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Front Range Community College

His. 121

United States History to Reconstruction

Fall 2015

Instructor: Patrick Steil

psteil@

(303) 655-8850

Room C108

Class Page:

(All course materials including assignments, readings, and other resources are located here)

Class Times: 9:48-10:38 MTWTF (unless otherwise rescheduled by instructor)

Office Hours: 8:00am – 9:40am in room C108 or by appointment

Course Description:

Front Range Community College His-121 is a chronological and thematic survey course in United States History covering the time period from Pre-Columbian to Reconstruction. The course explores events, trends, peoples, groups, cultures, ideas, and institutions in North America and United States history, including the multiple perspectives of gender, class, and ethnicity, between the period when Native American Indians were the sole inhabitants of North America, and the American Civil War. The course focuses on developing, practicing, and strengthening the skills historians use while constructing knowledge in the discipline.  This course is one of the Statewide Guaranteed Transfer courses.

The Front Range Community College program in United States History is designed to provide students with the analytic skill and factual knowledge to deal critically with the problems and issues in United States History. The course is an introductory college course that prepares students for intermediate and advanced college courses by making demands consistent with the high academic standards of the Colorado Community College system. Students will learn to asses historical materials—their relevance to a given interpretive problem, their reliability, and their importance, and to weigh the evidence and interpretations presented in historical scholarship. The course will emphasize key themes in United States history including: American diversity, identity and culture, demographic change, economic transformations, the environment, globalization politics, reform, religion, slavery, and its legacies in North America, and war and diplomacy.

Required Course Texts: (These may be purchased at FRCC bookstore or online)

Schaller, Michael, et. al., American Horizons: U.S. History in a Global Context. Oxford University Press, New York. Second ed., 2016.

Morgan, Edmund. The Birth of the Republic, 1763-89. Chicago, Illinois: University of Chicago Press, 2013.

Wood, Gordon. The Radicalism of the American Revolution. New York, Vantage Press. 1991.

Supplemental Texts: (to be provided by the instructor)

Bailyn, Bernard. The Ideological Origins of the American Revolution. Cambridge, Mass: Harvard University Press, 1992.

Foner, Eric. Reconstruction: America’s Unfinished Revolution, 1863-1877. New York, New York: Harper Collins, 1988.

Graebner, William and Richards, Leonard. The American Record Images of the Nation’s Past. Vol., I and II 4th edition. McGraw-Hill, Boston, 2001.

Stampp, Kenneth. The Peculiar Institution. Slavery in the Antebellum South. New York, Vantage Press.1956.

Stannard, David, The American Holocaust: Columbus and the Conquest of the New World. New York, Oxford university Press, 1992.

Zinn, Howard. A People’s History of the United States. New York: Harper Perennial Modern Classic, 2005.

Course Objectives:

-Student will acquire fundamental and advanced knowledge of United States political, social, economic, constitutional, cultural, and intellectual history.

-Students will develop master of the process skills: analysis, synthesis, evaluation and critical reading necessary for the mastery of the content of United States History

-Students will demonstrate an advanced knowledge of the content, concepts and themes unique to United States History.

-Students will develop the ability to recognize the significance of change over time and cause and effect.

-Students will be able to develop historically accurate interpretations of the events of United States History though use of a variety of sources and understand the impact of time and space on perspective.

-Students will understand the events covered in the course in historical context and recognize how social, cultural, gender, race, religion, nationality and other identities affect historical perspective.

-Students will develop the ability to think and reason analytically as demonstrated through essay and expository writing of essay questions as well as article reviews and book reviews.

-Students will develop narrative structures and arguments based on evidence.

-Students will identify and use a variety of sources in the process of both research and analyzing primary sources for the sake of recognizing point of view, historical interpretation and significance.

-Students will use and become familiar with a variety of resources, such a libraries, databases, archives and bibliographies in order to research and construct essays and research papers, learning and applying proper techniques to document those sources correctly.

