NEW MEXICO JUNIOR COLLEGE
United States History to 1877
|A.||Course Title:||United States History to 1877|
|B.||Course Number:||HI 113 - 30064|
|D.||Days/Time:||M W F 11:00:00 AM - 11:50:00 AM|
|G.||Office:||Mansur Hall (MH) 129F|
|I.||Office Phone:||(575) 492-2825|
|J.||Office Hours:|| Monday: 8:00:00 AM-9:00:00 AM (MST); 10:00:00 AM-11:00:00 AM (MST); 12:00:00 PM-12:30:00 PM (MST);
Tuesday: 8:00:00 AM-9:30:00 AM (MST);
Wednesday: 8:00:00 AM-9:00:00 AM (MST); 10:00:00 AM-11:00:00 AM (MST); 12:00:00 PM-12:30:00 PM (MST);
Thursday: 8:00:00 AM-9:30:00 AM (MST);
Friday: 8:00:00 AM-9:00:00 AM (MST); 10:00:00 AM-11:00:00 AM (MST); 12:00:00 PM-12:30:00 PM (MST);
Available at different times by appointment
|K.||Time Zone:||Mountain Time|
This course surveys the discovery, establishment, and growth of the English colonies; their relations with Great Britain; the revolution; the Confederation; the Constitution; the growth of nationalism; westward expansion; slavery; the Civil War; Reconstruction; economic, political, and social development; and international relations. This is a three credit hour course.
This course is designed for the student to gain knowledge of United States history. This course provides an introduction in history for the associate degree. It establishes the basis for further historical study for a humanities requirement for a student’s degree program.
This course is a general education course with transferability to New Mexico schools, but it is always advisable to check with the receiving four-year school
Tindall, George Brown and David Emory Shi. America: A Narrative History. Brief Vol. 1, 9th ed. New York: W.W. Norton and Company, 2013.
All other material will be supplied by the instructor
You can buy your books online at the NMJC Bookstore.
Students attending New Mexico Junior College will be evaluated according to the following grading scale:
90 - 100% = A 80 - 89% = B 70 - 79% = C 60 - 69% = D 0 - 59% = F
1205—1325 = A
1085—1204 = B
965—1084 = C
845—964 = D
0—844 = F
1) attendance/participation =100 points
2) 10 quizzes = 100 points
3) Discussion (minimum of 6)(25 points each) = 150
4) Jumonville Incident Reacting game = 100 points
a) Brief Report = 40 points
b) Game Reflection = 20
c) Participation = 40
5) Red Clay Reacting game = 200
a) Hermitage assignment = 40
b) 1st Constituency Report = 40
c) 2nd Constituency Report = 40
d) Game Reflection = 20
e) Participation = 60
6) Primary Source Analysis = 50 points
7) Patriots v. Loyalist Podcast assignment = 80 points
8) Modern Relevancy = 20 points
9) 4 exams (100 points each) = 400
10) Track a Slave Ship Project = 30
11) Conquest of Mexico = 70
12) Annotated bibliography = 25
Total: 1325 points
a) Quizzes: While this course consists of sixteen weeks, there will only be ten quizzes given out through the course of the semester to ensure students are reading the required material, preparing for class, and paying attention during class time. Each quiz will be ten questions for ten points total over either the reading assignment or the previous lectures. Quizzes will be given in the first five to ten minutes of class. If you are not on time and within two minutes of class starting you will not be allowed to take the quiz and gain the points. I will not announce when the quizzes will be given, so make sure you are paying attention and SHOW UP!
b) Discussions: There will be discussions periodically throughout the semester to engage and talk out the information being present through lecture and the readings. Each student is required and expected to read all the material assigned for the class period in order to prepare. If a specific discussion topic is scheduled, students will be notified in advance (the class period beforehand) for proper and full preparation. Each student will be given the opportunity to talk regarding the topic and will be respectful of everyone else’s opinions and/or questions. Each discussion is worth twenty-five points and there will be no less than six total this semester. In order to earn the full twenty-five points, students must speak either their opinion or ask questions; students who sit quietly and do not speak the entire time will be docked 2/3 of the total points for the discussion. If students are shy or have problems speaking in public, then they need to speak to the instructor to make alternative arrangement to participate. Anyone who is disruptive, condescending, curses or uses hateful speech, or becomes aggressive in any way towards another student(s) and/or the instructor will be asked to leave and will forfeit all points for the discussion.
