yamacanyons.net/ H111 Lecture
| Class Reading Guide/ Lecture |
Division & War
(SIXTH WEEK) Class #6: Chapters 13 & 14: Division and Civil War -Ken Burns' Civil War Film Series (you can find this at local libraries) _______________________ Religion, Reform, and Southern Expansion of Slavery
(FIFTH WEEK) Class #5: Chapters 11 & 12: Religion, Reform, and Southern Expansion -Reading Guide Chapters 11 & 12 ___________________________________________________ Economic and Democratic Revolutions 1-Adams Family National Park http://www.nps.gov/adam/index.htm 2-Explore Lowell National Park, site of the first full textile plant, http://www.nps.gov/lowe/index.htm 3-Kingsley Plantation National Park http://www.nps.gov/timu/historyculture/kp.htm ________________________________ Politics and Culture in the New Republic
(FOURTH WEEK) Class #4: Chapters 7 & 8 _______________________________ Midterm Exam #1--There was a problem with this link, but question is in Course Documents Posted 5/29 2 PM (also in our Course Documents) ________________________________________ Independence and War
(THIRD WEEK) Class #3 1-Freedom Trail (look for online portion of tour and maps) http://www.thefreedomtrail.org/ 2-You can also "google" various Revolutionary Battlefield National Parks: Morristown (National Historical Park); Adams; Boston; Charles Pinckney; Colonial; Cowpens; Fort Moultrie; Fort Stanwix; George Rogers Clark; Guilford Courthouse; Independence; Kings Mountain; Longfellow; Minute Man; Moores Creek; Ninety Six; Overmountain Victory; Saratoga; Thaddeus Kosciuszko; Thomas Jefferson; Thomas Stone; and Valley Forge. ___________________________________________ Settlement & Colonial Society
(SECOND WEEK) Class #2 1-Historic New England Houses: http://www.colonialsense.com/Architecture/Houses/Historic_New_England_Opens_36_Historic_Properties_.php 2-Images of Colonial New York: http://www.rootsweb.ancestry.com/~nycoloni/cnimage.html 3-Southern Plantations: South Carolina Plantations ( http://south-carolina-plantations.com/ ); Shirley Plantation ( http://www.shirleyplantation.com/ ); Historic Williamsburg/ Online Tour (http://www.history.org/ ) 4-Chapter Guides for Chapters 3 & 4 ___________________________________________ Introduction & First Week: Beginnings
(FIRST WEEK) Class #1 1-GOOGLE EARTH/ http://earth.google.com/ 2-WORLDATLAS.COM http://www.worldatlas.com/webimage/countrys/nariv.htm 3-Chapter Guides for 1 & 2 (Click here) * * * * * * * * * * * * * The purpose of this "Lecture" is to introduce the organization of our online class, and the assignments, and then to address the first week's readings. I have a google earth "virtual travel" assignment that will help prepare you for the first readings. I. INTRODUCTION TO CLASS & ASSIGNMENTS First of all, this class is based on reading, discussion, and the writing of answers to questions. You will then be asked to answer thematic questions about the course of American History before 1865, and to think about why events occur. Along with the text, there will be some documents to be found on the web. I also wanted to say a few words about the course requirements, which are more fully explained on the "Requirements" page--take a look. Also--as I check you in, responding to your email and your introduction, I will asssign you a Discussion Board Question and too, send you a "check-list" of assignments that you can use as a reminder of work due. Below please find an explanation of this work. FIRST of all, Participation: You receive "participation" points for your Check-in and Introduction, along with responding to AT LEAST TEN DIFFERENT DISCUSSION throughout the term. You receive UP TO 10 POINTS per discussion--you receive the full 10 points if you contribute a thoughtful comment, articulating a point and supporting it with examples from the reading. I am looking for thoughtful comments and responses to points made by those who are assigned to answer the discussion question of the week. It does not necessarily have to be long, just engaging and again, a response to points made by those "leading" discussion that week (you will all be assigned a disussion question to answer, and in this way you are one of the discussion "leaders" for that week--see below). You cannot post a comment AFTER the week of the assigned reading with the EXCEPTION of the first week. You have two weeks to respond to the first week's reading, giving you extra time to understand the requirements of the class. Again, you CANNOT POST COMMENTS on a discussion after the week's reading assignment has passed with the ONE exception of the first week. SECOND, quizzes: Quizzes will be based on reading, discussion, and class themes/ questions found on this page, use this page as a guide to the readings. I will be giving you a practice quiz this weekend, and will also be putting the first chapter quizzes up. The practice quiz can be completed in your own time, while all the others will be timed. You will have 30 minutes to complete 15 to 20 questions. Your practice quiz will be on the syllabus and class requirements. There are 14 quizzes, one for each chapter. I will ONLY BE COUNTING 12 OF THEM. In this way, if you have technical difficulties, you needn't worry about losing the points. I don't reset quizzes. Also, you might go to the publisher's website, they have their own chapter quizzes that you can take as a way of testing your knowledge--most history texts have websites. Take a look: http://bcs.bedfordstmartins.com/henrettaconcise. It is a good way to test yourself on the basic material. THIRD, the Midterm Essays: While the quizzes will test you on particular points from reading and class, the Midterm Essays are designed to help you think about the material, and to understand significance. I will be posting questions to prepare you for these essays--these will be the assigned questions found on our Discussion Board, along with other questions found on our "lecture" page. For example, comparing Native, European, and African cultures and relationsips in the Americas, which you will do this week, will in turn help to prepare you for the Midterm. The essays are designed as "in-class" exams. In other words, study the material, then access the question and sit down to write. I will grade them as "in class" essays rather than formal papers, so it is to everyone's advantage to take them in this way. I will be primarily evaluating the quality and thoughtfulness of your answers, as well as your points of evidence. Your essay should be coherent and clearly written, though again, I will be grading it as an exam that you sat down to write in an hour/ hour and-a-half. Finally, though this is a virtual class room, so to speak, please show respect for one another and for the process of scholarship by doing your own work, and by helping one another. I will have regular chat room sections, for "real time" discussions, and I believe you all can meet in the BB chat rooms as well. You can have virtual discussion and study sessions, so please use the technology to get the most out of the class. I hate to bring this up, but I must underscore that any PLAGIARISM will result in a "F" on the assignment, and likely an F in the class as it will be difficult to recoup the points. I want to hear YOUR ideas, I want to read YOUR work, not the ideas of others. Develop YOUR critical thinking skills, and it is hard work. It is challenging to read, think, and write history--but in the end, it adds to your own development and depth of knowledge. DO NOT PLAGIARIZE, really, I will find it. Also, please use the text--not websites and other material. I will be testing you and looking for answers that have been informed by the class text. * * * * * * * * * * * * * * * * * * * II. INTRODUCTION TO FIRST READINGS 1. A FEW WORDS ABOUT OUR BOOK: First of all, take a look at the table of contents and you will find that the reading is organized in THREE DIFFERENT SECTIONS. The first addresses "the creation of American Society," between 1450 and 1763. The second are the crticial years between 1763 and 1820, years in which the "Republic" was assembled, from Revolution to Constitution and Bill of Rights, along with the impact of the Republic on the minds and lives of those living in the United States. Finally, from 1820 up through 1877, the authors focus on the development of sectional strife, and we will be reading up through the Civil War. I encourage you to read the Table of Contents, along with the text, as it will help you to organize your reading around the bigger points of history.
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