Santa Ana College
Division of Humanities and Social Sciences
History 120 – The United States to 1865
Spring 2019 – M/W, 8:40A.M. - 10:05A.M.
Building: D-303

Section # 61596, 3 units, 16 weeks (Feb. 11 to June 5)
Instructor: Daniel Deluna
deluna_daniel@sac.edu
Office Hours in D404: M/W 10:15a.m.-11:30a.m., T/Th 7:00a.m.-8:15a.m.

Required Texts
Foner, Eric, Give Me Liberty!, Volume 1, 3rd Ed. (W.W. Norton, 2012).

Also selected weekly articles, documents, and videos - TBA            

[Syllabus is subject to change with notice, as the course of the semester requires.]

Objective

The purpose of this course is to help the student recognize and understand events that have molded our country into its present shape. Significant political, social, and economic changes in American history affected society in many ways. This course will give each student an understanding of the important themes within those movements. From slavery to the election of an African-American president, this nation, the American experiment, is the study of the process of democracy. The G.E. student will gain insight into the political, economic, social, and cultural forces that shaped this country (an awareness that is key for any job!!!). For future Social Sciences majors and university-bound students: the goal is also to prepare you for the rigors of the university – including analyzing data, interpreting its significance, and communicating with reason through writing and discussion.

The following are our  Student Learning Outcomes (SLOs):

 

1. Students will critically analyze and interpret primary documents and secondary sources, and will be able to interpret qualitative and quantitative data in order to evaluate historical events.

 

2. Students will develop communication skills through oral and written exercises, and develop analytical skills by critically interpreting historical topics.

 

3. Students will analyze how local, national, and international policies and practices developed in the past continue to impact their contemporary lives.
   
   

Email is how I will officially communicate – make sure yours is registered!

Grading
Interpretation Assignments - typed (25 points each). Students must fully answer the prompt, translate what they read, and communicate in THEIR OWN WORDS (do not copy the textbook). Paragraph format/full sentences = Times New Roman, 12-font, 2 pages minimum, double-spaced, 1 inch margins. No bullets, numbering, introduction, or conclusion. Due prior to start of class meeting! The prompts are designed for a full answer (way more than 1 sentence). Hard copy ONLY. [Keep all items handed back.]

Test 1 = 50 points. Midterm = 100 points. Final = 100 points. In-class assignments = 25 points or >. Reading Quizzes = 20+ points. Not having proper test materials=0 points!

If a student missed a test because of a medical emergency, the instructor must be notified as soon as possible. One make-up assignment may be provided if the student can prove such an emergency occurred. A second missed test cannot be made up.

Attendance is important to participate; sign-in sheets will be provided at each class. Late arrivals may miss out on points.

Grades will be based on this scale:        90%+=A, 80%+=B, 70%+=C, 60%+=D, 59↓=F

Unless stated, grades will be discussed during office hours, not just before/after class.

Absence/Drop Policy
According to Drop policy, it is the student’s responsibility to withdraw officially from a course. However, because of enrollment demand, a student may be dropped by the instructor when not appearing at the 1st class meeting or not completing the 1st activity. A student may also be dropped for excessive absences or when the total hours of absence or lack of participation exceed 10% of the total scheduled for the class. See page 49 of the 2018-2019 Catalog for more information. Not being present for roll = absence.

Accommodation for disability
Students with disabilities who want to request academic accommodations are responsible for notifying the Instructor and Disabled Student Programs and Services (DSPS). To arrange for accommodation, contact DSPS at (714) 564-6264, or TTY (714) 564-6284. They can also be found at the school website under “Student Services.”  

Student Conduct
All students are responsible for adhering to the Standards of Student Conduct. The Standards can be found online in the 2018-2019 Catalog. Detailed information within this policy is available on page 55. Students who violate the Standards will be met with disciplinary action, which may include removal from class, and reference to the Dean for further sanction. This includes, but is not limited to, use of cell phones, laptops or any other distractions during class. It also includes academic dishonesty.