c) Jumonville Incident—Reacting Game: Students will get the opportunity to make history by being assigned a specific historical character in a mock investigation into George Washington and his company’s actions of attacking a French company within the region. Each player will be required to write a brief report and/or compile potential questions of the individuals being investigated (the particular assignment is based on the individual character). Students will judge whether or not Washington’s actions were justified or not and essentially figure out what happened that fateful day. Students will be required to speak during this game.
d) Red Clay—Reacting Game: Red Clay, 1835 takes place at a critical juncture in the life of the Cherokee Nation and its relations with the United States. Georgia has been clamoring for the federal government to remove the Cherokee from its state ever since the 1802 Compact. In recent years, their demands have become more urgent, especially after the discovery of gold in the Cherokee Nation in 1829. The focus of the game is the Cherokee National Council meeting at Red Clay, Tennessee in October 1835, at which the United States commissioners formally present the Cherokee with terms for a removal Treaty. Each student will be assigned a historical role to embody during these proceedings. During the course of the game students will be required to make speeches to compel and persuade others and to complete writing assignment briefs. Students during this game will not only learn about the history, but make the history themselves to understand how and why decisions were made and by whom.
e) Primary Source Analysis: The primary source analysis is a short (two pages, double-space) essay that analyzes a specific primary source that seems interesting to the student. Students can feel free to use some of the ideas or questions discussed in class in their essays. Students find a primary source from the period this class pertains to (1865 to present) and will discuss the historical context, in which it was written, the author and their background/credentials, what exactly the source states and discusses, and the student’s own interpretation of the source. Students are required to find their own source, read it, and research it. The instructor will help point students in right direction, but cannot give sources or chose for them.
f) Patriots v. Loyalist Podcast: Students will be given a list of Patriots and Loyalists that experienced the War of Independence differently and from different background/ideologies to choose one to research and create a podcast addressing their background, personal story of the Revolution, and what happened to them afterwards. Students will learn that there were many sides to the Revolution, rather than it being a cut-and-drive event with only significant happenings on the patriot side. Students will be expected to find and bring to life the personal story of either the patriot or loyalist of their choosing.
g) Modern Relevancy: Students will choose one time this semester to present to the class concerning how a topic we are discussing is relevant in today’s society. Students will sign up with the instructor at the beginning of the semester. Students will be given a list of topics that will be discussed, along with the years in question, and it will be there job the next class period to present for five to ten minutes on how one of the topics discussed is still relevant today or has significantly shaped social, religious, political, or economic interactions and/or policies. Students will learn that history is still relevant and impactful in today’s society, even if you have to look for it, and continues to be important. Students will be graded on topic information (accuracy, analysis and critical thinking, creativity), presentation skills (tone, volume, audience interaction, etc.), and preparedness. Students only have to give one presentation and it will be in the first half hour to forty-five minutes of class.
h) Exams: There are four total exams. Each exam consists of twenty multiple choice worth two points each, ten short answer questions for two points each, and one essay questions worth forty points for a total of 100 points. Students are given the entire class period to finish. Each student must have a blue book in order to take the exam; blue books can be found within the campus bookstore. Students are allowed to bring one standard, 3x5 inches index card to the exam with notes; however, whatever information is listed must be handwritten. You are allowed to use both sides. The instructor will go around the room and check each student’s card to ensure size and if handwritten. If a student is caught with hyped notes on the index card, the card will be confiscated and they will not be allowed to use anything for the exam. Each exam is only over the current unit and the “final” is not cumulative (will not cover the entire semester’s worth of material).
i) Attendance/Participation: See policy for further information
j) Conquest of Mexico: Students will read different accounts/perspectives of the Spanish conquest of the Mexica and write a 3-page, double-spaced essay formulating their own conclusions as to why the Mexica fell using the sources to support their conclusions.
k) Track a Slave Ship: Students will work in groups to track a slave ship and its journey using an online database. Once chosen, students will answer the worksheet given and discuss the various situations their ships ran into.
l) Annotated Bibliography: For students’ Patriot v. Loyalist Podcast assignment, students will have to turn in an annotated bibliography of sources (before the final podcast assignment due date) with a minimum of 3-5 primary sources and 3-5 secondary sources regarding their individual and the events during and after the Revolutionary War.
