COLLEGE OF ALAMEDA COURSE OUTLINE

COLLEGE: STATE APPROVAL DATE: 09/27/2010
ORIGINATOR: Ed Loretto STATE CONTROL NUMBER: CCC000366764
BOARD OF TRUSTEES APPROVAL DATE: 05/08/2008
CURRICULUM COMMITTEE APPROVAL DATE: 10/15/2012
CURRENT EFFECTIVE DATE:
 
DIVISION/DEPARTMENT:

1. REQUESTED CREDIT CLASSIFICATION:
  Credit - Degree Applicable
Course is not a basic skills course.
Program Applicable
2. DEPT/COURSE NO: 3. COURSE TITLE:
  HIST 007A   History of the United States to 1877
4. COURSE: COA Course Changes only in Non-Catalog Info   TOP NO. 2205.00
5. UNITS: 3.000   HRS/WK LEC: 3.00 Total: 52.50
  HRS/WK LAB:

6. NO. OF TIMES OFFERED AS SELETED TOPIC:       AVERAGE ENROLLMENT:
7. JUSTIFICATION FOR COURSE:
  Required course for history majors; elective for many others; Acceptable for credit at CSU and UC.
8. COURSE/CATALOG DESCRIPTION
  History of the United States from colonial days to Reconstruction (1877): Survey and interpretation of political, social, and economic factors contributing to the growth of the nation.
9. OTHER CATALOG INFORMATION
 
  1. Modular: No     If yes, how many modules:
  2. Open entry/open exit: No
  3. Grading Policy: Letter Grade Only
  4. Eligible for credit by Exam: No
  5. Repeatable according to state guidelines: No
  6. Required for degree/certificate (specify):
    Existing - Associate Arts
  7. Meets GE/Transfer requirements (specify):
  8. C-ID Number: HIST 130 Expiration Date: 03/29/2016

  9. Are there prerequisites/corequisites/recommended preparation for this course? No
10. LIST STUDENT PERFORMANCE OBJECTIVES (EXIT SKILLS): (Objectives must define the exit skills required of students and include criteria identified in Items 12, 14, and 15 - critical thinking, essay writing, problem solving, written/verbal communications, computational skills, working with others, workplace needs, SCANS competencies, all aspects of the industry, etc.)(See SCANS/All Aspects of Industry Worksheet.)

Students will be able to:
  1. Evaluate and compare historical texts critically and analytically;
  2. Compose historical essays in appropriate language and format;
  3. Assess, evaluate, categorize and disseminate research materials in primary and secondary sources;
  4. Examine and assess - through current analytical categories of race, class, gender and ethnicity - historical events, ideas, individuals and periods of time;
  5. Deduce the connections between past and present events, ideas, individuals and periods of time;
  6. Explain the major social and cultural developments, their cause and effects and historical significance;
  7. Analyze major political trends and events and explain America's growth in a global context;
  8. Explain the major economic, technological and scientific developments and their historical significance.
11A. COURSE CONTENT: List major topics to be covered. This section must be more than listing chapter headings from a textbook. Outline the course content, including essential topics, major subdivisions, and supporting details. It should include enough information so that a faculty member from any institution will have a clear understanding of the material taught in the course and the approximate length of time devoted to each. There should be congruence among the catalog description, lecture and/or lab content, student performance objectives, and the student learning outcomes. List percent of time spent on each topic; ensure percentages total 100%.

LECTURE CONTENT:


•    Compare and contrast Indian cultures with western European society in the 15th century.  Explain why western Europeans were able to establish colonies across the Atlantic during the early modern period.  Describe the Spanish empire in America and discuss its impact on European development.  Explain the ways in which English efforts at colonization in the 16th century shaped their eventual settlements in North America.  Explain the significance of the Protestant Reformation and its relationship to Western Europe’s expansion.


•    Explain the ways in which the introduction of staple crop economies—tobacco, sugar and rice—transformed the societies of the Chesapeake, the Caribbean, and South Carolina.  Describe early relations between English colonists and the Powhatan confederacy of the Chesapeake and outline the objectives of both groups.  Describe and explain why slavery became the dominated labor system in the southern colonies.  Explain the ways in which slavery and racism affected the social and political order of the Chesapeake, the Caribbean, and the Carolinas.  Contrast Spanish settlements in the Southwest with the British colonists of the Southeast.


