Updated July 30, 2012
- State Approval Code: 5401025225
- Semester Credit Hours: 3
- Lecture Hours per Week: 3
- Contact Hours per Semester: 48
A survey of Texas history from the Pre-Columbian Period until the present. 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 differentiate and analyze historical evidence (documentary and statistical) and differing points of view.
- To recognize and apply reasonable criteria for the acceptability of historical evidence and social research.
- 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 significance and role of the Pre-Columbus & Colonial periods as they relate to the development of Texas.
2. Students will examine how events, ideas, and people from the Texas Revolution, the US Civil War and Reconstruction led to the development of Texas.
3. Students will examine the development of Texas during the Gilded Age to the modern period.
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.
1. Students will learn Texas geography and its influence on historical events of the state, including its role on shaping the many diverse cultures that have occupied the region, from Native American groups to later arrivals.
2. Students will identify the origins, background, and key events that led to the settling of the New World, initially by the Native Americans, and then later by the Europeans which shaped the state of Texas.
3. Students will recognize how the colonial & governing systems of Spain and later Mexico along with the competing efforts and influences of other nations at the time, contributed to the establishment of Texas.
4. Students will identify the background, causes, and similar characteristics of the various political revolutions that proceeded, inspired, and paralleled those of the Texas Revolution, including the events & leaders that shaped the results.
5. Students will recognize the key events, leaders, and problems of the Texas Republic, including the influx and influence of Anglo-settlement predominantly from the southern region of the US.
6. Students will identify key events, leaders, and problems experienced during Texas’ early statehood period, with special emphasis on the issues and events leading Texas and the other southern states to secession and civil war.
7. Students will compare and contrast Texas’ role in both the Civil War & Reconstruction periods, in context to those of the rest of the nation during those events.
8. Students will describe both the effects and contributions of massive economic growth and modernization changes related to the industrial revolution of the US following the Civil War on the state of Texas.
9. Students will identify key Texas leaders and policies after the Civil War that influenced the states’ politics, social order, and eventual reform efforts during both the Gilded Age and the turn-of the Twentieth century periods.
9. Students will understand Texas’ role and notable leaders in context to the larger events of early Twentieth Century US History, such as WW I, the Great Depression, and WW II.
10. Students will recognize the changes experienced by the state following WW II, including major developments in social, political, and urban structures.
General Description of Each Lecture or Discussion
- Texas Geography and the molding of the Texas boundaries
- European Exploration and Adventure into Texas
- Spanish Texas
- Spanish Texas in the Age of Revolutions
- Mexican Texas
- The Texas Revolution
- The Republic of Texas
- Frontier Texas
- Statehood, 1846-1861
- Texas in the Civil War
- Reconstruction in Texas
- The Old West
- The New South and Populism
- The Progressive Era
- The Roaring Twenties in Texas
- The Great Depression and World War II
- The Rise of Modern Texas
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: Campbell, Randolph B. Gone to Texas: A History of the Lone Star State. 2nd ed. Oxford,NY: Oxford University Press, 2012.
- Students are also responsible for pens, paper, notebooks, and any other materials necessary to 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.