There will be a Final Exam which will be scheduled during the last week of the course. This will be the same format as the other exams in the course: twenty multiple choice, ten short answers, and one essay. It is worth 100 points. There will be detailed information posted about the Final approximately 2-3 weeks before the end of the course.
There may or may not be extra credit offered through the semester. If extra credit is offered, then students will be given plenty of notice and will have one week to complete. Extra credit can range anywhere from 10 to 15 points depending on the assignment and circumstances.
All coursework is due at the beginning of class on the due dates listed in the syllabus, unless otherwise stated by the instructor. You will be given plenty of time to prepare your work in advance of the due date. Ineffective time management strategies on your part do not obligate me to give you more time on an assignment. However, I will give you up to three days past the due date to turn in the assignment for a reduce grade; for the first day overdue, I will reduce your grade by 5 points, the second day I will reduce your grade a total of 15 points, and the third will be a total of 25 points. After the third day, you will receive a zero for the assignment. If you are having trouble organizing your time, come and see me, or avail yourself of the resources on campus for college student trying to balance their coursework. If you must be absent from class on the date an assignment is due, it must be for a documented emergency or a documented university event, and you must turn in your work by 5:00pm the day the assignment is due.
Make Up Work/Tests
Make-ups are allowed only if students miss an exam due to athletics or are extremely sick the day of the exam. If students are sick and miss, then they need to produce a doctor’s note. Students are only allowed to make-up ONE exam for the semester. Make-ups will be administered at the end of the semester during final’s week, but not before. Students allowed to make-up exams will inform the instructor which exam needs to be made up no later than two weeks before final’s week. Failure to do so will result in the student not being allowed to make it up and receiving a zero. It is not the instructor’s responsibility to remind students of the need to make up an exam and which one. If student is an athlete and needs to make-up an exam their coach needs to email the instructor excusing them for that day and way. The instructor has the right to refuse to allow a student to take a make-up exam.
I allow students to make-up one assignment for full credit if they receive a low grade; however, students have one week to redo the assignment for full credit. If not handed in within a week, the assignment will be recorded with the original score.
The instructor will round the final grade up IF the student is within .3 of the next percentage AND if the student has shown genuine participation within the course throughout the entire semester. The instructor has full discretion on whether to round a grade up.
New Mexico Junior College’s institutional student learning outcomes represent the knowledge and abilities developed by students attending New Mexico Junior College. Upon completion students should achieve the following learning outcomes along with specific curriculum outcomes for respective areas of study:
New Mexico Junior College's Humanities Department uses the Core Competencies established by the Higher Education Department in the State of New Mexico. By the end of the semester, students should be able to:
• Analyze and critically interpret significant primary texts and/or works of art (this includes fine art, literature, music, theatre, and film).
• Compare art forms, modes of thought and expression, and processes across a range of historical periods and/or structures (e.g., political, geographic, economic, social, cultural, religious, intellectual).
• Recognize and articulate the diversity of human experience across a range of historical periods and/or cultural perspectives.
• Draw on historical and/or cultural perspectives to evaluate any or all of the following: contemporary problems/issues, contemporary modes of expression, and contemporary thought.
After completing this course, the successful student should be able to:
· Generalize pivotal ideas, persons and events in America’s past.
· Articulate key historical events and figures.
· Analyze events of the past and their bearing on the present by utilizing various primary and secondary sources.
· Integrate historical perspectives into personal citizenship/civic engagement.
· Describe the contributions of influential historical figures, both well-known and lesser known, in American history.
· Recognize causal relationships between the past and present.
Students are expected to attend all scheduled class and examination meetings. In compliance with federal policy, students who have not attended class in 14 calendar days will be administratively withdrawn by the Registrar. Students are also expected to maintain satisfactory progress in each of the classes in which they are enrolled.
Attendance and punctuality are basic requirements for an effective highly detailed course. Beyond that, each person's frequency and quality of contribution to the class discussion will be assessed and reflected in the class participation score. If you cannot attend a class, it is a courtesy to inform your professor in advance if possible. Bear in mind you are now in a professional school, and a member of a learning community. Thus, you are expected to comport yourself as a professional person. For instance, be on time for class, do not leave the class while it is in progress for other than emergencies, turn off cell phones and be respectful of others’ viewpoints even if you disagree with them, and dress appropriately for a professional activity.
