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translations like NLT and NIV) may be used as supplemental sources. Please ask the
professor if you have questions about a particular translation or version. B. Other Textbooks
Cone, Christopher. A Concise Bible Survey: Tracing the Promises of God. Ft. Worth, TX: Exegetica Publishing, 2012. ISBN: 978-0-9765930-2-7. Retail: $16.00 Hindson, Ed, Gary Yates. The Essence of the Old Testament: A Survey. Nashville,
I. Course Description:
APUSH (Advanced Placement U.S. History) is a year long survey course in American history and is designed to provide students with a solid foundation for understanding and analyzing the history of the UnitedStates, from colonization to the present. This course requires students to develop/strengthen skills in note-taking, organization, logic, analysis, synthesis, evaluation, critical thinking, reading and writing. This course will prep students to take the AP Exam in May, potentially earning college credit.
In all courses, we expect that all work that you do and turn in is your own. It is the policy of the University, the History Department, and myself that no form of plagiarism, cheating, collusion, or any other form of academic dishonesty will be tolerated. Plagiarism is defined as deliberately taking the words or ideas of someone else and passing them off as your own. Cheating is obtaining unauthorized assistance on any assignment. Collusion is the selling of academic products with the intention that they be submitted to satisfy an academic requirement. Students are expected to uphold and support the highest academic standards at all times. Any student found guilty of academic dishonesty will automatically fail the assignment in question, will likely fail the entire course, and will be subject to disciplinary action by the University (See Texas A&M University-Commerce Code of Student Conduct 5.b[1,2,3]). Further information on the History Department plagiarism policy can be found on the History Department web page. If you are even unclear about what constitutes plagiarism or academic dishonesty, please ask.
American HistoryISyllabus 2020-2021
Course Description: This course begins with the era of European exploration and concludes with the post-Civil War
Reconstruction period. Students will examine, through various means, the historical and intellectual origins of the UnitedStates from colonial exploration and settlement to the Revolutionary and Constitutional eras, including the important political, economic, and social factors contributing to our nation’s founding. As a new nation is conceived and established, it is not without growing pains. A recurring theme throughout the course is CONFLICT- students will learn and analyze how this theme has defined our nation’s development and evolution. We will also examine the growth of our nation in varying contexts: the formation/impact of political parties, the age of reform, westward expansion, sectional disagreements, Civil War, and the resulting post-war disputes over Reconstruction.
include .pages, .jpg, .odt, and .rtf files.
Paper “Makeup” Opportunity
There is one other paper opportunity in the course. I will show the film Glory, about an African-American Civil War regiment. There will be questions on the final exam covering the film, so you need to watch the film either in class or on your own time. Whether you watch the film in class or at home, you will have the opportunity to write a 1½ page, single- spaced paper on the film based on a question I upload to D2L. The way this “makeup” will work is that I will count the grade on it as a replacement for one of your paper grades, but only if the substitution will help your grade. For example, let's say a student who received a 35 out of 50 on their first essay chose to write the paper makeup assignment and earned a 45 out of 50 on it. I then would consider their grade for essay #1 to be 45 points. If the student had gotten a 30 out of 50 on the makeup, I would count the original 35 out of 50 grade. This makeup paper must be submitted by the day and time of the final exam.
While the essential facts of American history certainly don’t change, textbooks do become out- dated rather quickly. Time marches on, and a book published in the 1970s can take the story only through the Ford administration. More important, the interpretation of the facts changes as new evidence is uncovered, different ways of analyzing evidence are developed — with comput- ers, for example — or themes that were neglected by an earlier generation of historians are rec- ognized as important. Every generation writes its own history. A textbook that came out in 1954 would probably be useless in helping students today understand the country’s multicultural her- itage, the status of women, or environmental concerns. Such issues are not just tossed into the last chapter of the text. A fundamental rethinking may occur among historians about their impact not only on the present but also on how those issues were treated in history. Newer textbooks explore the status of minorities in the colonial period, the place of women throughout American history, and how Native Americans and pioneers interacted with the environment.
Your task for this paper is twofold. First, you must locate one or two laws establishing a segregated practice in either a southern or northern state in the post–Civil War era. This will take some legwork on your part, as you may have to make trips to libraries. State, county, and municipal statutes can be found in any number of compilations of codes, laws, and ordinances. One suggestion for locating segregation laws is to use the books assigned for this class and the books and articles listed at the end of this handout as a guide. See what evidence these historians used, and trace that evidence to its original source. Another is to ask the librarians to help you and to use the Web. For laws before the 1950s, consult the wonderful volume originally published in 1950 by the Woman’s Division of Christian Service, Board of Missions of the Methodist Church, and now available as a reprint edition by the University of Georgia Press—Pauli Murray, ed., States’ Laws on Race and Color (Athens: University of Georgia Press, 1997). Once you locate your law or laws, make sure you photocopy them. Part of your final assignment will include submitting your copy of the laws with your final paper. Also, make sure you identify exactly where you obtained these laws, citing title of journal, state, date, publisher, and page number.
