Instructor: David Paul Haney, Ph.D.

Email: dhaney@austincc.edu

COLLEGE POLICIES AND STUDENT SUPPORT SERVICES

These policies and resources can be found here, and this link will also be made available in Blackboard.

(Services such as online tutoring, academic coaching, library services, food assistance, emergency financial support, mental-health counseling, crisis hotlines, and other resources are included in the lower half of the page linked above.)

SUPPLEMENTAL INSTRUCTION

This course is fortunate to include student access to Supplemental Instruction (SI), which is a nationally recognized academic support program offering free, regularly-scheduled study sessions for traditionally difficult courses. SI's interactive sessions help you to integrate how to learn with what you learn in class. Attendance at the sessions is strictly voluntary, and no extra credit is available for it. Arrangements for meeting times will be established during the second week of the session. For more information about the SI program (including answers to FAQ's), go to https://www.austincc.edu/students/supplemental-instruction.

The SI leader for this course is Luz Villegas (luz.villegas@g.austincc.edu).

COURSE DESCRIPTION

This 3-credit-hour course (3 contact hours per week) explores the period from the time of first contact between Europeans and the original inhabitants of the Western Hemisphere through the events of the Civil War and the Reconstruction Era. Topics will include the pre-Columbian civilizations of the Western Hemisphere, the various cultural and biological exchanges between New and Old World civilizations, the evolution of colonial communities within North America, revolutionary ideology and the War for American Independence, industrialization and technological revolution, antebellum reform movements, the intensifying conflict over the institution of slavery, and the struggle for racial justice and equality that followed emancipation. (See the History Department website for more information.) 

Students' encounters with the above topics (among others) offer abundant opportunities to acquire foundational knowledge, or knowledge that can serve as the basis for acquiring new knowledge more easily and expeditiously. It goes without mentioning that having an existing familiarity with the substance of any subject makes further learning about that subject occur more readily and effectively. This process is known as the "Matthew effect" (after a New Testament parable), and it refers to the phenomenon of "accumulated advantage," that occurs when we draw upon our existing resources to acquire additional resources (investing one's money being an obvious instance of this). Given that the study of history can involve learning about just about anything under the sun, the foundational knowledge that it provides can facilitate further learning in a wide range of other subjects, work responsibilities, relationships, and life choices.

The study of history is humanity's attempt to give form and meaning to the virtually infinite number of individual stories that our past contains. There will always be debate and disagreement over what precisely the "big story" is on a given subject, and no single grand interpretation can capture our collective experience of the past fully and eternally. Thus, historical investigation and debate are never-ending processes, and one of the benefits of participating in these processes is the heightened empathy that comes with exploring the backgrounds, experiences, perspectives, and aspirations of others.

Moreover, history is a dialogue between the past and the present, which means that we will be looking for ways in which our course materials resonate within our own contemporary experience. In other words, we will be studying "history" as living material with deep relevance for our own day and age. Particularly because a great deal of our course will concentrate on the history of everyday life and the forces that have shaped it, I am confident that this approach to the study of history offers opportunities to find deeper meanings within one’s own life history, values, and concerns.

The study of history therefore requires active and critical learning -- the mastery of course material not merely for its own sake, but in order to organize and enhance our understanding of the world. It involves identifying historical structures and formulating meaningful concepts, so that history can reveal things of significance to us. To do this effectively, it is necessary to contextualize specific course content, rather than thinking of it in isolation from the historical circumstances surrounding it. Therefore, it will be through analyzing and interpreting the course material that students will earn high grades in this course. Moreover, memorization alone doesn't tend to provide one with new insights or with much enlightenment. This is as true in the study of history as it is everywhere else.

The course requirements described above indicate that the study of history (and other academic disciplines) at the college level is a process. Over the last several decades, higher education has come to be understood by growing numbers of people to be primarily a product, a commodity that is purchased with money, time, and effort, and then applied to practical pursuits like the satisfying of requirements, the earning of degrees, and the preparation for gainful employment. College coursework is indeed directed at fulfilling all of these things, but as a process, it must also equip learners with a foundation of knowledge worth possessing, a healthy intellectual curiosity, and preparation for lifelong learning.

