Fall Semester, 2011. Long Beach City College, lac campus, Room T2310. History 10: History of the United States To 1865. Section 70033. Mondays and Wednesdays, 8: 00-9: 15 A. M. Instructor: Dr. Wi11iam Cuddihy



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Fall Semester, 2011.

Long Beach City College, LAC Campus, Room T2310.

History 10: History of the United States To 1865.

Section 70033.

Mondays and Wednesdays, 8:00-9:15 A.M.

Instructor: Dr. Wi11iam Cuddihy
Outcomes Upon completion of the course, the student should be able to:

  1. Explain and analyze the processes of historical change and understand the difference between fact and opinion.

  2. Distinguish cause from effect, and understand that historical causation is complex and interdependent.

  3. Examine and distinguish between various forms of historical literature and be able to recognize the distinction between primary sources, secondary sources and textbooks, as well as interpret and analyze non­written sources.

  4. organize historical thinking and writing by using facts, ideas and events to ask questions, assemble evidence and support conclusions with clarity and coherence.

  5. Analyze historical evidence in order to make inferences, form generalizations, and draw conclusions.


Course Objectives: (1) understand the phenomena that have shaped the U. S. to 1865, (2) to comprehend the resulting national institutions, and (3) to expand the mind by confronting the ambiguities and complexities of past behavior. The central goal of the class is to enhance understanding of the peoples, events, and institutions that defined the United States before 1865. These topics will include but are not limited to the following: colonization and the native and European backgrounds to it, the American Revolution, the establishment of such national institutions as the Constitution, Bill of Rights, and political parties by 1800, Jeffersonian and Jacksonian Democracy, the first three political party systems, westward expansion, the emergence of capitalist economies, slavery, the Mexican and Civil Wars, .and the beginning of Reconstruction.
Policy regarding cell phone and laptop usage in the classroom
Instructor’s Rights:

Students should be aware that it is the instructor’s responsibility to ensure that classroom setting is conducive to learning at all times. Therefore, should a student disrupt class through cell phone use, texting and searching non-relevant websites on laptop computers it is the instructor’s right to take disciplinary action. According to the college catalog “An instructor has the right to remove a student from class at any time he/she considers a student’s actions to be interfering with a proper collegiate environment.For further details, consult page 31 in the 2009-2010 college catalog.



Policy on cell phone usage:

All cell phones, iPhones, IPods, pagers and other electronic devices must be turned off before class and stowed so that they are not visible or distracting. Should a student’s cell phone go off during class time and/or a student is caught texting during class, the instructor reserves the right to take disciplinary action. Appropriate penalties for such infractions may include the following:



    • Verbal warning

    • Requirement of students to make a verbal apology to classmates for the disruption

    • Point deduction from the student’s overall grade in the course

    • Dismissal from the class lecture

*Special Circumstances: Students must see the instructor personally to make special arrangements should he or she be caring for a child or other family member.

Policy on laptop computers:

Laptop computers may be utilized in class with the instructor’s permission for purposes of taking class notes or referring to the online versions of course textbooks or websites cited by the instructor.  Laptops should not be used for any other purposes during class. Students who misuse laptops in the classroom will have the privilege revoked.



Format: Lecture and Discussion (about 50% each of class time)

Textbook: Carol Berkin and others, Making America, Brief Fifth Edition, volume 1 (to 1877) (Boston: Houghton Mifflin, (20ll)). ISBN-10: 0618471405. ISBN-13: 9780618471409.

