COURSE DESCRIPTION   
Early US history tells the story of the beginning acts, mistakes, hopes, myths, beliefs, and dreams of our country and how the system built up by so many Americans failed in 1861 and disintegrated into a brutal civil war. Out of this war, however, came as President Lincoln phrased it “a new birth of freedom.”  The question then became in 1877 whether we truly meant freedom for all our citizens.

This course surveys early United States history from our transplanted European beginnings in the 16th & 17th centuries, interactions with Native peoples and imported African slaves in the colonies, through American independence, the political, constitutional, social, and economic developments from 1781-1860, the tension between the ideas of liberty and equality, to the breakup of the union in 1861, the civil war and the reconstruction that followed it..

After reading text chapters, completing online modules and directed web readings, students will complete weekly reading assignments, and actively participate in weekly online discussions – at least 4 submissions (one posting reflecting the reading and then at least three responses to other students’ postings) for each module (unit) reflecting on the module's content and readings. Additionally, students will have to formally evaluate history websites, listen to and analyze a podcast, prepare a project related to manifest destiny, and successfully navigate the final. These varied learning activities will assess overall understanding of key movements, ideas, individuals, and events in early American history.
 

COURSE TEXTS

Please note:  Not having the texts is not an acceptable excuse for late or incomplete work.  You must have the texts at the beginning of the class.

1. TEXT: Henretta & Brody, AMERICA: A CONCISE HISTORY, VOL. 1: To 1877 (2010) -- Students are to  use this 4th Edition only.

2. Gevinson, Schrum, & Rosenzweig, HISTORY MATTERS: A STUDENT GUIDE TO U.S. HISTORY ONLINE (2009) Students are to  use this 2nd Edition only.


PREREQUISITES
Recommended only) Eligible for level 1 English placement.  This means that you can write clear and concise original essays (thesis, body/evidence, conclusion) with a minimum of errors.
 

STUDENT LEARNING OUTCOMES
Upon successful completion of this course, students (in discussions, essays, and formal and informal assessments) should be able to

1. Successfully navigate this course’s online environment, including the module content, assigned internet research sites, weekly assignments, class discussions, contact with the instructor, completion of the individual project, and the successful submission of the midterm and final essays;

2.  Identify cause-and-effect relationships between significant historical events, ideas, movements, and peoples;

3. Analyze historical information from primary and secondary sources in terms of significance, intent, reliability and point of view;

4. Research and write historical essays that support each thesis with a well-organized presentation of historical facts;

5. Demonstrate understanding of historical viewpoints, analyses, and the impact of events on the peoples of America in the discussion forum;

6. Apply an understanding of early American historical developments to contemporary issues and events;

7. Design and submit an individual research project; and

8. Evaluate certain aspects of your own and others' learning.


COURSE CONTENT OBJECTIVES

These describe what you need to do to be successful in this course:

Upon successful completion of this course, students (in discussions, essays, and formal and informal assessments) will be able to

1. Successfully navigate this course’s online environment, including the module content, assigned internet research sites, weekly assignments, class discussions, contact with the instructor, completion of the individual project, and the successful submission of the midterm and final essays;

2. Describe most significant American historical developments from 1584 to 1877;

3. Identify cause-and-effect relationships between significant historical events, ideas, movements, and peoples;

4. Analyze historical information from primary and secondary sources in terms of significance, intent, reliability and point of view;

5. Research and write historical essays that support each thesis with a well-organized presentation of historical facts;

6. Demonstrate understanding of historical viewpoints, analyses, and the impact of events on the peoples of America in the discussion forum;

7. Apply an understanding of early American historical developments to contemporary issues and events;

8. Design and submit an individual research project; and

9. Evaluate certain aspects of your own and others' learning.

TASKS & GRADING CRITERIA  
1. The 15 best scores out of 17 short written (2-3 paragraphs each) assignments analyzing and evaluating weekly readings & websites (at 20 points apiece that means you can have up to 300 points) -- all 17 still need to be completed.  Extra credit points may be earned for extensive and detailed submissions above and beyond normal instructor expectations.

2. On time completion of all 17 class discussion topics (up to 170 points). This means your assigned initial posting and then at least three substantive responses to other students’ postings.  “I agree” or “I really like what you said” postings will earn no points.  Extra credit points also may be earned for extensive submissions of a substantive nature.