-Students will construct knowledge in the discipline and synthesize historical narratives and timelines from primary and secondary sources, maps, and /or artifacts and critically analyze, interpret and evaluate many different points of view to construct historical arguments.

Skills Developed:

In each unit, students will get practice developing the following content-driven skills: Crafting Historical Arguments from Historical Evidence (including Historical Argumentation and Appropriate Use of Relevant Historical Evidence), Chronological Reasoning (including Historical Causation, Patterns of Continuity and Change over Time, and Periodization), Comparison and Contextualization, and Historical Interpretation and Synthesis. In addition, class activities and assignments will address the following academic skills: Reading for comprehension and recall, improving study skills in preparation for assessments, improving formal writing skills (addressed below), improving public speaking skills in class discussions and activities, and improving skills of map reading and interpretation.

Writing Focus:

Historical work at a collegiate level requires students to write proficiently. For this reason, writing is emphasized in every unit of this course. Students receive “essential questions” to frame class discussions; these are often used as the basis for larger writing assignments. Assessment of essays is measured by the following: the degree to which they fully and directly answer the question, the strength of thesis statement, level and effectiveness of analysis, amount and quality of supporting evidence, and organizational quality. In addition to these standards, Primary source analyses and article reviews are graded on the degree to which a significant percentage of the documents have been cited and used to support the thesis, and the amount and quality of outside information included in the response.

Historical Interpretations:

Another key to work at the collegiate level is an understanding of basic historiography. To provide students with an introduction to this aspect of historical study, several units include activities that ask students to read and analyze differing historical approaches and interpretations of events and movements. Textbook materials are supplemented by readings from David Stannard, James Merrell, Edmund Morgan, Nancy Nahra, Alfred Young, Howard Zinn, John Gordon, John Kasson, James Stewart, James McPherson, Gerald Eggert, Kent Streckmesser, Williard Gatewood, Bernard Bailyn, and others. These authors help students to recognize how historical interpretations change over time, and examine how emerging trends can influence the process of historical inquiry.

Primary Source Analysis Activities:

To be truly meaningful, the study of history requires primary source analysis. For this reason, most units in this course provide students with the opportunity to read and interpret a diverse selection of primary source materials. The teacher introduces each document, and then students (either alone or in groups) read, interpret, and discuss the document, noting the style, language, intent, and effect. These activities help students become more familiar with primary sources, and develop their abilities to read, understand, and use these sources.

Historical Thinking Skills:

These skills reflect the tasks of professional historians. While learning to master these tasks, FRCC students practice and refine their skills as historians.

Chronological Reasoning

Historical Causation

Patterns of Continuity and Change Over Time

Periodization

Comparison and Contextualization

Comparison

Contextualization

Crafting Historical Arguments from Historical Evidence

Historical Argumentation

Appropriate Use of Historical Evidence

Historical Interpretation and Synthesis

Classroom Expectations:

- Students should be seated and engaged with the assignment posted on the board every day when they enter the classroom.

- Students not in the classroom when the bell rings will be considered tardy unless otherwise excused.

- Students who violate this policy shall be subject to disciplinary measures including, but not limited to

- Administrative referrals and reduction in their overall grade.

- Students should be prepared for class when the bell rings.

- Students should enter the classroom mentally and physically prepared for the day’s assignment

- Students should have all necessary supplies with them when they enter the classroom.

- Students should have all readings and assignments completed before the beginning of the day’s

lesson.

- Assignments are considered late if not turned in at the time they are due. Unless indicated, assignments are due at the beginning of class. Missed work during excused absences must be accompanied by a late slip (obtained from instructor). Late assignments or missed work due to unexcused absences will not be accepted for credit.

- Students will treat the instructor and his/her fellow students with respect.

- Students will be treated with respect by both the instructor and his/her peers before, during, and after class.

- Students will respect the school as an institution.