Academic Dishonesty - Plagiarism, cheating, or academic dishonesty of any sort will not be tolerated. The student will automatically FAIL the assignment for any academic misconduct. Appropriate action may also be taken by the Social Sciences Division.

Note: Wikipedia is an unacceptable resource!!! Copying the book is also unacceptable!

Schedule

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Week 1   

2/11     Rules of the course

            READING:  Foner pp. 24-48 (Europeans and America)

2/13     Europeans and Natives – In-class reading: Columbus excerpt

            Video 1 and Video questions

READING: Foner pp. 54-77 (British colonies), 97-101, and 106-107 (Bacon)

 

Week 2

2/18     PRESIDENT’S DAY (NO SCHOOL!)

2/20     READING QUIZ #1 [54-77 & 97-101 & 106-107]

“Roots” and in-class reading -Olaudah Equiano

Assignment 1 due Wed. (2/27) - Read: Foner pp. 24-48 – In paragraph format, how did the Spanish treat the Natives? How did the French? What made the Dutch system of colonization and interaction with the Natives different than the Spanish? Also, explain what you think were the similarities between all three colonizers…

[***Last day to add/drop without a “W”***] – Feb. 24^th

 

Week 3

2/25     In-class reading – Anne Hutchinson and “God in America” DVD

Assignment 2 due Wed. (3/6) – Read Foner 54-77. In paragraph format - What did British settlers of North America want? What freedoms were supposedly given to settlers who worked for the Virginia Company? What motivated people to emigrate from England? In British terms, what makes you economically free? Also, describe what types of settlers went to either Virginia or New England. Finally, what was the Puritan definition of liberty?

2/27     Guns in America

Week 4

3/4       In-class critical reading and thinking exercise

READING: Foner pp. 136-137, 158-162, and 168-174 (Seven Years’ War)

3/6       Book review questions – Bring questions from textbook readings

Study Guide!!!

Week 5

3/11     Test 1 (bring books to class next meeting!!!)

3/13     Book Project – The Bill of Rights (Appendix A-9)

READING: Foner pp. 184-196, 197-203, 208-214, and 258 – 270

 

Week 6

3/18     READING QUIZ #2 – [Foner pp. 184-196]

 

READING: Foner pp. 271-280, 295-300, 305-308, and 311-314

           

6 Questions (ESSAY) – (bring books to class!!!)

 

3/20     READING: Foner pp. 317-324, 343-348, and 353-360

READING: Foner pp.  378-403, 447, and 495-504

Week 7

3/25     (bring books to class!!!)

 

Explain your section - IN YOUR OWN WORDS – In-class assignment

 

3/27     Sectionalism issues

 

Week 8

4/1       In-class essay (prompt provided) (bring books to class!!!)

4/3       Antebellum America

April 8 – April 14 SPRING BREAK (NO SCHOOL!)

Week 9

4/15     Study Guide!!!

4/17     MIDTERM

 

Week 10

4/22     READING: Foner pp. 506-512 and 517-532

4/24     End of Class roundtable: What’s one thing…

 

Week 11

4/29     READING: Foner pp. 540–562 and 567

5/1       STUDENT MEETINGS – print and bringà Lincoln’s First Inaugural Address

 

           

Week 12 [***Last day to drop with a “W”***] – May 12^th

5/6       READING: Foner pp. 569-580

5/8       In-class assignment: Robert E. Lee

 

Week 13

5/13     READING: Confederate Flag research

5/15     Lincoln’s First inaugural-In-class assignment & next time: Confederate Flag

 

Week 14

5/20     Confederate flag-In-class assignment

5/22     READING QUIZ #3 – [Foner pp. 517-532, 540–562, and 567]

 

 

 

Week 15

5/27     MEMORIAL DAY (NO SCHOOL!)

5/29     Video: - In-class Assignment

 

Week 16

6/3       review (if needed)

6/5       FINAL