3. A substantive evaluation and comparison of three websites on colonial slavery (up to 50 points).

4. Midterm exam where you must recall and analyze the effects of the American Revolution (up to 50 points).

5. Individual Research Project that demonstrates understanding historical aspects of the Manifest Destiny era while role playing an assigned individual of the period (up to 100 points for the completed project and an additional 30 points for the in-character discussion {20} and self evaluation {10}).

6. Final exam (up to 100 points).  The final is optional for students who (through extra credit) have attained enough points to earn an A (according to the formula above) before the final (with the final added as 0 points).

Thus, the grading program won’t show that the instructor drops your two lowest assignment scores.  It will incorrectly assess your grade at some percentage of 840 points while the class grade is based on 800 points (2 x 20-point assignments).

Scale: A = 720-800, B = 640-719, C = 560-639, D = 480-559, F = Below 479 points




   LATE WORK POLICY
All discussion postings must be on time -- NO LATE DISCUSSION POSTINGS ALLOWED.  However, two of the 17 module assignments may be late up to 24 hours due to extraordinary circumstances (send me a private message in advance explaining why you are submitting late work), though I don't accept laziness or not remembering when something is due.  Any more than two late assignments will not be graded or counted. For the websites evaluation, midterm, and individual research project, if I allow you (and you’ve got to ask in advance) to submit any of them late (and that means within 1 week of the due date), be aware that submitting them late earns no more than 50% of what you would have earned on any of them if it was submitted on time.  It is not acceptable after one week.  While 50% of something is better than nothing, remember you've received the equivalent of an F for the late assignment.  The point is to be responsible and turn all work in on time.


PLAGIARISM  
STEALING someone else’s work or ideas and passing it off as yours is absolutely unacceptable and will result in a course grade of F.  I want to know what you've learned not what you can copy from another website.  So don't do it!


  TECHNICAL PROBLEMS

Technical problems may occur, but combined with procrastination for submitting assignments, they are not acceptable. Students who are having computer problems should contact the instructor at least 24 hours prior to the due date for the assignment so that alternative means of submission may be arranged. 

Do NOT email assignments unless the instructor tells you to do so. 

Technical assistance is also available on campus by emailing Ms. Sarah Phinney through sphinney@portervillecollege.edu (or calling her at 791-2380).


FOR STUDENTS WITH DISABILITIES
Those students with disabilities who believe they may need accommodations in this class are encouraged to contact Porterville College Disability Resource Center at (559) 791-2215 as soon as possible.


DISCUSSION PARTICIPATION
Successful student participation is a very important part of this online class. Always keep in mind that your discussion participation is evaluated (graded) in terms of quality, quantity and timeliness. I don't want to see any "me too" or "I agree" comments – you get no points for useless comments that don’t add to the conversation. Online assignments are posted Friday mornings and are usually due Thursday, Friday, or (sometimes) Saturday evenings at 11:30 pm pacific time. You should log on several times during these weekly “windows” according to the following process described in "COMPLETING MODULE TASKS" as follows:
COMPLETING WEEKLY CLASS TASKS
Check Friday morning for the assigned module’s readings and assignments. Read the assigned text chapter first, then the module content, assigned web pages, and that week's assigned question(s) and discussion topic(s). Review the reading with the text's online tools (chapter summaries and quizzes) -- see inside the back cover on the text for details.

For each module, you have at least two tasks:

A.  You must complete/submit your chapter assignments the due date – usually Thursday evening by 11:30 pm.

B.  You must complete all your assigned class discussion postings also by the due date at 11:30 pm in the following way:

1.   You should submit your initial posting(s) to the assigned discussion topic by two days before the assignment due date no later than 12:00 noon pacific time -- for Thursday-due assignments, that would be Tuesday noon.  Be sure to use specific examples from completed research or assigned readings including names, dates, locations, statistics, organizations, legislation etc. where appropriate. Fully explain all answers -- you should post a fully developed answer with historical examples and identify sources including internet sites or specific pages from assigned reading. In addition,

2.   You then post responses to at least three other students on that module's topic in the Class Discussion forum that politely and (always respectfully) assesses and/or challenges their conclusions/evidence and overall opinions or at least raises the possibilities of alternate conclusions. In other words, gently push your colleagues to prove their informed opinions. This must be completed by the 11:30 pm deadline on the due date.

