Syllabus Michael Bedard HIST 101
Syllabus Michael Bedard HIST 101
HIST 101 - US History Col. Am. to Rev. Era
Spring 2019 Distance Learning Syllabus
Calendar of Readings, Lectures & Due Dates
Week 1: "Colliding Worlds, 1450-1600" Henretta Chapter 1 P 2-33; Quiz 1/Essay 1 Due
Week 2: American Voices “Cortes and Moctezuma Meet” P 30 Quiz 2/Essay 2 Due
Week 3: "American Experiments, 1521-1700" Henretta Chapter 2 P 34-63: Quiz 3/Essay 3 Due
Week 4: American Voices "Mary Rowlandson: A Captivity Narrative" P 60 Quiz 4/Essay Due
Week 5: "British...Atlantic World, 1660-1750" Henretta Chapter 3 P 64-97: Quiz 5/Essay 5 Due
Week 6: America Compared "Olaudah Equiano: ‘Brutal 'Middle Passage'" P 82
Quiz 6/Essay 6 Due
Week 7: "Growth, Diversity and Conflict, 1720-1763" Henretta Chapter 4 P 98-127
Quiz 7/Essay 7 Due
Week 8: American Voices "Sarah Osborn: A Quest for Assurance" P 113 Quiz 8/Essay 8 Due
Week 9: "The Problem of Empire, 1763 - 1776" Henretta Chapter 5 P 128-160: Quiz 9/Essay 9 Due
Week 10: America Compared "American View of Stamp Act" P 141 Quiz 10/Essay 10Due
Week 11: "Making War, Republican Governments, 1776 - 1789" Henretta Chapter 6
P 161-191; Quiz 11/Essay 11 Due
US Constitution Article 1, Section 2 3/5s clause Agel/Gerberg P 10-11;
Article 1, Section 9 Atlantic Slave Trade clause Agel P 20-21;
Article 4, Section 2 Fugitive Slave/Servant clause Agel P 30-33.
Week 12: American Voices "Robert Yates and John Lansing: A Protest Against the
Philadelphia Convention" P 186 Quiz 12/Essay 12 Due
Week 13: "Hammering Out a Federal Republic, 1787 - 1820" Henretta Chapter 7
P 192-223: Quiz 13/Essay 13 Due
Week 14: America Compared “The Haitian Revolution and the Problem of Race” P 200
Quiz 14/Essay 14 Essay Due
Week 15: Louisiana Purchase; Lewis & Clarke Expedition
Quiz 15/Essay 15 Due
SAMPLE ESSAY PARAGRAPH
Full Name/Email address
US History 101 Online: Section _______
Exam # ____
One Preamble, Six Purposes
Jerome Agel and Mort Gerberg note, “The 52-word Preamble grants no power to the Federal
government but helps in the interpretation of the Constitution” (11). The Preamble states
six goals and sometimes "union," "justice," "tranquility," "defence," "welfare" and "liberty" come
into conflict (Module 10 Lecture). Pennsylvania Delegate Gouverneur Morris, "an advocate of free
markets and personal liberty," wrote the Preamble and reduced the twenty-three proposed
articles to seven (Henretta 185). The Preamble significantly “walks before” the checks and
balances, separation of powers and federalism pillars of the US Constitution and it relevantly
interprets the world’s oldest national constitution in the twenty-first century.
- Use SPECIFIC RENNs: Reasons, Examples, Names, Numbers.
- Cite At Least 2 Different Syllabus/Module Sources INSIDE the Paragraphs.
When Quoting, use Source/Subject, Verb, “quote “ (Page #).
When Paraphrasing, cite (Author Page) in ( ) at End of sentence: (Agel 10).
When citing "Weekly Overview [Lectures]" as sources, put Week # in ( ) (Week 2 Overview).
- State the Significance and/or Relevance of the Topic at the end of your exam.
Significance = what it meant back then; Relevance = what it meant after or today
- Do NOT use the Internet. Do Not submit a Works Cited page.
- Type; Double Space; use ARIAL, 12-POINT FONT like this Sample Answer.
15 Weekly Discussions: 2% Each = 30% of Total Course grade
15 Weekly Quizzes 2% Each = 30% of Total Course grade
15 Weekly short Essays 2% Each = 30% of Total Course grade
Final Exam, Last week: = 10% of Total Course grade
R grade: Revise/Rewrite/Resubmit BOTH the Original Draft & Revised Versions
Agel, Jerome & Mort Gerberg. The U.S. Constitution for Everyone. Penguin Books, June 2001. ISBN: 978-0-399-51305-3.
Henretta, James; Eric Hinderaker; Rebecca Edwards & Robert Self. America: A Concise History: Volume I To 1877. 6th Edition. Bedford/St. Martins, 2015. ISBN: 978-1-4576- 4865-6.
Student Learning Outcomes
- Demonstrate understanding of the main events, topics and themes inherent in the cultural, socio-economic, political and ideological patterns of colonial America and the early United States and to develop some insight into the forces of historical change.
- Define what is historically factual and to distinguish inference from opinion.
- Recognize the range of interpretation in the discipline (historical revisionism) and comprehend the varying arguments, voices, inferences, etc., within primary and secondary historical texts.
- Recognize the “clues” in primary texts and materials for a more informed analysis: authorship; the purpose of authorship; intended audiences; the rhetorical devices employed; the “story line;” possible interpretations of a piece unintended by the author; connections with other texts; credibility, consistency and/or accuracy and to realize that varied interpretations of such texts is probable.
- Recognize the ethical commitment of the historian to alter an historical a priori or hypothesis in light of research and evidence.
- Recognize value in history for a greater understanding of the present and its importance for making choices for the future.
- Demonstrate ability and confidence in voicing curiosity, responding to questions of instructors or other students, being able to defend taken positions, and to apply the protocols of intellectual discussion and debate.
- Demonstrate an ability to write coherently and analytically; to think and write like historians.
- Recognize the ethnic, racial, gender and religious diversity inherent in colonial America.
- Demonstrate an ability to cipher historical maps pertinent to History 101. For example, to point out the cultural assumptions and implications of William Penn’s plans for the city of Philadelphia.
- Attendance: Withdraw to avoid F; see College Calendar Spring 2019 Deadline.
- Academic Integrity: Even 1 violation results in Automatic failure. There are No exceptions: Ignorance and carelessness are Not acceptable excuses. If you are unsure about what is Not appropriate, please notify the instructor without delay.
- Check CANVAS Weekly for Class Announcements, Assignments & Information.
- Notify Instructor Michael Thomas Bedard about Physical and/or Learning Disabilities, so Accommodations can be made. If you experience Medical, Work, Transportation, Family or Other issues affecting your participation, contact MTB at email@example.com.
THE 2 COMMANDMENTS:
1 Thou Shalt SAVE, SAVE, SAVE ALL course Submissions.
2 Thou Shalt NOT Attempt to take this Distance Learning/Online course on a Phone: submissions may Appear to have been received, But that may Not necessarily be the case.
[Repeated Word For Word from FRONT Page]
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