Trabajo

[pic] [pic] [pic]

[pic]

Required text books and readers:

Tindall, George and David Shi, America: A Narrative History. Vol. 1. 8th ed., New York: Norton,
2009. ISBN 0393934063

Douglass, Frederick. Narrative of the Life of Frederick Douglass. New York: Bedford-St. Martin’s,
2002. ISBN 0312257376

Crosby, Alfred W. The Columbian Exchange. New York: Praeger, 2003. ISBN0275980928

Course Description/Objectives: A study of the development of the American nation with emphasis upon African, Indian, and European influences upon U.S. history, the colonial period and American Revolution, the U.S. Constitution, the rise of political parties and sectionalism, Jeffersonian Democracy, Jacksonian Democracy, westward expansion, reform movements, and the Civil War. We will studymore than just names and dates, but geography, economics, and philosophy as well. This course is designed to:
promote critical thinking skills (rather than memorization)
promote "historical thinking" (that is, the ability to place events within a broader historical context/perspective)
foster a better appreciation and understanding of history and its relevance in contemporary society and to theindividual.
introduce students to the craft of historical research and investigation
introduce students to the major themes, personalities, and philosophies in American history.
help develop listening, reading, writing, and speaking skills

[pic]

• Demonstrate ability to read critically by analyzing and interpreting Narrative of the Life of Frederick Douglass and passing an examtesting student comprehension of plot and theme.
• Demonstrate familiarity with library research tools and historical databases.
• Demonstrate ability to make associations between information covered in class and current events.

Course Requirements: Students are expected to accept responsibility for their learning experience and individual performance in this class. Successful studentsattend class regularly, take good notes, ask questions, and complete assigned readings. You are encouraged to stop by my office to check on grades or ask questions about the subject matter.

Evaluation/Grading Policy: I record and average grades that students earn . . . I do not “give” grades.

Quizzes (9): 10% Exams (3): 65% Class Participation: 10%
Research Project: 5% Short WritingAssignments: (2) 10%

A: 90-100% B:80-89% C:70-79% D: 60-69% F: 0-59%

□ The three exams will consist of multiple choice, matching, true-false, maps, and short answer. The third exam will be partially comprehensive. I will pass out review sheets the Thursday before each exam. You should count on investing 4-5 hours of study time to prepare yourself for each exam. The exams will coverlecture and will include questions from readings. Class WILL be held after each exam! Those who miss an exam and have a doctor's excuse or family emergency must contact the instructor before test time. Only those with an acceptable excuse may make-up an exam. You make only make up ONE exam.

Quizzes will be short (about 10 questions) and will cover the reading assignments for that week. Therewill be a quiz every class except for exam days. You may not make up missed quizzes. Quizzes will be administered at the beginning of class. You many NOT take a quiz and then leave class! Quizzes are open note but NOT open book.

Class Participation will be evaluated via TurningPoint audience response system.

Students will complete a short research project due in class on November 18.The project is basically a “scavenger hunt”---not a written paper. I will assign the topics. Late projects will NOT receive full credit. I will pass out a format page later in the semester and take the class to an orientation.

Students will complete two short writing assignments (1 page each) that will relate a newspaper article to a class theme.

Attendance: You are paying for this...