- Students will respect themselves by maintaining decorum and appearance fitting a classroom setting. (No hats or inappropriate attire is allowed –see handbook for clarification)

- Students will not talk or leave their seats while the instructor or other students are speaking. Such actions are rude and a disruption to the academic process and may result in disciplinary actions and reduction in grade if habitual.

- Students will come with the desire to learn.

- The instructor will nurture this desire by providing meaningful and enlightening lesson plans

- Students will participate in all activities, groups, and /or assignments understanding that their grade depends on this.

- Students are encourage to do their best always in everything.

- Students should come to class unencumbered by cell phones or other electronic devices that may cause distraction during class. Unless indicated by the instructor, all devices must remain turned off and out of site. Habitual use during unauthorized times will result in administration removing the device and the student from the classroom.

- Cosmetics, aromatics, or hygiene products will be applied or consumed prior to entering the classroom.

- Food and beverages are acceptable as long as their consumption does not cause a distraction or mess. This policy will be modified and the privilege rescinded if such distractions or messes occur.

- Students will be required to do their own work both inside and outside the classroom.

- Plagiarism or other use of work other than that of the student will result in a zero for the assignment and disciplinary action after the second offense.

Students with Disabilities:

Any student who requires accommodation because of physical learning, psychiatric, vision, or hearing disability should contact the instructor at the beginning of the semester.

Students with a disability are encouraged to contact the learning resources and support programs on each campus to arrange for accommodations and support services. The link to these programs is: .

Attendance:

-Students are expected to attend class daily because it is essential to understanding and participation. Students (unless granted permission by the instructor prior to an absence) will be granted 3 absences for which they will not be penalized (excused or unexcused). Every absence after 3 (excused or unexcused) will not only result in missing credit for the daily assignment but also a 10% reduction in the participation grade per occurrence. More than 6 absences may result in failing the class.

-Students excused on the day of an assignment or during a period of course work are responsible for obtaining all missing assignments from the class pages website (noted above). If the student needs help or explanation the instructor will be available but it is the responsibility of the student to ask for and make time outside of class for said help. This may mean coming in at lunch, before or after school to get the work and get caught up. Unexcused absences will not merit an option to turn in assignments past the expected due date for credit.

-Students missing assessments due to excused absences are responsible for arranging a time with the instructor to make up the missing exam, project, paper or equivalent. Students will graciously be give one week after the original date to make up the assessment, unless extenuating circumstance deem otherwise (see student handbook for clarification). Assessments completed after this date will be subject to a 50% reduction in credit each day. Missed assessments due to unexcused absences will not be allowed to be made up and result in zero credit.

Student Concerns:

Front Range Community College provides faculty, staff and students a resource to report their concern about any member of the FRCC community. If you are concerned about yourself or someone else, please go to frontrange.edu/care and report.

Students who are struggling with course work should contact the instructor for help during office hours or by appointment. In addition students are encouraged to use the free resources available to them on the FRCC Westminster campus. The Academic Success Center housed in the FRCC Library will include a Writing and Math Center (L264 and L280 respectively). Hours for the Math and Writing Labs are as follows:

Monday-Thursday 9am to 7pm

Friday 10am – 1pm

Saturday (Math Only) 1 pm – 4pm

An online writing lab is available for students to receive feedback on their writing. Students should submit papers electronically to -a-student/academic-assistance/online-writing-lab Feedback will be provided within 1 to 2 days after submission.

Tutoring is also available to student receiving a “C” or better in any course. Information on tutors can be found at the Academic Success Center.

Plagiarism:

Presenting another’s work or ideas as your own, even if you paraphrase or summarize the information in your own words is dishonest. Plagiarized work will be given a grade of zero (0). Other types of academic dishonesty include, but are not limited to buying or downloading essays from the internet, re-submitting work that was used in another class, revising or rewriting someone else’s essay or using their notes, outlines, or research to write a paper. Along with the zero, this behavior will be reported to FRCC and may result in penalties up to and including being removed from the course.