Defining progress is an agricultural context
Historians are continuing to question the concept of “progress” as well. While much of the literature has focused on the way in which technological change freed farmers and their families from backbreaking toil, there has been less attention to what this meant for those individuals forced out of agriculture in the process. This is particularly noticeable in the history of the cotton south, which moved from hand labor to mechanization in the middle of the 20 th century. There is a tendency to assume that transitions such as this one, which happened in the 1950s and 1960s, meant opportunity for those leaving agriculture. After all, who would want to spend their days doing intensive agricultural labor in the hot sun, month in and month out, for years on end, and for little remuneration? That is certainly the premise of books such as Donald Holley’s (2000) The Second Great Emancipation: The Mechanical Cotton Picker, Black Migration, and How They Shaped the Modern South. While it is true that many African Americans voluntarily left the South in the first half of the twentieth century, seeking work and greater civil rights in the cities of the North, that does not mean that everyone wanted to go.
We are therefore incited by a sincere concern for the peace and welfare of our country, publicly to declare against every usurpation of power and authority in opposition to the laws and government, and against all combinations, insurrections, conspiracies, and illegal assemblies; and as we are restrained from them by the conscientious discharge of our duty to Almighty God, “by whom kings reign and princes decree justice,” we hope . . . to maintain . . . the fidelity we owe to the King and his government, as by law established; earnestly desiring the restoration of that harmony and concord which have heretofore united the people of these provinces.
attendance & communication: “Students are required to attend all classes. Unexcused absences will result in a lower grade for the course. If you are having a medical or personal emergency, please contact the Dean’s Office as well as the instructor of the course. It is your responsibility to inform your instructor as soon as possible. It is essential that you check your email on a regular basis since History professors will contact you via email. We also expect you to use email to contact History professors."
Be it enacted by the Senate and House of Representatives of the UnitedStates of America in Congress assembled, That from and after the expiration of ninety days next after the passage of this act, and until the expiration of ten years next after the passage of this act, the coming of Chinese laborers to the UnitedStates be, and the same is hereby, suspended; and during such suspension it shall not be lawful for any Chinese laborer to come, or, having so come after the expiration of said ninety days, to remain within the UnitedStates.
• Incorporates relevant information from documents 1, 2, 3, 4, 5, 6, 8, and 9
• Incorporates substantial relevant outside information ( Wilson: UnitedStates banks gave loans to Allies so they could keep buying American goods; some Americans such as Eugene Debs were outraged at the limiting of their free speech and wrote and spoke out in protest demanding their first amendment rights; Espionage Act was backed by Supreme Court in Schenck which said during wartime civil liberties can be limited for the sake of public safety; League was criticized for its collective security guarantees; due to a Republican-dominated Senate and a populace eager to return to “normalcy” League was rejected and UnitedStates did not join; Roosevelt: he asked Congress to allow for cash and carry and lend-lease; trade ultimately helped bring the UnitedStates out of the Great Depression and closer to involvement in war; Japanese bombing of Pearl Harbor led to war; Japanese exclusion was a clear limit on 14th amendment constitutional rights but was upheld by the Supreme Court in Korematsu which cited national security as the rationale; UnitedStates had learned lessons from consequences of a League without UnitedStates participation—
American people are the approval of the constitution and the expansion of slavery into America’s new territories.
From the very beginning, America faced disagreements over what kind of national government should be established. Liking their independence, many in the states were not ready to give much power to a national legislature. Ratifying the constitution was not an easy task for the thirteen states that once were colonies. They remembered the problems they had with Britain as colonies. Some thought a new government under the Constitution would also have too much power over them. One thing was for certain, the weak, state-driven, difficult to amend Articles of confederation had to go. There wasn’t enough money and the army couldn’t be effective if they didn’t have food or supplies (Document 1). A group of key leaders persuaded the states to send delegates to consider what could be done with the Articles of Confederation. The Constitutional Convention met in secret and decided to prepare a new governing document for the UnitedStates.
If this is your first online course, please understand that this class will not be easier than if you took an on-campus course. You will be earning the same number of units as an on-campus course and you will be required to complete the same amount of work. Specifically, this class will require from 7 to 10 hours of your time each week, including the reading, writing, and online activities required. If you are not prepared to spend the proper amount of time on the course, you might want to rethink taking this course. I am not trying to scare you away, only prepare you for what lay ahead. You will need to be very disciplined and keep up on the work because the module assignments will be due on a certain date and you won't be able to submit work after the deadline, and if you get behind, your ability to successfully pass the course will diminish. In addition, working on your assignments at the last minute will not allow you to do your best work and that will affect your grade.
It also requires familiarity with the various institutions, groups, beliefs, and the ideas that make up the American political reality. At the conclusion of the course, students will have the
opportunity to take the A.P. Examination in the hopes of receiving college credit.
Along with the texts, a series of readings in government and politics as well as social history, several novels, and primary and secondary source materials are required. Reading is assigned in units and expected to be completed by the date specified. Please note that in this class reading is NOT optional.
3.Getting Help: It is your responsibility to ask for help when you feel it is needed. I am available before and after school. Please ask me for an appointment so that it won’t be missed.
4. Attendance: Your presence in each and every class is vitally important to your success. In the event that an absence is unavoidable, it is your responsibility to seek out and complete the work that you missed.