Content Warning

The study of history involves, inevitably, encounters with both the beautiful and the dreadful, the inspiring and the dispiriting, and the reassuring and the deeply unsettling. Almost any subject covered in a college history course possesses the potential to provoke or upset one or more of us, particularly given the emotionally-challenging historical topics and evidence that will be presented on occasion during class meetings. Students are therefore invited to confide any concerns they might have about encounters with such material at any time during the session (though earlier is always better, given that it might allow me to devise, in advance, effective ways of sharing it with optimal sensitivity).

INSTRUCTIONAL METHODOLOGY

This course will combine standard lectures (both in-class and previously-recorded) with reading assignments, in-class discussions, and a large amount of multi-media material (art, photography, advertising, political cartoons, etc).

Effective reading, writing, listening, and note-taking skills are essential to an effective performance in this course, and I will be dispensing suggestions on the cultivation of these skills throughout the semester. Success in a college course depends greatly upon how students approach the course, as opposed to merely how "smart" they are imagined to be upon arriving in it. Given the human brain's immense capacity for development and growth through the establishment of new memories and new neural pathways (neuroplasticity), we will proceed with the confidence that everyone is capable of higher levels of mastery of a subject, when effective learning strategies and constructive life habits are developed and employed toward that end.

COURSE RATIONALE

The Texas legislature requires students to take 6 hours of American history to graduate from an institution of higher learning in Texas. This course helps fulfill that requirement. Students taking History 1301 can expect to improve their reading and writing competencies, critical thinking skills, research skills, etc., all of which help students better succeed in life outside academia.

Upon completion of the general education component of an associate’s degree, students will demonstrate competence in:

• Civic and Cultural Awareness - Analyzing and critiquing competing perspectives in a democratic society; comparing, contrasting, and interpreting differences and commonalities among peoples, ideas, aesthetic traditions, and cultural practices
   
• Critical Thinking - Gathering, analyzing, synthesizing, evaluating and applying information.
   
• Personal Responsibility - Identifying and applying ethical principles and practices; demonstrating effective learning, creative thinking, and personal responsibility.
   
• Written, Oral and Visual Communication - Communicating effectively, adapting to purpose, structure, audience, and medium.
   

COMMON COURSE OBJECTIVES

After completing History 1301 the student should be able to:

1. Describe the European background of New World colonization and identify motives of those who migrated to the western hemisphere.
2. Explain the diversity of English speaking colonies of North America.
3. Describe the societies that evolved in the English colonies of North America, together with the development of unfree labor systems.
4. Explain the economic and political relationships between the English colonies and the Mother Country.
5. Describe the economic, religious and political developments in eighteenth century Colonial America.
6. Identify the wars fought by English colonists in North America and evaluate the impact of those wars, particularly the French and Indian War.
7. Trace the growing alienation of the colonies from Great Britain, which ended with the decision to declare independence.
8. Describe the course of the American Revolution to the winning of Independence, including the significant campaigns and the diplomatic maneuvers that helped gain victory.
9. Explain the impact of the American Revolution on American society and politics and the problems that arose after independence.
10. Describe the restructuring of the Republic at the Constitutional Convention of 1787 and the fight for the ratification of the Constitution.
11. Trace the rise and development of political parties during the 1790s, including the contributing domestic and foreign policy differences and the attempted suppression of the Republicans by the High Federalists.
12. Describe the key events and developments of the Jefferson and Madison administrations, including the attempts to avoid war with Britain, together with the outcomes of the War of 1812.
13. Describe the territorial expansion and economic developments after the War of 1812.
14. Trace the social, economic and political developments of the Jacksonian Era which democratized the United States and transformed the party system.
15. Identify the religious developments and reform movements of the Antebellum Era.
16. Describe the territorial and internal expansion of the United States during the 1830s and 1840s, including the war with Mexico.
17. Trace the expansion of slavery in the early nineteenth century and explain the effects of that expansion.
18. Describe the African American experience under slavery.
19. Explain the events from the Compromise of 1850 to the election of 1860 that led to the disruption of the union.
20. Trace the course of the Civil War from secession to Appomattox, paying particular attention to the social, economic and political effects of the conflict.
21. Describe the reconstruction of the South and explain its failure.
22. Identify the major problems of the Grant administration and evaluate his handling of those problems.

PERSONAL DIGITAL DEVICES

Digital technologies can without a doubt serve as useful “learning tools,” but they tend at the same time to function as instruments of distraction that prevent students from remaining fully “present” in the classroom, as is evident in the strong correlation between the frequency of their use in class and lower levels of academic performance. Therefore, the use of smartphones will not be permitted during class time without special permission for temporary use (when, for example, a student needs to remain in touch with someone during an urgent situation), and students who persist in violating this policy after three warnings risk being withdrawn from the course.

