Eastern Florida State College

U.S. History to 1877 (AMH 2010)

Course Syllabus Fall 202040

Instructor: Amy K. Rieger

Phone: (321) 433-7166
Office: 005-123 (Cocoa)
email: riegera@easternflorida.edu

Office Hours:
MRWR 8:45-9:15 AM
MTWR 1:30-3:30 PM
F 9:00-12:00
*Due to the Covid-19 pandemic, office hours are available online by appointment only

Course Description:
“Meets College Level Communications Skills and General Education requirements. This
is a survey of the social, political, economic, geographic, and cultural development of the
American people through Reconstruction. Emphasis is placed on enabling students to
understand and appreciate the United States' diverse cultural heritage. This is a
designated diversity-infused course. (3 credit hours)

Meeting Times/Location
AMH 2010-01Z 41105 Online
AMH 2010-02Z 41106 Online

Instructional Methodology/Format
Lecture/Online

Required Text:
The American Promise: A Concise History (v1)
James Roark
Bedford/St. Martin’s, 8th edition, 2020
*Additional readings may be assigned throughout the semester.
*Students may utilize the publisher’s electronic content by purchasing Launchpad, which
includes a full edition of the textbook (in lieu of purchasing a hard copy of the text.)

Course Competencies and Learning Objectives:

AMH 2010 is designed to give students a basic understanding, awareness, and
appreciation for the American heritage, as well as increase the students’ understanding of
how and why the U.S. came to be what it is today. This will be accomplished through the
following competencies and objectives:

Analyze European exploration and colonization of the America

• Examine the Native American peoples and cultures of the Americas prior to 1492
• Explore the motivations for European exploration and colonization of the New
 World
• Examine the impact of Native, European, and African cultures upon each other in
the 16th and 17th centuries
• Contrast the Spanish, French, and English colonial expansion in America

Examine the development of the British American colonies in the 17th-18th Centuries
• Explore the regional development of the original English colonies
• Determine the role of religion on American colonial development in the 17th
century
• Investigate the diverse economies and social structures that evolved in the English
colonies
• Examine the role of British mercantile policies on the development of the
different regions of colonial America
• Discover the roles of women and minorities during the colonial period

Chart the development of the crisis between Great Britain and its American colonies
• Investigate the impact of the Great War for Empire on British and colonial
relations
• Identify British policies from 1763 to 1775 that created widespread dissent and
rebellion in the American colonies
• Examine the varied methods and arguments employed by American colonists to
oppose British policies
• List the key events that led to the outbreak of hostilities between Britain and the
American colonies
• Restate the themes, ideas, arguments, and principles that influenced the creation
of the Declaration of Independence

Analyze the American Revolutionary War

• Contrast the advantages Great Britain and the colonists had in the American
Revolution, including the significance of the French Alliance with the US
• Examine the effects of divisions among Americans on the War for Independence
• Compare the war strategies utilized in the American Revolution
• Summarize the role of women and minorities during the Revolutionary crisis
• Analyze the social, political, and economic changes that resulted from the
American revolutionary experience

Explore the development of the early American Republic

• Examine the development of the Articles of Confederation (i.e., its structures,
weaknesses, etc.)
• Identify the ideological debates that shaped the development and ratification of
the US Constitution
• Examine the diverging political philosophies of the Early American Republic (i.e.,
representation, the electoral college, etc.)
• Contrast Thomas Jefferson’s vision for America with Alexander Hamilton’s
 • Identify the causes of the War of 1812
• Discuss the outcomes of the War of 1812 for Great Britain and America

Evaluate the politics of change in America through the 1850s

• Analyze the rise of the second American two-party system during the Jacksonian
Era
• Examine the intersection between the religious revivals of the era and important
reform movements, including abolitionism, the women’s rights movement,
education reform, and criminal justice changes
• Examine US relations with the various Indian nations from 1750 to 1860
• Discuss the Indian Removal Act of 1830 and its consequences
• Analyze the impact of industrialization and increased urbanization on political,
economic, and social developments in the United States
• Outline the development of railroads, canals, and roads in the 19th century
• Summarize the impact of immigration on the country from 1800-1850
• Explore the development of American culture in the first half of the 19th century

Analyze the development of the institution of slavery in the United States

• Examine the influence of the institution of slavery on US territorial expansion
• Investigate the economic, political, and social structures of white southern society
to 1860
• Identify the characteristics of slave communities in the American South
• Identify the characteristics of free black communities in the American South
• Explain the breakdown of established national political consensus over the
expansion of slavery, the disposition of fugitive slaves, and the slave trade

Explore the impending crisis leading to the American Civil War

• Explain the concept of manifest destiny as a reflection of the age
• Examine the causes and effects of the US war with Mexico
• Investigate the development of new political ideologies in the decade leading to
the Civil War
• Identify the events of the 1850’s that helped to spark the Civil War
• Examine the impact of the election of 1860 on secession
• Investigate the emerging divisions among Americans from 1840-1860

