Course Syllabus

Course Number/Name: HIS 113 (US History I: 1607‐1865) LOCATION: Bow High School Term: Fall 2016 Faculty Name: Dave Raynard Email address : draynard@bownet.org Blackboard Workspace Address if applicable: http://www.bownet.org/draynard/ Office: Bow High School Office Hours: Office #2 ~ by arrangement Phone Ext: (603) 228‐2210 Required TEXTBOOK(s) and Supplemental Materials: Faragher, John Mack, Mari Jo Buhle, Daniel Czitrom, & Susan H. Armitage. Out of Many. 5 AP ed. Upper Saddle River, NJ: Pearson Prentice Hall, 2007. ISBN 0-13-227651-8 Course Prerequisites: (none) 

“Yes, reading history will make you a better citizen and more appreciative of the law, and of freedom, and of how the economy works or doesn’t work, but it is also an immense pleasure –

the way art is, or music is, or poetry is. And, it’s never stale.” ‐‐‐‐ David McCullough

James Madison, “Father of the Constitution” and fourth President of the United States, believed that in order for our democratic system of government to succeed, the citizens must possess a solid foundation in the history of our country and the principles of freedom which provide the framework for our republic. An ignorance of history can be very costly. AP United States History is a course designed to prepare students for the AP test, which will be given during the month of May. It is an intensive, rigorous examination of our nation’s history from its origins to the present. Students will use a variety of sources including secondary and primary, as well as the insights of important historians to develop a broad, critical approach to the study of United States History. Whether the assignment is a traditional research paper, a nightly reading topic, a journal entry, or an opening argument for a mock trial, the standards for excellence will be high. The study of United States History, however, will be much more than a preparation for the AP test next spring or learning how to avoid mistakes in future history. To study United States History, is to explore who we are as a society divided into communities and ultimately as individuals. It is to realize that our values and character as a people is the product of generations of Americans who have struggled, worked hard, and passed down those values that we as Americans have come to cherish. To learn about our past is really a method of understanding, more fully, who we are as a nation today.

Course Description: This course has been designed with two overlapping objectives in mind. The first is to provide you with a general introduction to American history from the colonial era through the Civil War. In accomplishing that, it should also offer insight into—and background for—some of those themes and issues that are still relevant to our culture, politics, and society today. Topics of study include the development of a stable, yet flexible, democratic political system; the extent to which that political system remained consistent with the principles of our nation’s founding; the peopling of North America and various groups’ contributions to American society and culture; industrialization and technological advancement and their impact on family and work life; and recurring reform and religious movements and the social, economic, and political problems those movements sought to alleviate. Thematic Learning Objectives: This course has been designed to provide you with an introduction to American history from the Colonial era through the Civil War and Reconstruction. It should also offer insight into ‐ and background for ‐ themes and issues that are still relevant to our culture, politics, and society that exist today. We will examine U.S history through specific themes:

➢ American and National Identity ➢ Politics and Power ➢ Work, Exchange, and Technology ➢ Culture and Society ➢ Migration and Settlement ➢ Geography and the Environment ➢ America in the World

 Learning Outcomes: Upon completion of this course, students will be able to demonstrate the following skills: 1) Analyzing Historical Sources and Evidence

a. Content and Sourcing b. Interpretation

2) Making Historical Connections 

a. Comparison b. Contextualization c. Synthesis 

 3) Chronological Reasoning 

a. Causation b. Patterns of Continuity and Change Over Time c. Periodization 

 4) Creating and Supporting a Historical Argument 

a. Argumentation b. Appropriate use of relevant historical evidence 

 

UNITS OF STUDY  SEMESTER 1 (FALL 2016) 

Unit 

Time Period 

Chapters  Topics  Dates  (subject to change) 

1  1491­1607  1­2; summer work 

A Continent of Villages, to 1500 When Worlds Collide, 1492­1590 

Summer; 8/31­9/9 

2  1607­1754  3­5  Planting Colonies in North America, 1588­1701 Slavery & Empire, 1441­1770 The Cultures of Colonial North America, 1700­1780 

9/10­9/30 

3  1754­1800  6­8  From Empire to Independence, 1750­1776 The American Revolution, 1776­1786 The New Nation, 1786­1800 

10/1­10/21 

4  1800­1848  9­13  An Agrarian Republic, 1790­1824 The South & Slavery, 1790s­1850s The Growth of Democracy, 1824­1840 Industry & the North, 1790s­1840s Coming to Terms with the New Age, 1820s­1850s 