As for laptops and tablets, note-taking on them instead of by hand causes information to pass from the eardrums to the keyboard without much cognitive processing of that information by the brain in between. Writing notes by hand, by contrast, engages the brain and its cognitive capacities much more broadly and powerfully. Moreover, students often inform me that other students' laptops and tablets are a significant classroom distraction. Therefore, the use of computers for keyboard note-taking is permitted in this course, but I do not recommend their use for this purpose, as there is a growing body of empirical evidence that they too inhibit learning and produce lower grades. Additionally, if I receive student complaints about other students' use of laptops in distracting ways, I will consider prohibiting their use during class time on a case-by-case basis.

RECORDING POLICY

To ensure compliance with the Family Education Rights and Privacy Act (FERPA), student recording of class lectures or other activities is generally prohibited without the explicit written permission of the instructor and notification of other students enrolled in the class section.  Exceptions are made for approved accommodations under the Americans with Disabilities Act.

Recording of lectures and other class activities may be made by faculty to facilitate instruction, especially for classes taught remotely through BlackBoard Collaborate or another platform.  Participation in such activities implies consent for the student to be recorded during the instructional activity.  Such recordings are intended for educational and academic purposes only.

COURSE ORGANIZATION AND GRADING

This course is organized into four units consisting of the following:

• Exams on content covered in class meetings and recorded lecture topics (66.7% of course grade): For each unit of the course, an exam, consisting of objective and written-response questions, is scheduled in the course calendar posted in Blackboard. Guidelines and suggestions for preparing for the exams are forthcoming.

• Quizzes on primary-source documents (33.3% of course grade): During each unit of the course, I will be giving quizzes (in class) on the document readings described above. The quiz questions will be derived directly from the study questions or learning objectives paired with them. I will always give quizzes on the primary-source readings, and there will be no make-ups on these quizzes, which means failing to take one by its posted deadline produces a zero score for that quiz. To help compensate for this, I will drop each student’s two lowest document-quiz scores.

At any point during the session, students can calculate their current averages by adding up existing quiz and exam scores and dividing that sum by the cumulative points possible on those assessments. (A result of .83, for example, equals 83%. Remember that each student's two lowest quiz scores will be dropped, so consider whether to eliminate one or both drops from those calculations at any stage.) Resulting percentages in the 90s would produce an A grade, 80s would mean a B, 70s equal a C, etc.

CALENDAR OF ASSIGNMENTS AND DEADLINES

This calendar will be posted in Blackboard.

TESTING/QUIZZING POLICIES AND PROCEDURES

1. Exams and quizzes will be taken in class and will consist of questions drawn from the learning objectives, study questions, and guidelines found in the four unit Study Guides that will be posted in the Blackboard system.

2. Exams will consist of questions that require either paragraph-length responses or a full essay response, and possibly some objective questions (e.g., multiple-choice and/or matching) as well. Quizzes will be mainly multiple-choice format, with the strong likelihood of some paragraph-length writing.

3. All materials external to the exams and quizzes themselves (notes, books, document printouts, phones, ear buds, laptops, etc.) are prohibited during testing, and interaction must be limited exclusively to the testing materials themselves. 

4. As is required during all conventional testing situations generally, students must remain in the classroom until they have finished testing. Exiting the room before handing in one’s completed exam, and then returning to complete it, would quite clearly compromise the security and integrity of the entire testing process.

MAKEUP EXAM POLICY

Only a documented and compelling reason for a missed exam deadline (an emergency, generally) can make a student eligible for an individually-scheduled makeup test. Work schedules cannot typically be considered an excuse. Similarly, makeup exams must be completed within 9 calendar days of their originally-scheduled dates.

At my discretion, depending upon the circumstances, a larger proportion of a given makeup exam might consist of written responses, with fewer writing topics from which the test-taker can choose.

ATTENDANCE POLICY

Regular class attendance is required. Any student who accumulates more than five undocumented and unexcused (non-emergency) absences by the withdrawal date risks being dropped from the course.  If a student exceeds that number of absences after the withdrawal date, I reserve the right to refuse to grade any remaining assignments produced by that student.  Otherwise, I do not penalize students with lower grades because of absences, but it should be kept in mind that exam questions will reflect what has been discussed in class.