FRCC Department of History uses The Chicago Manual of Style for citing and referencing sources. All paper and article reviews are to include citation and references in this style. If you are unfamiliar or need a reference, examples and instructions can be found at

Academic Misconduct:

Plagiarizing, cheating, or committing any other form of academic misconduct including, but not limited to, unauthorized collaboration, falsification of information, and/or helping someone else violate reasonable standards for academic behavior. Students who engage in any type of academic dishonesty are subject to both academic consequences as determined by the instructor and to disciplinary action as outlined in the Front Range Community College disciplinary procedures.

Except where a student is entitled to make an audio or video recording of class lectures and discussions as an educational accommodation determined through the student's interactive process with college disability services, a student may not record lectures or classroom discussions unless written permission from the class instructor has been obtained and all students in the class as well as guest speakers have been informed that audio/video recording may occur.

A student granted permission to record may use the recording only for his or her own study and may not publish or post the recording on YouTube or any other medium or venue without the instructor's explicit written authorization.

Grading policies:

-Parents/Guardians may and are encouraged to check their student’s progress at any time by looking at Infinite Campus. You can access Infinite Campus by going to the school webpage Domain/23. For instructions please contact instructor or school administration. Due to FERPA however, the instructor may not discuss student grades or progress directly with parents or guardians. (see under Privacy Policy for clarification)

-Late assignments will not be accepted. All assignments should be turned in at the beginning of class unless otherwise indicated. Assignments may not be electronically transmitted unless permission has been expressly granted by the instructor.

-There will be a minimum of seven unit examinations during the course, as well as two term papers. Each unit will be followed by an assessment to gauge student understanding. Exams will be designed based upon the criteria of collegiate assessment including multiple choice, essay, and short answer to allow students an opportunity to demonstrate what they have learned throughout each unit. These will equal 30% of the semester grade. Also expect unannounced quizzes on the required textbook reading. Students will write two polished pieces of writing which will count toward 20% of their grade.

-Students will also be responsible for assorted projects and writing assignments throughout the year that will be considered assessments and make up part of the 30% allocated for examinations. All writing assignments (unless indicated by the instructor) will be submitted via . If you have difficulty accessing or understanding the material, ask the instructor prior to the due date.

-Students are expected to participate in discussions, group activities and seminars. Participation in these and answering the essential question count toward 20% of their grade.

|Assignment or Activity |Percentage of Grade |

|Daily activities and participation |20 |

|Papers and Projects |30 |

|Polished Term Papers |20 |

|Exams |30 |

Student progress will be evaluated, on a unit basis, through seminars, homework, writing assignments, quizzes, projects and tests.

Students will complete Reading Guides for each chapter of the textbook.

Students will analyze diverse primary and secondary sources.

There will be formal writing assignments based on the essay formats required for by FRCC.

Students will be required to do group and individual presentations.

Homework will be posted on the board and on the web page each day. A minimum of 1 hour per day is expected.

Students must have a 3-ring binder filled with loose leaf paper. All homework, handouts, and other course

material must be kept in student binders.

Grades will be based on percentage of total points possible; remember that each absence over three will result in a 10% deduction from the Participation grade and that exceeding 6 absences may result in failing the course. Also, to earn credit you must achieve a grade of a C or higher:

90-100 = A

80-89 = B

70-79 = C

60-69 = D

Below 60 = F

Privacy Policy:

Because this is a college course being offered to high school students (many of whom are underage), we are in something of a gray area when it comes to the Family Educational Right & Privacy Act (FERPA). According to FERPA, college students have a right to privacy over their grades and academic progress, even from their own parents. This means once you are in college, the only way your parents or guardians can find out about your grades is if you share them. However, FERPA also states that underage high school students do not have this level of privacy – your parents or guardians are legally entitled to view your grades and discuss your academic progress with your instructors. Because of this gray area, FRCC had you sign a disclosure form that allows for your instructor to post your grades on Infinite Campus, where you parents may view them. While you signed this disclosure form and I will be posting your grades on Infinite Campus as well as FRCC’s Desire2Learn, FRCC recommends that instructors honor the intent of FERPA with regards to college students. Therefore, I will not discuss your grades or academic progress with anyone, including your parents, even at conferences. If your parents or guardians wish to discuss your progress with me, please let them know about this policy. I will always deal with you, the college student, directly.

