SYLLABUS: DUAL CREDIT- HST 105: American History To 1865

Southern Boone County Schools R-1/Moberly Area Community College

2013 1
st
Semester
Instructor: Mrs. Baylous
Email: kbaylous@ashland.k12.mo.us
Conference: 7
th
period

Text: American History A survey 13
th
Edition
Alan Brinkley
ISBN:978-0-07-891697-7
2009

Credit: 3 hours lecture- no prerequisite required

Course Objectives:
-To learn more about the pre-European phase of American History.
-To learn why and how the Americas were discovered and colonized by the Europeans.
-To learn more about European colonial operations in the Americas, with greater emphasis on
North America.
-To discover the reasons English colonists in North America wanted to become
independent of Great Britain.
-To look at the role played by the U.S. Constitution and Bill of Rights in pulling the country
together and in creating the format for a government which has served the citizens
of the United States for more than 200 years.
-To look into the factors creating the growth of early American national feeling and then
examine the factors which were starting to break apart the unity during the period from
1820-1860.
-To examine causes, fact, effects of the major wars to 1865.
-To examine social, political, economic factors in the development of the United States to 1865.
-To incorporate End of Course exam objectives throughout the course.
-To examine the African American experience under slavery
-To examine the early advances for womens rights in American society
-To examine the multi-cultural dynamics of 19
th
American society
-To recognize how primary sources differ from secondary sources, and to assess how primary
sources reflect the time and place in which they were written.
-To formulate historical arguments, based on the sources.
- To analyze cause and effect, change and continuity in American history.


Grading: Tests 60%
Daily 30% (writings, maps, etc.)
Participation 10%
No late work accepted
No extra credit awarded

Attendance:
Regular attendance is required. Make EVERY effort to attend class. Students quickly fall behind! Be sure to make
arrangements to get the lecture notes or class assignments.

Tardiness: As per SOBOCO policy

Absence Make-up Work: As per SOBOCO policy

Instruction: Primarily lecture

Catalog Description: HST 105: American History to 1865
This is a survey course of the economic, social and diplomatic aspects of the historical development of the people of the
United States from 1492 through the Civil War. A study of the federal constitution is included in this semesters work.

Purpose of the Course:
The purpose of the American History survey course is to enable students to learn about their legacy from the historical
past of the United States. This should assist them in relating the present to the past in order to see how the present
came to be as it is. The course should prepare students to be informed and conscientious citizens, to help them compare
this country and its values and experiences with those of other countries, and finally, to begin to see themselves as an
integral link between the historical past and the anticipated future of this nation.

Schedule:
Unit 1: European Colonization of Americas- Chapters 1-3
Unit 2: Road to American Revolution & Foundations of Government- Chapters 4-5
Unit 3: The New Republic- Chapters 6-7
Unit 4: An Expanding Nation-Chapter 8-10
Unit 5: The Nation Torn Apart & Reunited- Chapters 12-14

Tests are scheduled the last week of the units instruction and cover only the unit. The Final Exam will be comprehensive
and count as 10% of the semester grade. Within each unit, grading will be based on daily writings and/or other
assignments. One research paper will be assigned during each quarter as a way to raise poor grades. The paper can
replace the lowest unit test score, however it may not apply to the final exam.

Course Content:
I. Introduction to the study of history
a. History as a discipline
b. Reasons to study history
II. The Americas before the Fifteenth Century
a. Arrival of American Indians
b. Lifestyles of Native Americans during their years of isolation
c. Legacies of Native Americans
III. Europe at the time of the discovery of the New World
a. Conditions in Europe and the push for exploration
b. Role of Columbus and other explorers
c. Impact of the discovery of the Americas on both the European explorers and the native peoples
IV. Colonizing phase Opening up the Americas
a. Spanish colonization
b. Other early European colonization
c. Economic and religious motivations for English colonization
d. Early English settlements
e. Growth of the English colonies in the 17
th
/early 18
th
centuries
f.
V. Contest between France and England for control of the northeastern part of the U.S.
a. Background
b. French and Indian War
c. Results of the French and Indian War