If you should up to class later than 15 minutes from the schedule start time of class, you will be asked to leave for the day and will be marked as absent for the day. If you know that you will be absent due to illness or a family emergency, please let me know via email and we can set up a meeting to discuss what we covered during your absence. However, you must contact me immediately once something occurs and not a week later. If you know something is coming and you will not be in class, then you need to tell me as soon as you know. Failure to give adequate notice will result in the absence being unexcused.
Email Communication and Etiquette:
I hold office hours each week and you should use them whenever possible to discuss the course, to pose your questions, and to seek feedback. Outside of office hours, you may email me. I will usually respond to emails within 24 hours (except on weekends when there will be a much longer delay). If you don’t get a response from me in this time period – email again because it is highly likely I didn’t receive the message.
• Please note: I do not respond to emails that contain questions that may be answered by: reading this syllabus, listening to/reading class announcements/emails, or attending class
• If you have a complicated question, you need to come to office hours.
• I will not respond to questions about your grade via email.
• I do not respond to emails about exams or papers that are due the next day after 3 p.m. the day before the due date/exam date
When you write to me, you need to treat it as if you are addressing a formal correspondence. Thus, some general email etiquette guidelines:
• Begin your email with a formal greeting as if you were addressing a letter (i.e. “Dear Professor Grunder,”)
• Use complete sentences in your email and proper grammar, capitalization, and punctuation
• Be clear and concise – make sure your question or concern is evident
• Sign your email with your full name and include your course number, meeting dates, and times (History 103, M/W, 12:30) so that I may easily determine what class you are in (I teach six classes, so this is important)
Please note: If you fail to follow the above guidelines, I reserve the right to not respond to your email.
Finally, the office phone: At the top of the syllabus you’ll find the phone number for my office. I only check the voice mail on days I am on campus, M-F (once in the morning when I arrive and right before I leave for the day). I will pick up the phone during office hours if I do not have a student in my office. However, this is not an effective way to reach me and should not be used unless there is a critical emergency.
Parents/Grandparents/Guardians/Aunts/Uncles/and-others-who-care-about-you: You are adults: is not appropriate for your parents/guardians, etc. to contact me unless there is an extreme emergency (which prevents you from contacting me directly). By law, I may not speak to them or even admit that you are in my class (and yes, that’s true even if they are paying the bills).
Instructor Class Policies
1. CELLPHONES: All cell phones must be OFF or on VIBRATE by the time class begins. This is a courtesy to me, and to your classmates. Do not text in class—I can tell when you are texting. If it is that important, please get up quietly and exit the classroom to make your call or send your text message. Under certain circumstances, students may use their smartphones to look up pertinent information; please ask the instructor before you do so. Cell phones are NEVER allowed during exams. If caught using your phone without permission, there will be no warning, I will kick you out of class for the day.
2. COMPUTERS: You may use your laptop to take notes during lectures, but NOT during discussion. However, be aware that frequent checking of Facebook, e-mail, Twitter, etc during lecture will disrupt your ability to listen effectively, and cause you to miss important information, no matter how good you are at multi-tasking. If I catch you using social media in my classroom, I will ask you to put away your computer and switch to paper note taking.
3. MUSIC: No headphones, or any music device during class is acceptable! If seen with headphones in your ears, even just one, I will ask you to leave for the day after being given one warning. You cannot listen to lecture or your fellow students during a discussion activity if you are listening to music or have something in your ears. Under no circumstances are headphone/music devices allowed to be used during exams.
4. PERSONAL RECORDING DEVICES: Lectures maybe recorded, but only after speaking to the instructor first and gaining permission.
5. INTERPERSONAL COMMUNICATION: Many of the topics in this course deal with themes that intersect with current political/cultural debates. When we discuss these issues, it is vital that classroom discourse remains respectful and civil. I reserve the right to terminate or redirect discussions that cease to be reasonable, polite, and productive. You have the following rights:
a. Right to be heard: We are a diverse group of people with a variety of social, political, and religious viewpoints. All reasonable opinions deserve to be aired, however, this does not include shouting down other people
b. Right to disagree: There will be numerous occasions where the instructor and students do not agree on discussion topics. Not only is this inevitable, but it is desirable. By hearing diverse opinions we are able to make informed choices.
c. Right to respect: Students should take care that their speech is sensitive to others. Racially offensive, sexist, or derogatory language is in poor taste, and does not belong in classroom discussions.