Important Dates: 8/19 – Class begins

9/8 – Last day to Drop the course

11/21 – Last day to Withdraw from the course

12/7 – Last day of class

12/17 – Final grades submitted

Schedule: (Subject to adjustment)

Unit 1: Pre Columbian Societies, Meeting of Cultures and Early Colonization (Pre History -1640)

Dates: August 19-September 3

Texts: American Horizons. Chapters 1-2.

Primary Sources:

Students will use APPARTS outlines to dissect, interpret and analyze the following documents:

The Mayflower Compact

Utopia – Sir Thomas More

A Model of Christian Charity - John Winthrop

The Devastation of the Indies: A brief Account (excerpts) - Bartolome de Las Casas

Students will use OPTIC outlines to dissect, interpret and analyze the following illustrations and photos

Florentine Codex

Lithographs – De La Casas

Secondary Sources:

Students will read, analyze the argument, evaluate the thesis, evidence, reasoning, and write a reaction to the following interpretations. Response to these may be in the form of an article review.

Discussion groups and literary circle activities will be held to discuss student reactions and interpretations.

American Holocaust (Chapter 3) – David Stannard

“The Indians’ New World”- James H. Merrell

“The Labor Problem at Jamestown”- Edmund S. Morgan

A People’s History of the United States (Chapter 1) - Howard Zinn

Media Resources:

500 Nations (Warner Bros. Productions)

Major Topics:

-Development and intricacies of Native American, European and African Cultures

-Early contacts among groups in North America, and North American societies in the context of the Atlantic World

-Spanish exploration and the development of colonies in the Americas

-The rise of the English as an imperial power, including the conflict with the Spanish

-Initial English colonial settlements, including successes and failures, and the unique attributes of each of the colonies

- Patterns of settlement among the European powers (compare and contrast) and settlers themselves.

-Religion as a factor in conquest and colonization

Unit Quiz - Sept. 3

Unit 2: Colonization, Territorial and Social Expansion 1640-1763

Dates: September 8 - 25

Texts: American Horizons. Chapters 3-5.

Primary Sources:

An Indentured Servant Describes Life in Virginia- Richard Frethorne

“Reasons we are against the Traffic of Man-body”–Quaker town meeting

“Observations on the Increase of Mankind”- Benjamin Franklin

Secondary Sources:

“Anne Marbury Hutchinson: This Great and Sore Affliction”- Willard S. Randall

A People’s History of the United States (Chapter 3) - Howard Zinn

“The Origin and Consolidation of Unfree Labor”-Peter Kolchin

Media Resources:

Africans in America Part I (PBS)

In Search of History: The Salem Witch Trials (The History Channel)

The Great Awakening (Discovery Channel)

Major Topics:

-Introduction and spread of slavery

-English Civil War

-Grow expansionism and conflict with Native Americans

-Conflict between European neighbors

-Glorious Revolution

-The evolution of relations between the colonies and England, including the debate over citizenship and representation

-Immigration and diversity

-Enlightenment

-Great Awakening

-The military conflicts with the French, culminating in the French and Indian War.

Unit Quiz - Sept. 25

Unit 3: Birth of the New Nation 1763-1789

Dates: September 28-October 9

Texts: American Horizons. Chapters 6-7.

Primary Sources:

Navigation Acts, September 13, 1660

Stamp Act of 1765

Declaration of Independence

“Common Sense”- Thomas Paine

“Letters from a Farmer in Pennsylvania”-John Dickinson

“Resolutions” – Sons of Liberty 1773

Olive Branch Petition

Declaration of Causes and Necessities of Taking up Arms

“Join or Die” and Federal Superstructure –Optic

Paul Revere’s Wood Cut from the Boston Massacre

Secondary Sources:

“The Shoemaker and the Revolution” - Alfred F. Young

The Radicalism of the American Revolution –Gordon Wood

A People’s History of the United States (Chapter 4) - Howard Zinn

Media Resources:

Liberty Part I (PBS)

Major Topics:

-The military conflicts with the French, culminating in the French and Indian War.