10/22­12/2 

5  1844­1877  14­17  The Territorial Expansion of the U.S., 1830s­1850s The Coming Crisis, The 1850s The Civil War, 1861­1865 Reconstruction, 1863­1877 

12/3­1/13 

EXAMS  

WEEKLY READINGS/ASSIGNMENTS/EXAM SCHEDULE: • Classes will be made up of a variety of activities including but not limited to: lecture, group activities, projects, essay and Document Based Questions (DBQ) writing, discussion questions, test taking techniques, quizzes and tests. • You will study United States History through a variety of nightly reading assignments. It is imperative that you stay on top of the readings and not fall behind. Each week you will be assigned to read one or two chapters in Out of Many. Along with reading each chapter, you will need to take notes, which requires you to identify key people, places, and events as well as themes developed within the chapter. You will also take online quizzes based on your readings. • You will be asked to complete essay (or outlining) assignments throughout our units of study. Essay questions will be related to the themes & skills noted above. It is essential that a great deal of reflection and thought go into the writing these essays. You will also need to defend your positions in class. • You will be asked to lead discussions on assigned chapters from the textbook. Students should prepare six to eight questions, collected and assessed by the teacher, outlining the major themes in the chapter. The discussions will take place, and be led by the assigned student, on Monday after multiple‐choice chapter quizzes. • Tests that are given at the end of each unit and will closely resemble the AP test format. • Practice AP questions will be given throughout each semester. COURSE EVALUATION CRITERIA:

Students’ grades will be based on their performance on tests, quizzes, projects, short papers, essays, and daily class participation. There will not be many opportunities for extra credit, so students should put all of their energy into the required work. All grades will be determined by a point value. GRADING POLICY: • Complete work on time • Properly document sources using both MLA (or Chicago, noted by teacher) method • Maintain the highest standards and quality in all aspects of the class • Come to class on time and prepared to learn! • Maintain notes, articles, handouts, documents, etc. in a three‐ring binder • Show respect for all members of class – challenge ideas, not individuals!

ATTENDANCE POLICY: Attendance is mandatory. Students are responsible for any/all work missed during absence(s). Be sure to check the class website regularly for assignments. Copyright Policy: Southern New Hampshire University abides by the provisions of United States Copyright Act (Title 17 of the United States Code). Any person who infringes the copyright law is liable. The Copyright Policy can be secured from the Library Director and is accessible (under Guides/Tutorials) on the Shapiro Library web pages.

Academic Honesty Policy: Southern New Hampshire University requires all students to adhere to high standards of integrity in their academic work. Activities such as plagiarism and cheating are not condoned by the university. Students involved in such activities are subject to serious disciplinary action. Plagiarism is defined as the use, whether by paraphrase or direct quotation, of the published or unpublished work of another without full and clear acknowledgment. Cheating includes the giving or receiving of unauthorized assistance on quizzes, examinations or written assignments from any source not approved by the instructor. *For a full definition of academic dishonesty please refer to the undergraduate catalog, graduate catalog or CE bulletin.

ADA/504 Compliance Statement: Southern New Hampshire University is committed to and concerned with meeting the needs of students challenged by physical, sensory, psychiatric and/or learning disabilities. At the beginning of each term, or as soon as you become aware of a disability, we encourage you to request those accommodations which you need to meet your academic goals. To ensure that all of your needs are met, the University recommends that you meet with one of the following individuals who will assist you in making contact with appropriate faculty members and support services staff regarding accommodations: For questions concerning compliance matters, grievance or legal issues: Ms. Jet Goldberg Director of Wellness Center 603‐645‐9679 j.goldberg@snhu.edu For questions concerning support services, documentation guidelines, or general disability issues: Office of Disability Services Exeter Hall, CLASS Office, Suite 101 Tel. (603)668‐2211 Hyla Jaffe, Director, ext.2386, h.jaffe@snhu.edu Lisa Levy, Disability Specialist, ext.2035, l.levy@snhu.edu Library Resources Statement: In addition to the intellectual resources available on site and online (http://www.snhu.edu/library.htm), Shapiro Library makes available group and one‐on‐one instruction in

information literacy, enabling students to define and articulate what knowledge‐based resources are relevant to their research interests. Library staff are available to assist students in effectively and efficiently accessing information from credible sources, to compare new knowledge with prior beliefs, and to consider the related ethical, legal, and socio‐economic issues that are inherent in scholarly investigation. ☒ YES ☐ NO The use of Blackboard™/MOODLE is required in this course. Blackboard ™ is the free software that the university uses to enhance learning. It is available through any web browser (Netscape, Internet Explorer). Instruction in how we will use Blackboard ™ will be covered in class.