Students who miss class for any reason are encouraged to obtain class notes from a classmate, and to review those notes in conjunction with the slide images that were presented in class on the day of the absence (these will also be posted in Blackboard). When an absence does occur, students should not feel the need to contact the instructor, unless I can be of immediate help in some way.

CLASS PARTICIPATION

During each class meeting I will be asking questions relevant to the material assigned for that day. Consequently, I expect every student to be prepared to discuss the assigned readings on the days for which I have scheduled them.  Discussions will tend to follow the objectives outlined in Part I of this syllabus. While I do not assign class participation a specific percentage of the grade, it can be the deciding factor when a student's grades lies on the borderline between an A and a B, etc.

The success of this course depends significantly upon each student's possession of the opportunity to ask questions and offer perspectives during the class period. Therefore, all students enrolled must afford one another an equal chance to participate in class discussion.

ACADEMIC SUPPORT

ACC offers academic support services on all of its campuses. These services, which include online tutoring, academic coaching, and supplemental instruction, are free to enrolled ACC students. Tutors are available in a variety of subjects ranging from accounting to pharmacology. Students may receive these services on both a drop-in and a referral basis.
 
An online tutor request can be made here.

Additional tutoring information can be found here.

STATEMENT ON ACADEMIC INTEGRITY

Austin Community College values academic integrity in the educational process. Acts of academic dishonesty/misconduct undermine the learning process, present a disadvantage to students who earn credit honestly, and subvert the academic mission of the institution. The potential consequences of fraudulent credentials raise additional concerns for individuals and communities beyond campus who rely on institutions of higher learning to certify students' academic achievements, and expect to benefit from the claimed knowledge and skills of their graduates. Students must follow all instructions given by faculty or designated college representatives when taking examinations, placement assessments, tests, quizzes, and evaluations. Actions constituting scholastic dishonesty include, but are not limited to, plagiarism, cheating, fabrication, collusion, falsifying documents, or the inappropriate use of the college’s information technology resources. Further information is available at https://www.austincc.edu/about-acc/academic-integrity-and-disciplinary-process.

Acts prohibited by the College for which discipline may be administered include scholastic dishonesty, including but not limited to cheating on an exam or quiz, plagiarizing, and unauthorized collaboration with another in preparing outside work. Academic work submitted by students shall be the result of their own thought, research or self-expression. Academic work is defined as, but is not limited to, tests, quizzes (whether taken electronically or on paper); individual or group projects; classroom presentations, and homework. A student discovered to have violated the academic integrity policy described above will receive an F in the course. (Students have a right to appeal this penalty, but the appeals process is limited to course grades, as opposed to individual exam grades.)

Academic dishonesty includes:

• Communicating exam information to, or receiving such information from, another person;
• Using, attempting to use, or assisting others in using materials that are prohibited during an exam, such as: cellphones, books, Web sites, prepared answers, written notes, or concealed information;
• Allowing others to do one's exam or assignment or a portion of one's exam or assignment;
• Using a commercial term paper service;
• Purchasing or otherwise acquiring written work that is not your own, and then submitting it as your own;
• Posting copyrighted course material on the Internet, on sites such as Study Blue or Quizlet (all material in this course is copyrighted)
• Taking an online test with the camera obstructed or pointed away from your face.

Plagiarism is defined as using another's work (whether printed, electronic, or spoken) without crediting the person or copying so many words or ideas from a source that it makes up most of your work, whether you give credit or not.

All of the following are considered plagiarism:

• Submitting someone else's work as your own;
• Copying words or ideas from someone else without giving credit;
• Paraphrasing words or ideas from someone else without giving credit;
• Failing to put a quotation in quotation marks;
• Giving incorrect information about the source of a quotation with the intention of deceiving;
• Changing words but copying the organization and structure of a source without giving credit;
• Prompting an AI text-generating platform to produce textual material and presenting that material in a paper as one’s own written work.

To help avoid plagiarism:  read over your source, then put down that source (or close the browser if it’s online), and THEN write notes about what you’ve read.  This will help to ensure that you’re not copying or completely paraphrasing your source.  Paraphrasing is okay to do, but on a VERY limited basis.  You cannot paraphrase entire paragraphs or sections of your papers or exam essays – because then it wouldn’t be YOUR work.  Write the information in your own words.

