U
U
U
Emily Harnach
Office Hours: LART 223 Tuesday & Thursday from 12 to 1:30 pm or by appointment
Course Description:
In this course, we will examine the history of the United States chronologically, beginning with
indigenous groups before European contact and continuing to the end of the Civil War. Each
period will include components of the social, political, and economic history of the United
States. Further emphasis will focus on marginalized communities, class hierarchies, and gender
roles. Students will be assigned Eric Foner’s Give Me Liberty!: An American History Vol. 1 for
the course, and each week will center on a chapter from the book. Classes will include lectures
for the first half followed by a discussion or activity. Overall, this course will allow students to
understand how society evolved in the United States and relate it to its present state.
Objectives:
1. Students will learn to analyze primary and secondary sources connected to events
covered throughout the course. Students will then learn how to interpret their analysis and
utilize their findings as evidence to support their historical arguments.
2. Students will learn how to write an argumentative paper through writing workshops that
will occur during the second half of the semester. Students will then write portions of
their final paper due at the semester's end.
3. Students will familiarize themselves with different perspectives to highlight the
experiences of communities of color and women throughout U.S. history. Overarching
social, political, and economic themes will be connected to these communities'
experiences to establish how they changed over time.
Required Reading:
Foner, Eric. Give Me Liberty!: An American History, vol. 1, 7th edition. New York: W.W.
Norton & Company, 2023.
Students may use an older edition (4th-6th), if they are not able to purchase the latest one. Physical
and eBook versions of the book are both acceptable. I have 7 extra copies available for students
who are unable to get the book. Please send me an email and let me know if you need one.
Books will be given on a first-come first-served basis.
Course Requirements:
Source Analysis: There will be two source analysis completed over the semester. The first
analysis will only focus on primary sources and will be completed during the first half of the
semester in class. Students will be taught how to analyze and interpret an example of a primary
source in groups. Each group will be provided guidelines to use and will turn in a group analysis
at the end of the class for a grade. The second analysis will focus on both primary and secondary
sources, which will be completed during the second half of the semester. Students will be given a
question that can be answered by one or more interpretations. Students will then use the primary
and secondary sources given to defend one of the interpretations, which will be followed by a
group discussion. Lastly, students will answer the proposed question in one paragraph that will
be turned in at the end of the class. Students should acknowledge the opposing interpretation in
their answer along with how they would consider interpreting people from the past. The purpose
of the second analysis will be to provide students with an example of how primary and secondary
sources should be utilized for their final papers.
Writing Workshops: Students will have the opportunity to write portions of their final papers in
class. There will be three workshop opportunities, and students will turn a completed written
portion at the end of the week when each workshop is administered. The written portions will
be turned in over Blackboard by Friday night at 11:59pm. The first workshop will involve
learning how to construct a thesis statement that answers the question given for the final paper.
The second workshop will teach students how to construct an introductory paragraph that
includes their thesis statement and an outline of their paper's body. The third workshop will
require students to write two paragraphs for their paper's body. These paragraphs should include
analysis and interpretation of primary and secondary sources that can be used as evidence to
support students’ thesis statements.
Midterm Exam: Students will write their midterm exam IN CLASS on a date that will be
provided later. Students will be required to bring Blue Books, which can be purchased through
the university bookstore or library. Students will answer a question provided to them. Students
will need to present a claim to the proposed answer and support their claim with evidence to
demonstrate their understanding of the material covered in class. The midterm should be
completed during the designated time, unless an exception to reschedule has been approved by
the professor or a teaching assistant. Students rescheduling the exams should be completed
within 10 days of the predetermined date.
Midterm Exam Question: Compare and contrast the English and Spanish colonization processes
in the Americas. How did these processes contribute to various populations’ freedom or lack of
freedom in the Americas?
Final Paper: Students will write a 4-to-6-page essay answering the question provided. Essays
should include a thesis statement and provide thorough evidence that answers the question
adequately. The essay should be clearly organized and written thoughtfully. Students will need to
include three references from class lectures or the reading material. These references must be
cited (MLA or Chicago) in the essay and include a bibliography or works cited page at the end.
Students can use material from outside sources, but they must also be cited. The essay should be
written in Times New Roman, 12 font, double spaced, include a title and page numbers.
Students will turn in their assignments on Blackboard as a Word document by Friday at
11:59pm.
Grade Breakdown:
Class Schedule:
PowerPoint lectures will include board information that coincides with each week's
chapter reading and expand on other topics that develop students' knowledge of each
discussed era. These topics will focus on the experiences of marginalized communities,
class hierarchies, and gender roles. REEF polling will be conducted throughout the
lecture so that students can earn participation points. Discussion activities will be
administered as a REEF question discussed orally afterwards or in breakout
sessions in small groups.
February 6/8: Slavery, Freedom, and the Struggle for Empire/Source Analysis 1
This source analysis will only focus on primary sources and will be completed during the
first half of the semester in class. Students will be taught how to analyze and interpret an
example of a primary source in groups. Each group will be provided guidelines to use and
will turn in a group analysis at the END of class for a grade. This assignment is worth
100 points.