3.   Finally, respond to all students who challenge your informed opinion. Simply posting "great work or I agree" does not earn any points. All postings including responses are expected to include specific historical facts, data, etc. to support your answer or conclusions. All discussions may begin on Friday anytime and must conclude by Thursday 11:30 pm pacific time.

By following this process, you should complete (in total) a minimum of 4 postings in the Class Discussions forum for each module discussion task which meet the defined requirements to earn credit. Incomplete (with little or no supporting evidence) will not receive much credit.  Students who demonstrate a more-than-required effort to master any topic by going above and far beyond the requirements for each assignment or who add depth to discussion by their research and thinking on the topic will earn extra credit.
 

  HOW TO POST TO THE DISCUSSION FORUMS
You access the discussion area and forums (Class Discussions) by clicking on the "Discussion and Private Messages" tab on the left.  You should follow each of the threads (topics) by replying to my initial posting, rather than starting a new topic.

When it comes time to comment on another's posting, you start it off with the reply button. It's pretty simple and straightforward.


DISCUSSION GUIDELINES   

Because online discussions are so important to this class, you should always follow these guidelines.

1. All communications MUST be positive and relevant to the topic(s) at hand;

2. Absolutely no abusive language or confrontation and no personal attacks are permitted. In fact, all your submissions public or private must always respect your fellow students and the instructor. Even though our popular culture tolerates abuse, humor designed to belittle others, sarcasm, and profanity, none of these will be tolerated on this or on any other online class. Students who misuse the discussion forums in these ways will be counseled once. On any subsequent abusive or dismissive posting (by my determination) the student will be dropped from the course or earn an F if it is after the 75% date.

3. Analysis of historical topics should be based solely on your own conclusions that you’ve drawn from your assigned readings, module lectures, and web research, in other words, they must be based on evidence. Do not cite others' conclusions as your own.  Also avoid posting your own basically uninformed opinions as well.

4. Personal beliefs such as religion and politics, while important, are not to be the basis for your online submissions, and are best kept outside of the class assignment environment. And, again, personal feelings and opinions about the topics are also irrelevant.  You may pose relevant discussion in these areas in the Student Discussion forum only.
 

HOW TO BE SUCCESSFUL  

1.  READ ALL ASSIGNED READINGS (TEXT, MODULE SECTIONS, WEBSITES, & INSTRUCTIONS).  If you want a good grade you won't get there by skipping the readings or even part of the readings.  It is very clear to the instructor when your responses don't reflect the readings. 

2.  DO EXACTLY WHAT THE INSTRUCTOR WANTS YOU TO DO.  When in doubt follow instructions.  Students have failed this class even though they did every assigned task because they left out components the instructor required in the assignment, the amount of response was inadequate, they turned in work late, or they went off on a tangent (off the subject) on their responses rather than what they were supposed to do.  Be smart and follow directions.  Don't guess and shortchange yourself.  If you don't understand what to do, ask fellow students in the Student Forum or the instructor by way of a private message or via chat when the instructor is holding online office hours (usually Monday evenings).

3.  ALWAYS DO MORE THAN THE MINIMUM.  This way you can convince the instructor you have done all the assignment reading and thinking about it.  Also get away from the idea that you are here to just get through this class.  Your job is to LEARN.  That means try hard and even harder than you normally do to learn something that will last a lot longer than a grade or GPA.  Your work for this class should be your very best effort.

4.  TURN IN ALL WORK ON TIME.  You can turn only two assignments in later than the due dates (and that must be within 2 days extra).  All other assignments and discussion submissions must be on time.  If you wait until the last minute to turn your work in I can assure you from experience that you will only be hurting your own grade.  Be forewarned!

5.   ALWAYS COMPOSE YOUR ASSIGNMENT & DISCUSSION POSTINGS OFFLINE IN WORD.  Then copy and paste your responses in the appropriate ETUDES places.  This way you will make sure that you have taken the time to give a thoughtful response and have reread it before posting, looking for errors or other necessary editing.  And, you will have a copy (actually the original) of the correct response should you have any problems and are requested by the instructor to provide a copy.  By the way, only use MS Word; that means no Wordperfect, nor MS Works., etc.  I cannot grade what I cannot open.