VI. Decision of the colonies to become independent of Britain
a. Pre-1763 situation
b. Developing crisis, 1763-1775
c. Outbreak of fighting, 1775
d. Declaration of Independence, 1776
e. War of the American Revolution

VII. Creation of the United States of America
a. Articles of Confederation
b. Road to the Constitution
c. U.S. Constitution
d. Bill of Rights
e. Legacy of the Constitution
VIII. The Federalist Period, 1790-1820
a. Administrations of Washington and Adams
b. Republican opposition Jefferson and Madison
c. War of 1812
d. Development of U.S. Nationalism
IX. Nationalism vs. Sectionalism, 1820-1860
a. Factors promoting unity
b. Antebellum reform in America
c. North/South issues states rights, tariff, slavery, etc.
d. Events of 1850s heightening North/South tensions
e. Breakup of the Union
X. Civil War and Reconstruction
a. Secession and outbreak of fighting
b. Sumter to Appomattox The Civil War
c. The United? States The process of reconstruction

Statement to Connect Course with General Education Outcomes or Technical Program
Outcomes Statement: In compliance with MACCs General Education outcomes, the student who successfully completes this course will
be able to:

Demonstrate effective written and oral communication skills.
o The student will construct logical and ethical arguments with evidence to support the conclusions.
o The student will conform to the rules of Standard English
o The student will analyze, synthesize, and evaluate a variety of course material and points of view.
o The student will accept academic responsibility for written/oral language regarding issues of copyright, plagiarism, and fairness.
Assess and appreciate artifacts in language, art, music, or philosophy and be able to evaluate those artifacts as representations of form, cultural
context, and individual expression.
o The student will recognize genres, periods, theories, and conventional and experimental forms.
o The student will demonstrate critical thought in the evaluation of diverse culture.
Demonstrate knowledge of how history has shaped society and culture, understand how the individual relates to society and culture, appreciate
cultural diversity, understand human behavior and mental processes, and understand human development.
o The student will identify social and cultural changes over time.
o The student will compare cultures.
o The student will have knowledge of the major theories of human behavior, mental processes, and human development and will apply that
knowledge to themselves and others.

Instructor Policies:
Academic Dishonesty: MACC board policy is as follows: Academic dishonesty by students damages institutional credibility and unfairly jeopardizes honest
students; therefore, it will not be tolerated in any form. Forms of academic dishonesty include but are not limited to the following: violations of copyright law,
plagiarism, fabrication, cheating, collusion, and other academic misconduct. Incidents of dishonesty regarding assignments, examinations, classroom/laboratory
activities, and/or the submission of misleading or false information to the College will be treated seriously. The procedure for handling academic dishonesty is outlined
in the Student Handbook (Policy Handbook M.010). In cases of alleged academic dishonesty, the burden of proof is on the student, not on the instructor.

Attendance: Any student who misses two consecutive weeks of class during a regular sixteen-week semester or the equivalent proportion of class time during a shorter
session will be dropped from the class by the instructor unless acceptable justification is supplied. Additionally, any student who misses more than one-fourth of the
entire number of in-seat class meetings in a regular 16-week semester or the equivalent proportion of class time during a shorter session, may be dropped from that class
by the instructor if, in the opinion of the instructor, the student does not have reasonable opportunity to succeed in the class.

Student attendance must be defined in a different manner for online, hybrid, and virtual courses. Student attendance in these courses is defined as active participation in
the course. Online, hybrid, and virtual courses will, at a minimum, have weekly mechanisms for student participation, such as any or all of the following methods:
a. Completion of quizzes or exams
b. Submission of assignments
c. Participation in threaded discussions
d. Communication with the instructor

A student who does not participate in an online, hybrid, or virtual course for two consecutive weeks will be dropped by the instructor unless acceptable
justification is supplied. (Policy Handbook, I.090)

ADA Statement
Students who have disabilities that qualify under the Americans with Disabilities Act may register for assistance through the Office of Access and ADA
Services. Students are invited to contact the Access Office to confidentially discuss disability information, academic accommodations, appropriate
documentation and procedures. For more information, please call either the Moberly office at (660) 263-4100 x 11240 or the Columbia office at (573)
234-1067 x 12120, or visit our web page at http://www.macc.edu/index.php/services/access-office.