US History I
Updated July 30, 2012
- State Approval Code: 5401025125
- Semester Credit Hours: 3
- Lecture Hours per Week: 3
- Contact Hours per Semester: 48
A survey of the political, social, and economic history of the United States from colonial times to the end of the Civil War with an emphasis placed on organization and development of the American nation. Lecture hours = 3, Lab hours = 0
Basic Intellectual Compentencies in the Core Curriculum
- Critical thinking
- Computer literacy
Perspectives in the Core Curriculum
- Establish broad and multiple perspectives on the individual in relationship to the larger society and world in which he/she lives, and to understand the responsibilities of living in a culturally and ethnically diversified world.
- Stimulate a capacity to discuss and reflect upon individual, political, economic, and social aspects of life in order to understand ways in which to be a responsible member of society.
- Develop a capacity to use knowledge of how technology and science affect their lives.
- Develop personal values for ethical behavior.
- Use logical reasoning in problem solving.
- Integrate knowledge and understand the interrelationships of the scholarly disciplines.
Core Components and Related Exemplary Educational Objectives
Social and Behavioral Sciences
- To examine social institutions and processes across a range of historical periods, social structures, and cultures.
- To develop and communicate alternative explanations or solutions for contemporary social issues.
- To analyze the effects of historical, social, political, economic, cultural, and global forces on the area under study.
- To comprehend the origins and evolution of U.S. and Texas political systems, with a focus on the growth of political institutions, the constitutions of the U.S. and Texas, federalism, civil liberties, and civil and human rights.
- To understand the evolution and current role of the U.S. in the world.
- To differentiate and analyze historical evidence (documentary and statistical) and differing points of view.
- To identify and understand differences and commonalities within diverse cultures.
Instructional Goals and Purposes
Panola College's instructional goals include 1) creating an academic atmosphere in which students may develop their intellects and skills and 2) providing courses so students may receive a certificate/an associate degree or transfer to a senior institution that offers baccalaureate degrees.
General Course Objectives
Being part of Texas Higher Education Coordinating Board core curriculum, students of this course, upon completion, are expected to demonstrate certain competencies in a number of general subject areas including the following.
1. Students will examine the diverse cultures significant to the Pre-Columbian & Colonial periods in American History.
2. Students will examine the role of European influence on the British colonies and the subsequent conflicts resulting from this influence--including the coming of the Seven Years War and the American Revolutionary war.
3. Students will examine the key events & influences of the Early Republic period in U.S. History insofar as they contributed to the formation of the military, political and socioeconomic institutions, policies, and philosophies of the nascent U.S.
4. Students will examine the changes and problems of the antebellum period in light of their having served as a catalyst for the Civil War, as well as the difficulties encountered in post-war America.
Specific Course Objectives
As an extension to the more general subject areas above, students are also expected to develop and demonstrate certain competencies in a number of more specific areas related to each of the following.
- Students will identify the origins of the American Indian, as well as significant cultural changes & the development of great civilizations prior to Columbus.
- Students will identify the factors and key events leading to exploration and colonization of the New World by the major European powers.
- Students will recognize the similarities & differences between the colonial policies of Spain,France & Britain, and the results of their overall struggle for dominance of the New World.
- Students will examine the similarities and differences of the thirteen British colonies during the 17th & 18th centuries, with an emphasis on the politics, economics, social development and religion.
- Students will describe the causes and key events leading to the American Revolution, and factors that helped produce the eventual victory.
- Students will understand the evolution of US governmental institutions from the time of the revolution to the decade following ratification of the 1788 Constitution.
- Students will recognize the development of the US economy as part of the early industrial revolution in America during the first half of the 19th century, and the resulting consequences.
- Students will recognize the significance & influence of the Jacksonian Era on US politics and culture.
- Students will recognize the cause and effects of western expansion during the early 19th century.
- Students will recognize the growing sectional differences between the North and South during the Antebellum period, and how they led to civil war.
- Students will understand the opposing sides, characteristics, and course of events of the US Civil War, including the short & long-term results of the Northern victory.