6. TALKING: It is highly disrespectful to talk amongst one another during lecture, unless on discussion days, when asked a question, or given a group assignment. If students are caught laughing and talking during lecture, students will be given one warning. If students continue, all involved will be asked to leave immediately and will not be allowed to come back to class until they speak with the instructor.
7. CURSING: The use of curse words for any reason will not be tolerate and any student heard using such language will be immediately asked to leave and will not be allowed to come back to class until they speak with the instructor.
8. SLEEPING: Students are not to sleep during class time. The first time a student is seen falling asleep, they will be asked to wake up and to move to the front of the room or may be told to stand in the back (pacing allowed) in order to stay awake. The second instance a student is seen falling asleep, the student will be asked to leave for the remainder of class and will need to speak with the instructor.
Non-Acceptable Source Material
1. Wikipedia disclaimer: Each assignment requires you to cite information not common knowledge and that is specific, such as date, numbers, etc. This means you are required to use in-text citations or footnotes and a FULL bibliographic page that lists not only the URL, but also the author, title, date, and publisher. I DO NOT accept the use of Wikipedia as a credible source to be cited within your assignments. Information found on Wikipedia can be changed at any time by anyone for any reason and can be highly unreliable. This source type is a good starting point for research and can led you in the right direction to source; however, it is not the end all, be all, nor is it a stopping point. If a student uses Wikipedia and cites it as one of their sources I will count that as a non-source and dock five points from the assignment.
2. History.com/History Channel: Please refrain from using the History Channel and its History.com website for your sources. While the History Channel and its content were once accurate and gave good information concerning a multitude of topics, it is no longer accurate for most of its content. The historians they cite and use are taken out of context and the overall information given is wrong, such as date, names, numbers, and basic information. I would refer you find an actual credible source for your research, such as journals, BBC (if nothing else can be found), books, and websites that end with .gov or .edu (these stand for government and education). If students have any problems finding information that is not from Wikipedia and history.com I am more than happy to help. Look beyond the easily accessible and verify everything.
Students will be held responsible for the information on these pages.
Each student is expected to maintain the highest standards of honesty and integrity in online academic and professional matters. The College reserves the right to take disciplinary action, up to and including dismissal, against any student who is found guilty of academic dishonesty or otherwise fails to meet these standards. Academic dishonesty includes, but is not limited to, dishonesty in quizzes, tests, or assignments; claiming credit for work not done or done by others; and nondisclosure or misrepresentation in filling out applications or other College records. Cheating or gaining illegal information for any type of graded work is considered dishonest and will be dealt with accordingly.
Americans with Disabilities Act (ADA) Information
Any student requiring special accommodations should contact the Special Needs Student Services Coordinator at (575) 492-2576 or by e-mail at email@example.com.
Attendance is required at every session of each course for which the student is enrolled. When unavoidable circumstances make attendance impossible, students must provide a satisfactory explanation of their absences to their professors. College-sponsored activities are considered excused absences and the appropriate sponsor of those students who will be absent from class will notify professors. Students having absences due to college-sponsored activities will need to make arrangements with the affected classes / professor to take care of required work; however, arrangements for make-ups should be made within a reasonable time frame, usually within one week of the absence. Regarding make-up work, absences due to late registration are considered the same as regular absences.
All cell phones and pagers must be turned off when the student is participating in any lecture, laboratory, or other learning activity.
The professor is responsible for maintaining a class environment best suited for effective learning. By registering for this class, the student is assumed to have entered into an agreement with New Mexico Junior College and the professor to attend the class regularly and to behave in an appropriate manner at all times. Disruptive behavior may result in the student being removed from the class.
Food and Drink Policy
Food items and soft drinks may not be consumed in NMJC classrooms. Students are also discouraged from bringing food and drink items into the classroom even though these items remain in sealed packaging. Bottled water is permissible.
No Children in the Classroom
In order to adhere to instructional procedures as well as maintain the safety of children, NMJC’s policy of no children in the classrooms (lecture, lab, etc.) will be followed.