-Political and social causes of the French and Indian War

-Military engagements and consequences of the French and Indian War

-Growing tensions between the colonies and Parliament over taxation and representation

-Diplomatic relations between the colonies and the British Parliament,

-British and Colonial and French strategies of both sides in the Revolutionary war

-The course of the battles

-Origins and structure of the Articles of Confederation

-Political, social and economic challenges of the Critical Period

-Circumstances surrounding the Constitutional Convention and the structure of the Constitution

-Arguments over ratification and the development of the Bill of Rights.

Unit Quiz – October 9

Unit 4: The Early National Period 1789-1824

Dates: October 12-23

Texts: American Horizons. Chapters 8-9.

Primary Sources:

Hamilton and Jefferson on the creation of the National Bank

The Louisiana Purchase

Washington’s Farewell Address

Marbury v Madison

First Inaugural address, Thomas Jefferson

Alien and Sedition Acts

Missouri Compromise

“Why we have a Bill of Rights” Leonard W. Levy

McCullough v Maryland

Bill of Rights

Federalist No. 10

Letter to the People of New York – Brutus

Lewis and Clark Journals

Leap or No Leap – Hartford Convention Political Cartoon

Federalist and Republican Political Cartoons and Hand Bills (1795-1800)

Monroe Doctrine

Gibbons v Ogden

Marbury v. Madison

Fletcher v. Peck

Dartmouth v. Woodward

Cohens v. Virginia

McCulloch v. Maryland

Johnson v. McIntosh

Worchester v. Georgia

Secondary Sources:

“The Hamiltonian Miracle”- John Steele

“The Framers and the People”- Alfred F. Young

“The Quest for Room”-William L. Barney

Media Resources:

Daughters of Free Men (American Social History Film Library)

Sins of Our Mothers (PBS American Experience Series)

Major Topics:

-Birth of a new nation and struggle for identity

-Growing pains of the New Republic

-George Washington and the development of the role of the President

-The debate over the Bank of the United States, and the emergence of political parties

-Foreign relations, including the Jay Treaty, the Pinckney Treaty, the XYZ Affair

-The conflict with the Barbary Pirates, and the growing tensions with Europe during the Napoleonic Wars

-Marbury v. Madison and the development of the role of the Supreme Court

-Jeffersonian Republicanism, including policies regarding the Bank, Louisiana, Aaron Burr, and foreign relations; and elections from 1789 to 1812.

Unit Quiz - Oct. 23

Unit 5: Reform Era Policies, Practices and Expansion 1789-1856

Dates: October 26 - November 13

Texts: American Horizons. Chapters 10-12.

Primary Sources:

“Defense of the American System”- Henry Clay

Missouri Compromise

“My Husband was seized by the Mania”: Emigration from New York to Michigan-Harriet Noble

“On Democracy” - Alexis de Toqueville

“South Carolina Exposition and Protest”- John C. Calhoun

“Webster’s Response to Haynes” – Daniel Webster

“The Drunkard’s Progress”

Hudson Valley School and Romanticism Painting

Nativist Press – The Know Nothing: American Crusader

“On Manifest Destiny, 1839”- John L. O’Sullivan

Declaration of Sentiments

American Progress 1872 – John Gast

Secondary Sources:

“Civilizing the Machine”-John F. Kasson

“Now Defend Yourself, You Damned Rascal”-Elbert B. Smith

“The Hunger for Indian Land in Andrew Jackson’s America”-Anthony Wallace

“The Quest for Room”-William L. Barney

Major Topics:

-Growing pains of the New Republic

-Circumstances surrounding the elections of 1824 and 1828

-Rise of the Jacksonian Democratic party, including its beliefs, policies, and important members

-The Four Main Crises of the Age of Jackson

-The expanding view of democracy (spoils system, rotation in office),

-The Native American question (court cases and Indian removal),

-The nullification crisis

-Economic issues of the period (Second Bank of the United States and the Panic of 1837).

