Governors State University
College of Arts and Sciences, Department of Humanities
HISTORY of the UNITED STATES to 1865
Index Number: HIST 1110-01H
Fall, 2018; 3 Credits; Rm. C3380; Tuesdays and Thursdays, 11:00-12:15
Instructor: Dr. David Hamilton Golland, Office C3370
Office Hours: Click HERE
Online Course Guide
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 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 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)
In addition, there will be primary source readings to accompany most textbook chapters, likewise available online and linked to this course guide. Consult the schedule below for a complete list of assignments.
||The American Yawp
A Free and Online, Collaboratively Built American History Textbook
Click HERE to access.
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:
|Syllabus Quizzes ||5%|
|Discussion Questions ||15%|
|Do Now ||15%|
|Midterm Exam ||20%|
|Final Exam ||25%|
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. The passing grade is 60 out of 100. 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. The passing grade is 60 out of 100. 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.
The mathematical score for students who pass at least one of the exams will 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
The mathematical score for students who fail BOTH the midterm exam and the final exam will translate into letter grades as follows:
D: Greater than or equal to 60
F: Less than 60
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 (who passes at least one of the exams) 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.
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.
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. 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.
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 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.
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 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."
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 |
|August 28 || || ||Introduction; start The Scarlet Letter|
|August 30 ||Syllabus || ||Syllabus quiz I; continue The Scarlet Letter|
|September 4 ||Textbook, Chapter 1 ||September 4 ||Finish and discuss The Scarlet Letter|
The New World
|September 6 ||Textbook, Ch. 2"Lost, and Found?""Unearthing Jamestown's Leaders" ||September 6 ||Colliding Cultures|
|September 11 ||Textbook, Ch. 3Mayflower Compact ||September 11 ||British North America|
Participation Self-eval Form due
|September 13 || || ||Colonial Grid and Slave Societies|
|September 18 ||Textbook, Ch. 4Pennsylvania Charter of Liberties ||September 18 ||Colonial Society|
|September 20 ||Textbook, Ch. 5Declaration of Independence ||September 20 ||American Revolution|
|September 25 || || ||Revolutionary Era Workshop|
Participation Self-eval Form due
|September 27 ||Textbook, Ch. 6Washington, "Letter" ||September 27 ||A New Nation|
|October 2 ||Textbook, Ch. 7Washington, "Farewell Address" ||October 2 ||Syllabus Quiz II|
|October 4 || || ||Review for midterm exam|
|October 9 || || ||Midterm exam|
|October 11 ||Textbook, Ch. 8Monroe Doctrine ||October 16 ||Prep for Jeff/Ham Wkshp|
Participation Self-eval Form due
|October 16 || || ||Jefferson/Hamilton Workshop|
|October 18 ||Textbook, Ch. 9Jackson, "Veto Message" ||October 23 ||Democracy in America|
|October 23 ||Textbook, Ch. 10 ||October 25 ||First 20 mins. of Cheers and Jeers|
Religion and Reform
|October 25 ||Textbook, Ch. 11Calhoun, "On the Oregon Bill" ||October 30 ||The Old South|
Participation Self-eval Form due
|October 30 ||Textbook, Ch. 12Wilmot Proviso ||November 1 ||Manifest Destiny|
|November 1 ||Textbook, Ch. 13Douglass, "What to the Slave" ||November 6 ||The Sectional Crisis|
|November 6 ||Dred Scott v. Sanford"Wreckage of Last Known Slave Ship" ||November 8 ||Sectional Crisis, continued|
|November 8 ||Textbook, Ch. 14Stephens, "Corner Stone" ||November 13 ||The Civil War|
Participation Self-eval Form due
|November 13 || || ||Start Glory!|
|November 15 || || ||Continue Glory!|
|November 20 || || ||Finish and discuss Glory!|
|November 27 ||Textbook, Ch. 15Douglass, "Oration" ||November 29 ||Reconstruction|
Larry Wilmore on Birthright Citizenship
Participation Self-eval Form due
|November 29 || || ||Review for final exam|
|December 4 ||  || ||Study Day/Open Office Hours|
|December 6 || || ||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 electronic devices and put them away for the class (except for times when their use is appropriate).
Please observe these rules carefully. Infractions may 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 firstname.lastname@example.org 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, Sandra Alvarado to report any incidents at 708.534-4108 or email@example.com. 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, PhD
Associate Professor of History and Coordinator of Humanities
Division of Arts & Letters, Governors State University
The New York Times Online
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 May, 2018 (DHG)