Reading: NONE
Class: PowerPoint lecture reviewing expectations and guidelines for Midterm Exam.
Students will write their midterm exam IN CLASS in Bluebooks that they have
purchased. Students can bring one index card (3x5) to the exam, and it can be
filled out on both sides. Index cards will be checked before the exam begins, and students
must hand them in with their completed exam. This assignment is worth 200 points.
Midterm Exam Question: Compare and contrast the English and Spanish
colonization processes in the Americas. How did these processes contribute to
various populations’ freedom or lack of freedom in the Americas?
This source analysis will focus on both primary and secondary sources, which will be
completed during the second half of the semester. Students will be given a question that
can be answered by one or more interpretations. Students will then use the primary and
secondary sources given to defend one of the interpretations, which will be followed by a
group discussion. Lastly, students will answer the proposed question in one paragraph
that will be turned in at the END of the class. Students should acknowledge the opposing
interpretation in their answer along with how they would consider interpreting people
from the past. This assignment is worth 100 points.
Students will construct an introductory paragraph that includes their revised thesis
statement from Writing Workshop #1 and an outline of their final paper. Students will
turn in their introductory paragraph and outline as a Word document on
Blackboard by Friday night at 11:59pm. This assignment is worth 75 points.
Students will write two paragraphs for the body of their final papers. These paragraphs
should include analysis and interpretation of primary and secondary sources that can be
used as evidence to support their thesis statements. There should also be references
from class lectures and Foner’s Give Me Liberty. Students will need a minimum of three
in their final paper. Students will turn in their two paragraphs as a Word
document on Blackboard by Friday night at 11:59pm. This assignment is worth 75
points.
Papers should be 4 to 6 pages answering the question provided. Papers should include
the revised thesis statement, introductory paragraph, and two body paragraphs from the
writing workshops. Students should include at least three references from class lectures
or reading material. These references and any used from outside sources should be
cited in MLA or Chicago format and included in a bibliography or works cited page at
the end of the paper. Students will turn in their final paper as a Word document on
Blackboard by 11:59pm. This assignment is worth 250 points.
Course Policies:
Diversity: The University is committed to providing equal opportunity to all students and will
not discriminate against persons based on race, color, national origin, sex, religion, age,
disability, genetic information, veteran’s status, sexual orientation, or gender identity. I ask that
all students treat each other with respect along with me and the TA(s). If you have any issues of
discrimination in the class, please let me know. Additionally, if there are any suggestions on how
the class can be more accommodating, those are welcomed too. Lastly, if any of the classes
conflict with any religious events or holidays, please let me know and we can make separate
arrangements for you.
Conduct: Students are expected to abide by UTEP’s Handbook of Operating Procedures, Section
II: Student Affairs, Chapter 1: Student Conduct and Discipline. Information on cheating and
plagiarism can be found here https://www.utep.edu/hoop/section-2/student-conduct-and-
discipline.html. Any students accused of cheating or plagiarism will risk being removed from
class or the university.
AI Usage: Using AI technologies, especially generative AI like ChatGPT, will not be tolerated.
Students must complete all assignments in their own words, and any AI use will be treated as
plagiarism. Students will be reported to the Office of Student Conduct and Conflict Resolution
(OSCCR).
Excused Absences and/or Course Drop Policy: See Policies and Regulations in the UTEP
Undergraduate Catalog for a list of excuse absences. If you are an ATHLETE and will miss class
due to travel, please notify me and we will work out separate arrangements to make up any
missed assignments.
If you need to drop this class, please tell me and contact the Registrar’s Office to start the drop
process. If you do not complete this and remain in the course without doing any of the work, you
are at risk of receiving an “F” for the course.
Changes to the Syllabus: The instructor reserves the right to make changes to the syllabus over
the semester.
Course Resources:
Technology Resources
Academic Resources
• UTEP Library: Access a wide range of resources including online full-text access to
thousands of journals and eBooks plus reference service and librarian assistance for enrolled
students.
• University Writing Center (UWC): Submit papers here for assistance with writing style
and formatting, ask a tutor for help and explore other writing resources.
• History Tutoring Center (HTC): Receive assistance with writing history papers, get help
from a tutor and explore other history resources.
• RefWorks: A bibliographic citation tool; check out the RefWorks tutorial and Fact
Sheet and Quick-Start Guide.
• The Miner Learning Center: Join peer-led study sessions in person or online to review
content and discover study strategies in core curriculum courses.
• UTEP Edge: UTEP’s cross-campus framework for student success and empowerment –
develops students’ assets through high-impact experiences made possible by the expertise and
dedication of faculty, staff, alumni, and community partners.
Individual Resources
• Military Student Success Center: Assists personnel in any branch of service to reach
their educational goals. • Center for Accommodations and Support Services: Assists students
with ADA-related accommodations for coursework, housing, and internships.
• UTEP Food Pantry: Non-perishable food items are available to students who are
currently enrolled in classes. Bring a Miner Gold Card to Memorial Gym, Room 105, Monday
through Friday, 10 a.m. to 2 p.m.