Weekly Reading Assignments

01=15 Aug.: Chapter 01, Making a "New" World, to 1558

02=22 Aug.: Chapter 02, A Continent on the Move, 1400-1725

03=29 Aug.: Chapter 03, Founding the…Mainland Colonies, 1607-1732

04=05 Sep.: Labor Day Holiday=no class

04=07 Sep.: Chapter 04, The British Colonies in the 18th Century

05=12 Sep.: continued

06=19 Sep.: Chapter 05, Choosing Loyalties, 1763-1776

07=26 Sep.: Chapter 05, continued

08=03 Oct.: Chapter 06, Re-creating America: 1775-1783

09=10 Oct.: Chapter 07, Competing Visions…, 1776-1796

10=17 Oct.: Chapter 08, The Early Republic, 1796-1804

11=24 Oct.: Review

12=31 Oct.: Chapter 09, Increasing Conflict and War, 1805-1836

13=07 Nov.: Review

14=14 Nov.: Chapter 10, The Rise of a New Nation, 1815-1836

15=21 Nov.: Chapter 11, The Great Transformation…, 1828-1848

16=28 Nov.: Chapter 12, Responses to the Transformation, 1828-1848

17=05 Dec.: Chapter 13, Sectional Conflict, 1848-60

17=05 Dec.: Chapter 14, A Violent Solution, Civil war, 1861-1865

18=12 Dec.: Final Exam, 8:00 A.M.
Teaching Philosophy: Because this is a collegiate course, its teaching methods and expectations differ from those prevailing at the high school level. The Berkin textbook emphasizes social and cultural history. Therefore, the lectures will highlight political, constitutional, and diplomatic history. The goal of the course is to cover the major aspects of U. S. history before 1877 without needless duplication.

Hence, the exams will feature questions from the book that the lectures have not covered and also questions from the lectures that the textbook has not explained. In other words, students cannot "ace" the exams by skipping the lectures and cramming the book the night before the tests because only the lectures supply some of the answers. Likewise, if you ignore the book but attend all the lectures, you will find that some answers derive solely from the book. Therefore, it is necessary to read the book BEFORE the assigned dates in the above schedule. If one misses a lecture, get the lecture notes from at least two other students.



Sensitive Topics. Of the approximately 50 hours of lecture that viII transpire in this class during the next semester, only about 20 minutes, less than 1% of the total, concern sexual matters. Sexual behavior and mores, however, are not only appropriate topics in an adult class but have also played critical roles in history. For example, the affair of King Henry VIII and Anne Boleyn was both a cause of the English Reformation and a reason that English colonization stalled until the next century. Sex also figured prominently in the pivotal election of 1828 and the creation of a second political party system. In 1828, 1 million men voted for the first time in world history largely because sexual charges and countercharges created a soap opera atmosphere that greatly stimulated voting and political awareness.

Moreover, violence, intolerance, and repression provide much of the the background to the bill of rights; battle scenes from the revolution and civil war include a good deal that is graphic and raw. Those who would not expose their children to these topics should note that this course is designed for adults, not children.



Term Paper, (Optional) (1 grade level enhancement) or Book Review (half a grade enhancement). A term paper or book review is not required but is strongly recommended. Deadlines: Those wishing to exercise the book review and/or paper options must so declare in a typed or word processed (i. e., not hand-written) proposal by the third meeting. Term papers must include the proposed title and an initial bibliography of at least three sources. Book reviews must designate the book. All selections are subject to revision or rejection by the instructor. First drafts due: first meeting of the next to last calendar month; final drafts due: last meeting of the next to last calendar month. The procedures specified in the handout, including those regarding footnotes and bibliography, must be followed exactly. Please especially note the following:


  1. Submit only a copy. Do not submit the original. Keep it, as you are responsible for providing a second copy in case of theft or emergency.

  2. Include all of the following on the title page in the upper left hand corner: school title, personal name (last name first), date, class number, class title, and class section number.

  3. ALL pages must be stapled by a stapler. Paper clips and pages bent or ripped together will not be accepted.

  4. Type your last name at the top of each page.

  5. Number every page after the title page in the upper right hand corner.

  6. Do not even think of using any of the following: (1) any textbook, other than the one in this class, (2) Wikipedia, (3) encyclopedias.

  7. Do not submit words or text that are not your own without acknowledging their true source or origins with quote marks, footnotes, or endnotes. Note carefully the ending paragraph of the syllabus on plagiarism.

  8. Suggested Term Paper Topics

Major Historical Events

Albert Wegener and Continental Drift

The Roanoke Colony

John Locke and the American Revolution

Charles Beard and the Constitution

Jeffersonian (or Jacksonian) Democracy

Slavery as a Cause of the Civil War

Biographical Topics

John C. Calhoun

Jonathan Edwards

Constitutional History

The Albany Congress, 1754

The Virginia and New Jersey Plans, 1787

Freedom of Press to 1798: The Original Meaning

The Emergence of Judicial Review

The Antislavery Origins of the Fourteenth Amendment



Diplomatic History

The Louisiana Purchase, 1803

The Treaty of Guadalupe Hidalgo, 1848

Economic History

The Navigation Acts

The Erie Canal

Alexander Hamilton’s political economy

The Nashville Convention and the Emergence of Southern Nationalism

Intellectual History

Perry Miller and the “Declension: of Puritanism

Benjamin Franklin: Philosophe’ or Opportunist?