Analyze the American Civil War

• Contrast the strengths and weaknesses of the Confederate and Union war efforts
• Examine the consequences of Lincoln’s Emancipation Proclamation
• Identify the factors that allowed the Union to achieve victory in 1865
• Classify the social, cultural, economic, and political effects of the war on the
American peoples
• Examine the roles of women and minorities in the Civil War

Evaluate the Era of Reconstruction

 • Identify the difficulties the country faced leading into and through Reconstruction
• Contrast the differing goals/plans of Reconstruction
• Examine the growing conflict between southern whites and freedmen over the
status of African Americans in the post war south
• Evaluate the legacy of the Reconstruction period

The course also reflects one or more of EFSC's Core Abilities:

Work Cooperatively Model Ethical & Civic Responsibility
*Think Critically & Solve Problems Communicate Effectively
Process Information

Course Delivery Method: Internet

Because this course will be taught entirely online, there is no “classroom” component in
the traditional sense. This course is ideal for the self-motivated student who either travels
or is unable to fit “regular” classes into his/her schedule. As an online course, the format
is substantially different from a regular classroom setting.

Perhaps the greatest difference for me, the instructor, is the role that I play in the class.
Rather than standing in front of you “teaching” you, I am at your side, guiding you. And
rather than being able to tell from your facial expressions that you are confused, I have to
wait for you to tell me. It is very different for you as a student, as well. You must be
actively involved in learning and proactive in asking me for assistance. Remember that I
am just an e-mail or phone call away (and will always try to respond within 2 BUSINESS
days)! Be sure to read all posted announcements! Important information will be shared
here, and through direct email.

*Please note that all submissions must be either Word, PDF, or text-only files.

Evaluation and Grading:

Unit One Exam =50 points
Unit Two Exam =50 points
Unit Three Exam =50 points
Unit Four Exam =50 points
Comprehensive Final =100 points

Unit Quizzes = 125 points

Online Discussion = 75 points
History Project = 50 points
Critical Thinking = 50 points

Total Points. Possible = 600

Grading Scale:
A 540-600 points
B 480-539 points
C 420-479 points
D 360-419 points
F <360 points

Course Organization and Schedule:

This course is organized into four units:
Unit One: The Old World Meets the New Chapters 1-5
Unit Two: Revolutionary American and Beyond Chapters 6-9
Unit Three: The Nation Develops Chapters 10-13
Unit Four: A House Divided Chapters 12 (p 333-47), 14-16

For each unit of study, students will

• Read/study the assigned chapters
• Post answers to discussion questions posed by the instructor and respond to fellow
students’ posts
• Complete short chapter/topic quizzes
• Take the unit exam
Students are responsible for completing each unit in a timely fashion. Typically, 1-2
chapters and discussion items, with associated quizzes, should be completed each week
(Monday-Sunday) to stay on target. The unit exams will be open for one week only, as
reflected in this syllabus and in the online Assignments file. Students who fail to
complete the unit exam within the week will receive a zero. All unit materials are also
due by the close of the exam window. No late work will be accepted after the close of the
unit exam window.
• Exceptions for emergencies, illness, etc. are at the instructor’s discretion, and may
require written documentation.
Attendance policy:
You are required to enter the classroom frequently. If the system indicates there are
FOUR (4) consecutive days that you have not entered, OR you have failed to
complete a required assignment by the required deadline, I may assume that you have
stopped "attending" and withdraw you from the class. The last date of attendance will be
the last date on which you participated in the classroom or the date of the missed
assignment. Canvas software provides this information.

Withdrawal Policy:
If you decide that you are unable to complete the course work, then you must withdraw
yourself from the class. The last day to withdraw from classes with the grade “W” is
October 29, 2020. If you decide that you are unable to complete the course work, then
you must withdraw yourself from the class. Late withdrawals will be considered only
under extreme circumstances, with documentation, and are subject to administrative
scrutiny. Students may be administratively withdrawn from the course under certain
circumstances (see the attendance policy above and the Student Handbook for additional
information)

Course Requirements:
Online Discussion:
You are required to answer 16 discussion questions in the course. This means
you’ll read questions and responses in your online classroom, then write and post
 your own contributions to the “discussion.” Your presentation of questions about
historical concepts, and questions about events that you do not fully understand,
will be considered valuable contributions to these discussions. Make sure your
answers are based fully on historical fact, even as you bring your own personal
interpretation to the discussion. For instance, personal religious beliefs should not
be referenced in general, unless somehow directly applicable for the historic
discussion in question. Your discussion observations should also be written IN
YOUR OWN WORDS! If you choose to quote from or closely paraphrase
someone else's work, make sure to include a citation.

You must also RESPOND to the postings of your fellow classmates at least 9
times during the course of the term. Be creative and thorough in posting your
answers. “I don’t know,” “I have no opinion,” and “I agree/disagree” are NOT
acceptable answers! Your responses should be as detailed and reflective as your
original posts…ADD to the conversation, don’t just provide affirmation!

