hrough Blackboard as a Microsoft Word document by 11:59pm on December 5.
|Module 8: History and Memory ||Primary Sources ||Textbook ||Class ||Assignments|
December 7 & 9 ||Yawp reader: |
Charlotte Forten Teaches Freed Children in South Carolina
Mississippi Black Code
Frederick Douglass on Remembering the Civil War, 1877
Caroline Randall Williams, "You Want a Confederate Monument? My Body Is a Confederate Monument"
Charles M. Blow, "Yes, Even George Washington"
Reid J. Epstein, "A Liberal Town Built Around Confederate Generals Rethinks Its Identity"
Catie Edmondson, "House Votes to Remove Confederate Statues From U.S. Capitol"
"Putting Heroes, and Traitors, Where They Belong"
Natasha Trethewey, "Goodbye to a Symbol That Told Black Americans to 'Know Your Place'"
|Finish Lincoln ||Culminating Assignment:|
In-class discussion on the Confederate monuments controversy using the assigned news articles and other primary sources and textbook.
Primary Source Rubric
For each module, students will be asked to engage with and analyze primary sources
. Use the following rubric for these assignments:
1) Who created the artifact/source?
2) What kind of source is it?
3) When and where was it created?
4) For what audience was the source created? (if applicable)
5) What is the significance of these pieces of information?
1) Summarize the content of the source in one sentence
2) What pieces of evidence support/verify that summary?
3) What do we learn about life in this time from this source?
1) What connections can you draw between the source and other things you’ve studied/learned about?
2) How does this new information help you understand the perspective(s) in this source, why it was created, and its significance to our understanding of this time and place?
3) What questions do you still have that would help you understand this source/artifact better?
1) What do other sources say? Do they agree or disagree with this source?
2) After examining other sources, what are the perspectives/biases of this source?
3) Why was the source created, what is its historical significance, and what does it tell us about the past?
4) What additional evidence (primary or secondary) would help you answer your questions? Where would you go next?
Deadlines. All assignments are expected to be submitted on time. Late assignments, which will carry a two-point penalty, must be turned in by 11:59pm on the Sunday concluding the module, otherwise they will receive a grade of zero.
Behavior. Students are expected to engage in discussions thoughtfuly, critically, and above all respectfully. This does NOT mean that we cannot disagree. Indeed, disagreement is a cornerstone to critical inquiry. In the spirit of true critique, we will engage in thoughtful, rigorous discussions of the challenging topics and themes that animate this course. Your instructor has a zero-tolerance policy for disruptive or disrespectful behavior. You will be treated like adults and are expected to behave like adults.
Progress Reports. You will receive feedback on your progress in this course in the form of returned and graded primary source analyses and culminating assignments. Pay close attention to the instructor comments 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. Students who fully complete every synchronous do-now and actively participate in each class session can expect perfect scores for those components unless otherwise notified. Your instructor 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 virtual office hours (see top of page).
This is College.
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.
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. This is especially important in this age of so-called "alternative facts" and "fake news." You will find college to be quite different than high school, for instance:
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 following 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.
If you miss class, do NOT ask your professor "did I miss anything important?" Every class session and everything we do in a course is important. To ask this question is disrespectful of your work, the work of your fellow students, and your professor.
Your instructor is a working professional who has been highly successful in her/his profession (in this case the profession of history). In high school you had teachers, who (with rare exceptions) taught the work of others. In college you have professors who often spend twice as much time working in their professions as they do teaching. You have heard the phrase "Those who can, do; those who can't, teach." College professors do and teach. Mastery of an academic profession nearly always requires a doctoral degree, so address us as Professor or Doctor, not "Ms." or "Mr." (i.e. Professor Fackler or Doctor Fackler).
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!
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.
In that writing is a fundamental part of this course, students are encouraged, but not required, to attend the Writing Center for assistance in completing writing assignments. In-depth individual assistance with research papers or any other writing for classes is available through the Writing Center. For one-on-one help, please call 708.534.4508 to make an appointment. On-site tutoring is available by appointment only. The Writing Center desk in the Library offers students the opportunity to ask questions dealing with the research assignments. You may submit a copy of your paper for revision suggestions, obtain information about virtual appointments, and find sources for help with research writing as well as sources for general writing help, including grammar resources.
GSU is committed to providing all students equal access to University programs and facilities. You may be eligible for academic accommodations if you have a documented physical, psychiatric (anxiety, depression, bipolar disorder, AD/HD, post-traumatic stress, or others) or a neurological disability such as a learning disability, autism or TBI. You must register and provide documentation with Access Services for Students with Disabilities (ASSD)
before faculty members are required to provide appropriate accommodations. For more information or to register, please contact ASSD at firstname.lastname@example.org
or 708-235-3968. To aid in creating an accessible learning environment for students with disabilities contact ASSD before or during the first week of classes.
Title IX Statement:
Consistent with GSU Policy 78, Title IX and Anti-Sex Discrimination, Harassment and Retaliation Policy, Title IX regulations make 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 Coordinator to report any incidents at email@example.com
708.534-4100 and ask to speak to the Title IX Coordinator. For complete Title IX information and resources, visit: http://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 about how to update your contact information, and the Campus Safety Booklet can be found at http://www.govst.edu/emergency.
Academic Honesty Statement:
Students are expected to fulfill academic requirements in an ethical and honest manner. This expectation pertains to the following: use and acknowledgement of the ideas and work of others, submission of work to fulfill course requirements, sharing of work with other students, and appropriate behavior during examinations. These ethical considerations are not intended to discourage people from studying together or from engaging in group projects. The University policy on academic honesty appears in the catalog appendix, which can be found on the website at http://catalog.govst.edu/content.php?catoid=8&navoid=673#Academic_Honesty