6.  Looking for assignment information on other websites rather than the doing the assigned reading is NOT what the instructor wants.  On some assignments or discussion topics, however, you will be informed that you should do some internet research. Then when you post your assignments or discussion submissions where this is expected, please CITE ALL YOUR OUTSIDE SOURCES (in MLA style)  where your information came from so I won't suspect you are plagiarizing. 

7.  Always submit your own work and that means NO QUOTES.  I don't care what other authors or other sites have to say.  I want to know what you've learned, not what you can copy. 

8.  Submit assignments in the assignment text box on the same page as the assignment and discussions in the appropriate class discussion forum for the current module.  DO NOT USE ATTACHMENTS and DO NOT SEND ASSIGNMENTS BY EMAIL.  In the discussion area DO NOT CREATE NEW FORUM TOPICS.  Just  reply to my initial postings in each one of the discussion areas.

9.  BE OPEN TO GETTING INTERESTED.  It doesn't matter what previous history experiences you've had before or how long ago you've had them, you can be interested in the history of early America.  History is not just for history students.  Just give yourself a chance and it will make this class a whole lot easier for you.

MODULES, READINGS, & ASSIGNMENT SCHEDULE  

Module 1 (Due 1/21) – Introduction to the Course; self introduction/commentary in Discussion forum;

Module 2 (Due 1/22) - "Becoming a Successful History Student"; Read 1st chapter of HISTORY MATTERS; discussion topics

Module 3 (Due 1/28) – "The Costs of the Native American Discovery of the Europeans"; Read Text Chapter 1/assignment; discussion topic

Module 4 (Due 1/28) – "Founding Myths"; Read Text Chapter 2/assignment; discussion topic

Module 5 (Due 2/4) – "Becoming African American": Read Text Chapter 3/assignment; discussion topic

Module 6 (Due 2/11) – "The Century of Change"; Read Text Chapter 4/assignment; discussion topic

Slavery Websites Evaluation (Due 2/15)

Module 7 (Due 2/18) - "Road to Revolution; Read Text Chapter 5/assignment; discussion topic

Module 8 (Due 2/25) – "Revolutionary Myths & Reality"; Read Text Chapter 6/assignment; discussion topic

Module 9 (Due 3/4) – "Creating a Government and a Nation"; Read Text Chapter 7/assignment; discussion topic;

Midterm (Due 3/8)

Module 10 ((Due 3/11) – "Republicanism & Jefferson"; Read Chapter 8/assignment; discussion topic

Module 11 (Due 3/18) – "The Early Industrial Revolution"; Read Text Chapter 9/assignment; discussion topic

Module 12 (Due 3/25) – "Jacksonian America"; Read Text Chapter 10/assignment; discussion topic;

SPRING BREAK (Hint:  Catch up on reading & work on project)

Module 13 (Due 4/8) – "America's Second Great Awakening"; Read Text Chapter 11/assignment; discussion topic

Module 14 (Due 4/15) – "The South: Another Country or the Real America?"; Read Text Chapter 12/assignment; discussion topic

Individual Manifest Destiny Project (Due 4/19)

Module 15 (Due 4/22) - "Poisoned Fruits of Manifest Destiny"; Read Text Chapter 13/assignment; discussion topic

Module 16 (Due 4/29) - "A Nation Torn Asunder"; Read Text Chapter 14/assignment; discussion topic

Module 17 (Due 5/6) - "A New Birth of Freedom"; Read Text Chapter 15/assignment, discussion topic

Final Exam - (Due by 5/13 at 11:30 pm)

  QUESTIONS?/CONTACT INFORMATION

* Regarding a technical problem preventing you from accessing Etudes or submitting assignments, contact Ms. Sarah Phinney as noted above;

* Regarding a public topic on any relevant issue or common problem using Etudes, use our open forum: Questions (Other Stuff);

* Regarding a private question or personal issue in this class, send me a Private Message in the Discussion area (this is the main way to contact me);

* Regarding minor emergencies (no excuses please), send an email to "jhargis@portervillecollege.edu." and always include "117 Online" in the subject area of any email;

* Regarding a real emergency only when you have not received any response from the above methods first, call me at my office (791-2247) and leave a message.