Transcendentalism



Political History

The Presidential Election of 1800

The Birth of the Whig Party

The Compromise of 1850

The Emancipation Proclamation

Religious History

The Half-Way Covenant

The Great Awakening

Social History

Nat Turner’s Rebellion, 1831

The Seneca Falls Convention, 1848

Suggested Books for Review

Stanley Elkins, Slavery

Peter Lazlett, The World We Have Lost

Leonard Levy, The Emergence of a Free Press

Edmund S. Morgan, The Puritan Family

Arthur Schlesinger, The Age of Jackson

Gordon S. Wood, The Radicalism of the American Revolution
Exams: Four objective tests of 50 questions, one 5-10 page essay, and the final exam of 25-33 objective questions. The first four tests last only fifty minutes each and the final only twenty or twenty-five minutes. All tests cover both lectures and text. A study sheet follows each chapter of the textbook and will precede each exam.
Exam 1=Chapters 1-2: to 1725=50 objective questions with 15 true/false, 15 multiple choice, and 20 matching in 4 groups: Native American tribes, kings & queens, explorers, and imperial institutions.
Exam 2=Chapters 3-4: 1725-1763=same format as last; matching in 4 groups: prominent Native tribes, colonies, prominent colonists, + wars and rebellions.
Exam 3=Chapters 5-7.5 (p. 179):1763-1800=same format as last two tests; matching in 4 groups: Revolutionary Battles, the Washington Administration, the Adams Administration, and the Bill of Rights.
Exam 4=Essay Exam=Evaluate and discuss the emergence and disappearance of the first political party system between 1789 and 1820. Consider the immediate background to the emergence of the system, the foremost persons involved, the inducements and causes of the system’s appearance, its characteristics, and why it dissolved. This is an essay, not a term paper. No bibliography is required, and sources are necessary only for quotations, but all other instructions regarding a term paper do apply. It must be typed or word processed. No manuscript (i. e., handwritten) work will be accepted.
Exam 5=Chapters 7.5 (p. 179)-11 (p. 287)=1800-1840; same format; matching in 4 groups: laws and treaties, presidents, 1801-37, major politicians, and prominent reformers.
Exam 6=Chapters 12 (p. 287)-14=1840-65; matching=presidents + Civil War battles.
TENTATIVE exam dates: #1: 14 September (Chapts. 1-2). #2: 28 September (Chapts. 3-4). #3: 26 October (Chapts. 5-7.5). #4 (typed essay): 16 November. Deadline to drop with a grade of “W”: 20 November. #5: 30 November (Chapts. 7.5-11). #6 (final exam): 12 December (Chapts. 12-14). Please note that, except for the drop date and the final test, these dates are not lapidary and some exams cover parts of chapters; in case of prolonged discussion, the instructor reserves the right to postpone exams as necessary.

A SCANTRON 882 is required for all objective tests. Because the bookstore will be open extra hours today but not on test days, you should purchase all of the necessary scantrons BEFORE YOU LEAVE CAMPUS TODAY. Exams begin at the times stated. No one will be admitted to an exam more than five minutes after it has started. Persons arriving 5:01 minutes after an exam has started will receive the grade of O.


Exam grading follows a modified curve. On regular (not make-up) tests: A=90% and above; F=below 50%, approximately. Intervening grades are curved with the proviso that if no grades above 80% occur, the highest grade will usually be approximately a B-.

Scantron Protocols. Scantron grading machines automatically mark wrong any multiple answers on the same line, even if the darkest of these is correct. Therefore, if you have smudged answers on a scantron, circle the one option that you think correct in pen, NOT IN PENCIL. Only in that circumstance will the instructor override the scantron if it marks the correct answer wrong.

Makeups Exams. Makeup exams are typewritten take-home essays, double­spaced, and 10-15 pages long each. Because students who miss regularly scheduled exams have more time to prepare, makeup tests are graded more rigorously. For example, each error in grammar, spelling, or punctuation will result in a one point deduction on the grade, and the test will not be graded on a curve. On make-ups only: A-=90; B-=80; C-=70; D-=60, F=below 60.