STUDENT RIGHTS AND RESPONSIBILITIES

Students at ACC have the same rights and protections as those guaranteed under the Constitution of the United States. These rights include freedom of speech, peaceful assembly, petition and association. As members of the community, students have the right to express their own views, but must also take responsibility for according the same rights to others and not interfere or disrupt the learning environment. Students are entitled to fair treatment, are expected to act consistently with the values of the college, and obey local, state and federal laws.

As a student of Austin Community College you are expected to abide by the Student Standards of Conduct.

Students who disrupt the class by violating class policies or by interfering with the free and respectful exchange of ideas will be withdrawn from the course. (Thankfully, students' conduct has yet to make me act on this policy, but it is here to ensure continued civility going forward.)

WITHDRAWING FROM THE COURSE

Withdrawing from a course may affect financial aid, veterans benefits, international student status, or academic standing. Students are urged to consult with their instructors or an advisor before making schedule changes. Per state law, students enrolling for the first time in fall 2007 or later at any Texas college or university may not withdraw (receive a W) from more than six courses during their undergraduate college career. Some exemptions for good cause could allow a student to withdraw from a course without having it count toward this limit. Students are encouraged to carefully select courses; contact an advisor or counselor for assistance. See the Student Handbook for additional information.

If you find that you are unable to continue taking the course, you should withdraw from it in order to avoid being assigned a failing grade. Withdrawal is accomplished by completing a withdrawal form available at a campus Admissions and Records office. The responsibility for withdrawing lies with the student. If one fails to withdraw, an F will be entered for the final course grade. The withdrawal deadline for courses in the 12-week, 14-week, and 16-week sessions is Thursday, November 21.

STUDENT E-MAIL ACCOUNTS

Every student who registers for an ACC course receives an ACC e-mail account, and since I will use the Blackboard on-line system on occasion to send out announcements to the entire course enrollment, it is important that students establish access to their ACC e-mail accounts. However, because many students prefer to continue using their pre-existing personal or institutional e-mail accounts and are therefore unlikely to check their ACC e-mail addresses on a regular basis, I recommend that those students set up their ACC e-mail account to forward messages to the account they use daily. Information on this and other ACC e-mail matters is available at http://www.austincc.edu/accmail.

To ensure student privacy, I request that students send all e-mail messages to me through their ACC e-mail accounts. If I receive a message from a non-ACC address, I have no consistent and reliable means of confirming that it has actually been sent by one of my students.

The Family Educational Rights and Privacy Act (FERPA) protects the confidentiality of college students’ educational records. Grades cannot be given over the phone, posted on a campus bulletin board or on the Web, e-mailed, or delivered through a fellow student. Additionally, parents do not have the right of access to their student’s grade information without the student’s formal approval. More information on FERPA is available at http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html.

E-mail messages to me should contain complete sentences, punctuation, and the full spellings of words. It also helps for me to receive a student's enrollment information within a message, so that I can determine quickly which course and section he or she is taking. It is not necessary, nor even appropriate, to send an e-mail message simply to inform me of an absence due to a common situation, such as an illness or unanticipated extra shift at work.

ACC students can now choose the first names they would like to appear in their e-mail messages using the "My ACC" portal.  (Click here for more information -- the change is permanent and should be approached accordingly.)

STUDENT DISABILITIES

Each ACC campus offers support services for students with documented physical or psychological disabilities. Students with disabilities must request reasonable accommodations through the Student Accessibility Services office on the campus where they expect to take the majority of their classes. Students are encouraged to do this three weeks before the start of the semester.

ACADEMIC FREEDOM

The free exchange of information and ideas is essential to the success of this course. Therefore, class debate and discussion will be encouraged, and students will be required to respect one another’s ideas and opinions. You are also of course free to disagree with your instructor. Usage of profanity in class is appropriate only when quoting directly from a statement made originally by a prominent historical figure. It must not be used as an informal or lazy shortcut when more thoughtfully-chosen words will do.

GUNS ON CAMPUS

Individuals who are licensed to carry (LTC) may do so on campus premises except in locations and at activities prohibited by state or federal law, or the college’s concealed handgun policy. It is the responsibility of license holders to conceal their handguns at all times. Persons who see a handgun on campus are asked to contact the ACC Police Department by dialing 222 from a campus phone or 512-223-7999. For further information see www.austincc.edu/campuscarry.