General Description of Each Lecture or Discussion
Major Topics Covered in History 1301:
- The arrival of Columbus and the exchange of European and American cultures.
- The establishment of the Spanish Empire in the New World.
- The Arrival of the British in the New World.
- The Arrival of the French in the New World.
- The Battle for New World Dominance--the British are victorious while the French and Spanish loose out.
- The development and culture of the British colonies including the clash between the British and American Indians.
- The belief in Mercantilism and its impact on the British colonies.
- Revolt in America--the story of American independence.
- The growth of the new American Republic--including the development of the American government, the development of the early American culture, and the move toward expansion out West.
- The role of early U.S. Presidents in shaping the nation.
- The First Industrial Revolution and its impact on the United States.
- The second War of Independence--the War of 1812.
- The Era of Good Feelings followed by the Panic of 1819.
- The Missouri Compromise and the coming argument on slavery
- The politics of the 1820s
- Jacksonian America
- The move to Expand Westward--the debate over Texas, California, and other western territory.
- The Mexican War
- Politics and other events leading up to the Civil War
- The Nation Comes Apart--Civil War
Methods of Instruction/Course Format/Delivery
- Instruction Methods vary among instructors, although most instruction generally will consist of lectures, reading assignments, class discussions, handouts, audio-visual and other historically-related presentations. Online courses will be delivered via Canvas. More information can be found about Canvas from the Distance Learning Department (phone: 903-693-2004; e-mail: email@example.com. Your instructor will notify you in advance of any alterations to this format, or the integration of any other mediums of delivery to the class. The periodic daily grade exercises and unit exams are also integral parts of the instructional delivery process, and are discussed in greater detail under Assessment.
- Students must stay current on all classroom and reading assignments, including being an active participant in the class. Students are required to take and develop his/her own class notes, with an emphasis on continually improving one’s skills at note-taking. Readings will include items from the textbook and other sources, and may be given in class, accessed online by the student, or placed on reserve in the library for the student to check-out. Regardless of format, the student is responsible for acquiring and maintaining this material and staying current with them since they normally correspond with the subjects being studied at that time.
The following items will be assigned during the semester & used to calculate the learner’s final grade:
- Unit Exams will count as 75% of the student’s overall course grade for the semester. Exams will cover material assigned by the instructor. On the first day of scheduled class meetings, instructors will provide students with an overview of class material that students should be familiar with prior to taking the Unit Examinations.
- Daily Grades will count as 25% of the student’s overall course grade for the semester. Although daily grade assignments will vary according to instructor, the general policy for daily grades is that students will be assigned daily assignments that both prepare the student for the Unit Examinations and that facilitate student mastery of course objectives
- Attendance-----Regular and punctual attendance at classes and laboratories is required of all students. In the college environment, instructors do not consider excused verses unexcused absences. When a student misses class, he/she is considered absent. In lieu of this, students will be allowed to make up work missed due to extracurricular activities, catastrophic events, and other events deemed as beyond the student's control by each instructor. Students missing more than two weeks of classes will not be allowed to make up work because doing so would compromise the integrity of the class. Students taking online courses will also be monitored in accordance to the above attendance guidelines. Online attendance will be monitored according to daily student login to Canvas.
- An Incomplete (“I”) grade may be granted by an instructor if a student incurs illness or unpreventable and unforeseeable circumstances inhibiting ability to meet course requirements on time. An “I” grade is not granted to avoid giving an “F” for the course and "I" grades will be given solely at the discretion of the instructor. Students given an incomplete must complete all assigned work with six weeks of being given the Incomplete.
The grading scale for this course is as follows, A=100-90, B=89-80, C=79-70, D=69-60, F=59 and below.
Text, Required Readings, Materials, and Supplies
- All students are required to purchase the textbook entitled Tindall & Shi's America: A Narrative History, 8th ed., W.W. Norton & Co. (2010).
- Students are also responsible for pens, paper, notebooks, and any other materials necessary to take participate in class or to complete homework assignments.
- Students should also make preparations at the beginning of the semester to secure computer access in order to view online material via Canvas.