Qlass Particlpatlon, Attendance. and Drop Policy: Class participation is mandatory, affects the grade for class participation, and thereby the final grade. Participation can lower or raise your exam-based grade as much as one letter grade. I will take roll at some point during each meeting. Students arriving during roll or five minutes afterwards will be marked late; subsequent arrival constitutes non-attendance. Please note that, although required, mere attendance does not constitute participation and will not increase your final grade. All of the following will lower your grade: (1) frequent tardiness, (2) leaving early consistently, (3) failure refusal to answer questions in class discussion, (4) class participation indicating a failure to accomplish the reading, (5) missing an exam, (6) late submission of any assignment, (7) plagiarism.

Basis of Final, Class Grade. Each of the exams, class participation, and the average quiz grade count equally. No exams are omitted from computation, but improving grades merit enhanced weight. After grades have been calculated as just described, optional term papers and book reviews will be considered. An "A+ or "A" on the paper will elevate the overall grade by a full letter grade; likewise, book reviews produce an enhancement of half a grade. (Examples: An "A” or "A+" paper will raise a previous "B-" to "A-" and a "B" to a full "A." An A or A+ book review would take an existing B+ half a grade up to an A-). Lower grades have proportionate effects. For example, if you have a B+ on the exams and an A ­on participation and quizzes, yon are already sitting on the frontier of an A. Consequently, another A-, on any of the optional material, will push your overall grade up to a razor-thin A-. On the other hand if you have an overall B-, an A-book review would enhance the overall score only to a B while an A-paper would only elevate to the B+ level.

Drop Policy. Although dropping a class is the primary responsibility of the student, instructors also have this power. Twice in the next semester, instructors will receive "drop sheets" to exclude students who have discontinued attendance, and I will normally exclude students who have missed one exam, two consecutive sessions, or three meetings in total. If you want to remain in the class after being dropped, reinstatement is no big deal; before the drop deadline, you can rejoin the class by submitting another add card and checking the box for reinstatement. Hissing class for the second time is grounds for being dropped. Therefore, if your name is still on the roster as the drop deadline approaches and you have not taken all of the exams, your grade will be reduced in proportion to the number of mid-term exams that you have missed and will in no case exceed a "C," even if every other grade is 100%. The penalty for missing the final exam is a final course grade of "F." MISS THE FINAL=FLUNK THE CLASS. Since the instructor began collegiate and university teaching in 1974, the vast majority of failing grades that he has issued have gone not to students who performed poorly on exams but to those who neglected to take them and remained in the class regardless. If you have failing grades and choose to stay in ANY class at or beyond the drop deadline, the instructor no other option than to fail you.
You should never assume that an instructor has dropped you simply because you have ceased to attend his or her class. Although instructors have the power to drop absent students, many factors may lead them to conclude that you are still active in a class long after you are gone: (1) Roll-sheets are unreliable for numerous reasons. A bleary-eyed instructor with 20/400 vision (me) who slept only five hours after grading 40 essays the night before can easily check the wrong column and record one student present in place of another. (2) "Anthony Gonzales" may say "here" after "Antonio Gonsalez" had been called. (3) Computers have dropped students who are in the class, added those who are not in it, and failed to register adds and drops. (4) The clerks in admissions and records are human and can make innocent mistakes. What looks like "731" on your social security number may register before another pair of eyes as "187." (5) Students make lots of mistakes in adding and dropping. Although add and drop-forms require the last name first, students habitually ignore that instruction and begin with their first name. Consequently, if "John Alexander" dropped this class by listing "John" first, he will remain in the class, take none of the tests, and get an "F" at semester's end; conversely, "Alexander John," who had been earning an "A," will be dropped from the class and express his pleasure to all concerned when he gets his final grades.

The only proper way to drop a class is to submit the necessary form by the deadline, proof-read and double check it for accuracy, and return to Admissions and Records a week later to confirm that you are no longer in the class. Anything else amounts to Russian Roulette with grades in place of bullets.


Instructor Absence. Please do not leave class if the instructor is late unless another instructor or other staff member announces that you may go. Material that the instructor covers after arriving late will be on the next exam even if few students have remained to hear it.

Plagiarism, or cheating, is the intellectual equivalent of mass murder and will be so treated in this class. Plagiarism comes in many forms: (1) The use of the textbook or notes derived from it or any other source during an in-class test. NO OPEN BOOK TESTS ARE GIVEN IN THIS CLASS. (2) Attaining or knowingly sharing information from or with another student during an exam. Plagiarism in this class will result in a grade of 0, not just an F, on any test or paper in the context of which it is detected.


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