•    Describe the character of early French colonization in North America.  Explain why the early New England colonies were characterized by greater social stability than both the southern and middle colonies.  Explain the ways in which the legacy of the Reformation shaped the settlement of Puritan New England, Quaker Pennsylvania, and French Canada.  Compare and contrast relations between white settlers and Native Americans in New England, the Middle colonies, the South, the Spanish Southwest, and French Canada.


•    Explain the evolving contest between the Native Americans, the French, and the British for supremacy and survival in North America.  Describe life in 18th century American rural villages, on the frontier, in cities, and on plantations.  Explain the relationship between social diversity and political division and instability in 18th century America.  Explain the impact of the Enlightenment and the Great Awakening in America.  Describe colonial views England and English views of the colonies in the middle of the 18th century.


•    Explain the ways in which the French and Indian War (Seven Years’ War) affected the relationship between Britain and her American colonies.  Explain why British efforts to consolidate its empire after 1763 aroused so much opposition in the colonies.  Describe the evolution of political thought and tactics among Americans who opposed British policies.  Explain the significance of the First Continental Congress and the final collapse of royal authority in the colonies.  Explain the popularity and importance of Common Sense.


•    Explain why the 2nd Continental Congress adopted the Declaration of Independence.  Explain why many Americans became loyalists or tried to remain neutral during the revolutionary war.  Describe the evolution of British and American military strategy during the war for independence.  Explain the significance of the British surrender at Saratoga.  Explain the failure of Britain’s “southern strategy.”


•    Describe the Articles of Confederation and explain why it aroused little interest.  Describe the character of the first state constitutions and explain the ways in which they reflected the postwar view of republicanism.  Explain the ways in which settlements in the west gave rise to diplomatic and domestic political conflicts.  Explain the understanding of equality and the scope and limits of social change in the post revolutionary period.  Explain the framing of the constitution and why American political leaders were willing to establish a strongnational government.


•    Describe Alexander Hamilton’s financial program and the reasons for opposition.  Describe American foreign policy in 1790’s.  Describe the origins of political parties.  Describe the nature of party conflict in this decade.  Explain the significance of the election in 1800.


•    Discuss the causes and significance of the movements of Tecumseh and the Prophet.  Discuss Jefferson’s domestic and foreign policies as president.  State the causes of the War of 1812.  Discuss the course of American foreign policy after the War of 1812.


•    Explain the nature of the market revolution and its importance to economic growth after 1815.  Discuss the revolution in transportation and its impact on the economy.  Describe the role of the Supreme Court in promoting economic growth and investment.  Describe the rise of factories and the changing lives of workers in this period.  Describe the impact of the market revolution on American society.


•    Describe the new democratic system of politics and give the reasons for its emergence in the 1820s.  Explain the importance of racism in the Jacksonian period, and its relationship to democratic politics.  Explain the importance of the Nullification crisis and the development of the nationalists and state interpretation of the constitution.  Explain the significance of the banking issue.


•    Discuss the nature of the Second Great Awakening and its impact on American religion.  Discuss the social impact of revivalism.  Discuss the concept of women’s sphere and how women’s lives and social roles changed in this period.  Discuss the Romantic Movement and its impact on American values.  Describe the emergence of abolitionism in American society.


•    Describe the institution of slavery and how it functioned as a labor system.  Describe slave culture and how it helped slaves bear up under the pressure of slavery.  Discuss the ways slaves resisted the institution of bondage.  Describe the class structure of the South and its relationship to slavery.  Describe the various ways southern whites defended slavery.


•    Describe the doctrine of Manifest Destiny.  Explain the rise of the issue of slavery expansion.  State the terms of the Compromise of 1850 and its significance.  Describe the Overland Trail experience.  Describe the Far West societies


•    Discuss the rise of the Republican Party and its replacement by sectional alignment.  Discuss the impact of immigration on American society and politics.  Describe the changes in the economy in the 1850’s and indicate how they contributed to sectional conflict.  Give reasons for the southern secession and the outbreak of war.


•    Assess the leadership of Abraham Lincoln and Jefferson Davis.  Discuss Lincoln’s decision to make emancipation a war aim and the significance of it.  Describe the meaning of the war for African Americans.  Describe the experiences of the homefront in the Union and the Confederacy.  Describe the experiences for the common soldier in both armies.  Evaluate the reasons for the Confederacy’s defeat and evaluate the challenges and failures of Reconstruction.