-Trends in westward expansion, specifically independence in Texas and statehood issues involving slavery

-Life on the trail; Oregon and California

-Border crisis involving Mexico and the Mexican War

-Negotiation of the Treaty of Guadalupe-Hidalgo and shifting power structure in North America

-Effects of the Mexican War in terms of land acquisition, slavery, economics, and politics

-Trends in immigration, urbanization, industrialization; social and cultural reactions to the industrial age, including the Second Great Awakening, utopian movements, and reformers

-Reform movements involving treatment of the poor, the blind, the deaf, the insane, and criminals

-The temperance movement;

-Reform movements involving civil rights, including the status of slaves and women

-Artistic and philosophical movements of the age, including the Hudson River School, romantic authors, and transcendentalists.

Unit Quiz – Nov. 13

Essay-Discuss the impact of territorial expansion on national unity between 1800 and 1850

Unit 6: A House Divided and Civil War 1844-1865

Dates: November 16-December 4

Texts: American Horizons. Chapters 13-14.

Primary Sources:

“Ain’t I a Woman?”- Sojourner Truth

Dred Scott v Sanford

David Walker’s Appeal

Wilmont Proviso

Compromise of 1850

Excerpt “Uncle Tom’s Cabin’ – Harriet Beecher Stowe

De Bow’s Reader – “Slavery and the Bible”

Images of slavery

Douglass, Frederick, The Narrative of the Life of Frederick Douglass

“Ain’t I a Woman?”- Sojourner Truth

“The Liberator”- William Lloyd Garrison

Secondary Sources:

The Republic in Crisis – John Ashworth

Peculiar Institution – Kenneth Stampp

The South was Right – Race Relations in the Old South

“The Commitment to Immediate Emancipation”-James Brewer Stewart

Media Resources:

Ken Burns- The Civil War, Episode 1

Slavery in American Pt II (PBS)

Major Topics:

-The Four Horsemen of the American Apocalypse, including Uncle Tom's Cabin, the Kansas-Nebraska Act, the Dred Scott Decision, and John Brown's Raid

-The Secession Crisis.

-Outbreak of the military conflict between north and south, and the course of the war

-Political, diplomatic, social, and economic consequences of the war

-Comparison north and south

-Religion and the abolitionist cause

-The Emancipation Proclamation and its effects on the war effort and the slave population

-Generals and leadership during the crisis, north and south

Unit Quiz - Dec. 4

Unit 8: Reconstruction 1858-1877

Dates: December 7 - 16

Texts: American Horizons. Chapters 15

Primary Sources:

The Emancipation Proclamation

“A former slave writes to his former master”

The Civil War Amendments to the U.S. Constitution

Plessey v Ferguson, 1896

“Atlanta Compromise”-Booker T. Washington

Brady’s Photos of Gettysburg

Grant the Trapeze Artist

Cartoonists Views of Reconstruction

Secondary Sources:

Hayfoot, Straw foot”-Bruce Catton

“Promised Land”-Elizabeth Rauh Bethel

James McPherson’s Battle Cry of Freedom (Selected readings)

Media Resources:

Ken Burns- The Civil War Episode 5

Major Topics:

-Competing models for Reconstruction: Presidential, Congressional, and White Southern

-The assassination of President Lincoln and its implications for Reconstruction

-The policies of Andrew Johnson

-Military occupation of the south

-The emergence of black republican governments; impeachment of Andrew Johnson

-Radicalization of Reconstruction

-The 13th, 14th and 15th Amendments

-White resistance, the KKK and the spiral of violence

-Readmitting southern states

-The Grant scandals

-The restoration of conservative white governments

-The gradual denial of black rights in the South.

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