Offering the work of another as one’s own, without proper acknowledgment, is plagiarism; therefore, any student who fails to give credit for quotations or essentially identical expression of material taken from books, encyclopedias, magazines and other reference works, or from the themes, reports, or other writings of a fellow student, is guilty of plagiarism. Plagiarism violates the academic honesty policy and is considered cheating.
Smoking/Use of Tobacco
New Mexico Junior College is cognizant of the health hazards associated with smoking / use of tobacco for the smoker, as well as the non-smoker. In an effort to provide a healthy environment for students, employees, and others who may frequent the campus, NMJC prohibits smoking / use of tobacco inside any campus building or facility.
Free tutoring services are available to all NMJC students through Brainfuse and the Academic Success Center located in Mansur Hall room 123 and 124.
Regular, punctual attendance is required for all classes at NMJC. Although the professor has the right to drop any student who has missed the equivalent of 2 weeks of instruction (based on a 16 week semester) whether it’s a face to face, online, or a hybrid course, it is not guaranteed that the professor will drop the student. If the student chooses to stop attending a class, he/she should withdraw from the class by accessing your student account in the T-Bird Web Portal at www.nmjc.edu, or submitting the required paperwork to the Registrar’s Office by 5:00 p.m. on Tuesday, November 21, 2017. All students are encouraged to discuss their class status with the professor prior to withdrawing from the class.
Week 1: Aug 21-25
Intro to Class
A World in Motion: Human Movement
-America: Chpt. 1
Colonial Outposts: Spain -America: Chpt. 1
Week 2: Aug 28-Sept 1
Colonial Outposts: French and Holland
--America: Chpt. 1
English Empire -America: Chpt 2
Week 3: Sept 4-8
Colonial Way of Life -America: Chpt 3, pp. 68-88
Primary Source Due Sept 6
18th Century World--America: Chpt 3, pp. 88-102
Week 4: Sept 11-15
Exam Sept 11
Jumonville Incident Game -Jumonville Gamebook
Week 5: Sept. 18-22
Conflict in the Empire --America: Chpt 4
Seeds of Rebellion Discussion --Watch Liberty Kids, episode 1
First Years of Revolution --America: Chpt. 5, pp. 147-153
Week 6: Sept 25-29
The Tide Turns --America: Chpt 5, pp. 154-166
End of Revolution and its Challenges --America: Chpt. 5, pp. 166-180
Federalist vs. Anti-Federalists Discussion
Patriot or Loyalist Podcast due --Sept. 29
Week 7: Oct 2-6
Contest Republic -America: Chpt. 6-7
Exam 2 -Oct. 6
Week 8: Oct. 9-13
Republic in Transition --America: Chpt 8, pp. 236-248
War of 1812 --America: Chpt 9, pp. 249-22
Emergence of a Market Economy --America: Chpt 9-10
Week 9: Oct. 16-20
Monroe Doctrine Discussion -America:Chpt. 10
Jacksonian Democracy -America: Chpt 11; Begin Red Clay Gamebook
Red Clay --Red Clay Gamebook
Week 10: Oct. 23-27
Red Clay Game --Red Clay Gamebook
All game assignments will be discussed on role sheets and in class
Week 11: Oct. 30-Nov. 3
Red Clay Game --Red Clay Gamebook
All game assignments will be discussed on role sheets and in class
Week 12: Nov. 6-10
Red Clay Game --Red Clay Gamebook
All Assignments will be discussed on role sheets and in class
Exam 3 --Nov. 10
Week 13: Nov. 13-17
Reform and Conflict -America: Chpt. 12-13
Manifest Destiny -America: Chpt. 14
Politics of Slavery -America: Chpt. 15
Week 14: Nov. 20-24
Politics of Slavery -America: Chpt. 15
Thanksgiving Break -Nov. 22-24
Week 15: Nov. 27-Dec. 1
War Inevitable? Discussion
Civil War declared -America: Chpt. 16
Civil War, 1863 -America: Chpt. 16
Week 16: Dec. 4-8
Civil War 1864 to End -America: Chpt. 16
Modern Relevancy Due --Dec. 4
Reconstruction -America: Chpt. 17
Reconstruction, Race, and Dr. Quinn
Watch Dr. Quinn, Medicine Woman, “The Circle”