EMERGENCY PROCEDURES

In the event of an emergency, faculty, staff, and students will exit the building using the stairs (not the elevators) and gather at a designated “rally point” outside the building. Students who are unable to descend the stairs must wait for assistance in an “area of refuge” at the top of the stairs. (Various faculty and staff are equipped to communicate such situations to campus police.) All classrooms are equipped with audiovisual systems to convey emergency alerts and information.

INCOMPLETE GRADES

Students may request an Incomplete from their faculty member if they believe circumstances warrant. The faculty member will determine whether the Incomplete is appropriate to award or not. The following processes must be followed when awarding a student an I grade:

1. Prior to the end of the semester in which the “I” is to be awarded, the student must meet with the instructor to determine the assignments and exams that must be completed prior to the deadline date. (This quantity of makeup material must not exceed one exam.) This meeting can occur virtually or in person. The instructor should complete the Report of Incomplete Grade form.
2. The faculty member will complete the form, including all requirements to complete the course and the due date, sign (by typing in name) and then email it to the student. The student will then complete his/her section, sign (by typing in name), and return the completed form to the faculty member to complete the agreement. A copy of the fully completed form can then be emailed by the faculty member to the student and the department chair for each grade of Incomplete that the faculty member submits at the end of the semester.
3. The student must complete all remaining work by the date specified on the form above. This date is determined by the instructor in collaboration with the student, but it may not be later than the final withdrawal deadline in the subsequent long semester.
4. Students will retain access to the course Blackboard page through the subsequent semester in order to submit work and complete the course. Students will be able to log on to Blackboard and have access to the course section materials, assignments, and grades from the course and semester in which the Incomplete was awarded.
5. When the student completes the required work by the Incomplete deadline, the instructor will submit an electronic Grade Change Form to change the student’s performance grade from an “I” to the earned grade of A, B, C, D, or F.

If an Incomplete is not resolved by the deadline, the grade automatically converts to an “F.” Approval to carry an Incomplete for longer than the following semester or session deadline is not frequently granted.

RECOMMENDED TEXTBOOK

The recommended textbook is Eric Foner, Give Me Liberty, Volume 1 (Seagull Edition).  (Be sure to get Volume 1, because Volume 2 contains only the material covered in HIST 1302.)

The ACC bookstore currently stocks the 6th edition, but the publisher's "ebook" version (also linked in Blackboard) may be limited to the new 7th edition in the fall. If that turns out to be the case, either edition will be acceptable for students to use.

Students will not need the “access code” that comes with the book when it is purchased new. 

PRIMARY-SOURCE READING ASSIGNMENTS

Students will also be required to complete primary source reading assignments.  These readings differ from the textbook readings in that they are primary-source documents -- that is, they were written by individuals who experienced some of the historical developments we will be studying, and thus they give more personal and subjective perspectives on historical issues.

(These documents will be accessible within the Study Guides in Blackboard, and they are subject to occasional cancellation and/or replacement with other documents.)

1. The Original Inhabitants of the Americas and the Age of "Discovery"

2. The English Concept of Colonization and the Founding of the Virginia Colony

3. The Puritan Colonization of New England

4. Virginia's Tobacco Culture and the Origins of North American Slavery

5. The Horror of the Transatlantic Slave Trade

6. Diversity and Commercialization in North American Colonial Society

7. The American Enlightenment and the Great Awakening

8. English Political Theory and Colonial Political Life

9. Turmoil in the British Colonial System

10. Revolutionary Consciousness and the War for Independence

11. The "Critical Period" of the 1780s and the Creation of the Constitution

12. The Birth of American Political Parties

13. American Nationalism and Economic Development 

14. The "Democratic" Culture of the Jacksonian Era

15. The Jackson Presidency and the Emergence of the Second Party System

16. Religion, the Family, and Social Reform

17. Abolitionism, Utopianism, and the Women's Movement 

18. The Southern Slave Economy and Justifications of Slavery

19. Slave Communities and Black Resistance to Slavery

20. Manifest Destiny and Westward Expansion

21. The Sectional Crisis 

22. Secession and the Grim Realities of Total War

23. The Reconstruction Era
   

After completing History 1301 the student should be able to respond thoroughly and effectively to the learning objectives and study questions posted in the unit study guides in Blackboard. (See "Course Requirements" above.)