11B. LAB CONTENT:
N/a
12. METHODS OF INSTRUCTION (List methods used to present course content.)
  1. Distance Education
  2. Other (Specify)

  3. Other Methods:
    Students will be required to access the course and course instructions through the intranet Portal (Mooddle). The course will focus on a series of weekly assignments that will require student to submit completed assignments based on required readings. Students will also be required contribute to course discussions that include primary and secondary sources.
13. ASSIGNMENTS: 0.00 hours/week (List all assignments, including library assignments. Requires two (2) hours of independent work outside of class for each unit/weekly lecture hour. Outside assignments are not required for lab-only courses, although they can be given.)

Out-of-class Assignments:
1. Historical article assignments are evaluated to determine a student’s understanding of the author’s assertions and their own ability to analyze those assertions. 2. Chapter Question Assignments – Assignments designed to evaluate student understanding of the assigned chapter reading from the text book. 3. Book Review Essays are evaluated to determine a student’s understanding of the author’s assertions and their own ability to analyze those assertions. In addition, critical thinking as well continued development of writing skills.


ASSIGNMENTS ARE: (See definition of college level):
Primarily College Level
14. STUDENT ASSESSMENT: (Grades are based on):
ESSAY (Includes "blue book" exams and any written assignment of sufficient length and complexity to require students to select and organize ideas, to explain and support the ideas, and to demonstrate critical thinking skills.)
NON-COMPUTATIONAL PROBLEM SOLVING (Critical thinking should be demonstrated by solving unfamiliar problems via various strategies.)
MULTIPLE CHOICE
OTHER (Describe):
Evaluate students' essays for demonstration of ability to analyze, synthesize, and critically evaluate trends, cause and effect, and other relevant concepts in relation to historical events, ideas, individuals, and periods of tiime. Evaluate students' ability to describe, classify and compare complex problems and formulate solutions from multiple perspectives. Evaluate students' ability to restate learned information in the form of multiple choice quizzes and exams. Evaluate engagement in course discussion on various topics in a manner that fosters an enriching learning environment.
15. TEXTS, READINGS, AND MATERIALS
  A. Textbooks:
 
  • Devine, Robert. 2013. America: Past and Present Vol. I 10. Pearson
    Rationale: -
 
  • Gregory Cerio. 0001, 01 01. Were The Spaniards That Cruel?,
  • James Henretta. 0001, 01 01. Richard Allen and African-American Identity: A Black Ex-Slave in Early America's White Society Preserves His Cultural Identity by Creating Separate Institutions,
  • John Hoey. 0001, 01 01. Federalist Opposition to The War Of 1812,
  • John Steele Gordon. 0001, 01 01. The Founding Wizard,
  • Molefi Kete Asante. 0001, 01 01. The Real Nat Turner,
  • Robert Remini. 0001, 01 01. Andrew Jackson vs The Cherokee,
  • Ross Drake. 0001, 01 01. The Law That Ripped America in Two,
  • Todd Allen Kreamer. 0001, 01 01. Sons of Liberty: Patriots or Terrorists?,
 

*Date is required: Transfer institutions require current publication date(s) within 5 years of outline addition/update.

  B. Additional Resources:
 
  • Library/LRC Materials and Services:

    The instructor, in consultation with a librarian, has reviewed the materials and services of the College Library/LRC in the subject areas related to the proposed new course
  • Are print materials adequate?     Yes
  • Are nonprint materials adequate?     Yes
  • Are electronic/online resources available?     No
  • Are services adequate?     Yes
  • Specific materials and/or services needed have been identified and discussed. Librarian comments:
  C. Readings listed in A and B above are: (See definition of college level):
 

Primarily college level

16. DESIGNATE OCCUPATIONAL CODE:
E - Non-Occupational
17. LEVEL BELOW TRANSFER:
Y - Not Applicable
18. CALIFORNIA CLASSIFICATION CODE:
A - Liberal Arts and Sciences
19. NON CREDIT COURSE CATEGORY:
Y - Not Applicable
20. FUNDING AGENCY CATEGORY:
Not Applicable - Not Applicable
SUPPLEMENTAL PAGE

Use only if additional space is needed. (Type the item number which is to be continued, followed by "continued." Show the page number in the blank at the bottom of the page. If the item being continued is on page 2 of the outline, the first supplemental page will be "2a." If additional supplemental pages are required for page 2, they are to be numbered as 2b, 2c, etc.)