NOTE: Different opinions/interpretations will probably be expressed as part of

the online discussion. Feel free to agree or disagree, but remember to do so in a
dignified, adult manner. Refrain from ridicule at all times, thus showing respect
to one another, yourself, and the academic environment in general. AS THE
INSTRUCTOR OF THIS COURSE, I RESERVE THE RIGHT TO
REMOVE ANY POST I DEEM UNNECESSARY,
COUNTERPRODUCTIVE, AND/OR INAPPROPRIATE.

Each posting (25 total) will be worth up to 3 points each (75 points total). I will
not grade discussion items posted for a particular unit after the exam
window for that unit has closed.

Gordon Rule Projects:

EFSC's designated “Gordon Rule” courses require students to complete “multiple
writing assignments,” as identified by the instructor. For this course, in addition
to the writing that is required as part of the exams and discussion items, each
student will complete two assignments, which should be completed ON TIME*,
due not later than the dates listed below:
Critical Thinking Essay: September 27, 2020
History “Interview” Project: November 22, 2020

* A 5 point deduction will be assessed each calendar day a project is late.

Materials received more than 10 days late with therefore earn a zero. Failure to
submit both written assignments will result in a FAILING GRADE FOR
THE ENTIRE COURSE.

It is the STUDENT’S responsibility to verify that materials submitted

electronically have in fact been received by the instructor. If the material is not
available to the instructor when grading occurs, it will be considered late unless
the student can provide documentation it was sent on time (i.e. copy of a sent
email, time-stamped screen shot,etc.). “But I sent it the day it was due” is NOT
 acceptable documentation.

Exams:
As stated earlier in the syllabus, there are four online unit exams in this course,
worth 50 points each:
Unit One Exam covers chapters 1-5 (available 9/7-13)
Unit Two Exam covers chapters 6-9 (available 10/5-11)
Unit Three Exam covers chapters 10-13 (available 11/2-8)
Unit Four Exam covers chapters 14-16 (available 11/30-12/6)

Exams, based on your reading, typically consist of a combination of multiple

choice and short answer identification items. Study tools for all tests are available
online and in the textbook. Students will have a 1-week window of opportunity to
take the exams online, as illustrated above (approximately every 4 weeks). You
may log-on to the test only once. There is a 1 hour 15 minute time limit, and
the exam must be completed in one sitting. Please note that if you are logged
off the test for some reason, you must contact the instructor for instructions on
completing the exam. It is in your best interest to complete the exam at the
beginning of the exam window. Do not wait until the last minute to take the test!
Failure to complete the exam within the window provided will result in a zero
for the test. NO MAKE UP EXAMS ARE AVAILABLE!

The Final Exam is cumulative in nature and must be taken during final exam
week, December 7-11, 2020. It consists of three sections; multiple choice
questions, short answer identification items, and a cumulative essay. Students will
have two hours to take the test. A study guide for this specific exam is posted
online, to help students prepare themselves effectively. Students will NOT be
allowed to use their textbook or any notes while taking this test.

*NOTE: Due to the Covid-19 Pandemic, there are NO proctored exams this
semester
FERPA:
Due to FERPA (Family Educational Rights and Privacy Act) regulations,
information regarding grades will NOT be given over the phone. Students must
communicate directly through the Canvas password-protected classroom with the
instructor on issues relating to grades, attendance, etc. Additionally, no
information regarding student performance will be given to anyone other than the
student (and/or EFSC officials as related to college business) without the student’s
expressed written consent. This includes parents of students in the collegiate high
school or duel enrollment programs.

Specific questions concerning grades, assignments, etc. should be directed via

email within Canvas to the instructor as they arise, using the student's EFSC email
account. Be sure to include your name in the body of the email!

Sexual Misconduct Information:

Eastern Florida State College is committed to providing a safe and productive learning
environment. Title IX and our school policy prohibits discrimination on the basis of sex.
Sexual Misconduct — in any form, including sexual harassment, sexual assault, dating
violence, domestic violence, and stalking — is prohibited at EFSC.

Our school encourages anyone experiencing Sexual Misconduct to talk to someone about
what happened, so they can get the support they need and our school can respond
appropriately. For more information about your options, please visit: http://
www.easternflorida.edu/our-campuses/campus-security/titleix-sexual-misconduct/

Our school is legally obligated to investigate reports of Sexual Misconduct, and therefore
it cannot guarantee the confidentiality of a report, but it will consider a request for
confidentiality and respect it to the extent possible. As an instructor, I am also required by
our school to report incidents of Sexual Misconduct and thus cannot guarantee
confidentiality. I must provide other EFSC officials with any relevant information
reported to me.

Religious Observances:
When the observance of a student’s religious holiday(s) interferes with attendance in
class, class work assignments, exams, or class activities, the student must notify the
instructor in writing within the first week of class. Students are held responsible for
material covered during their absence. The instructor should provide alternative
arrangements for students to complete the work for the missed session. Students excused
for religious observances will be expected to meet the class requirements for those days
without undue delay. See the Student Handbook for additional information.

Academic Dishonesty:
EFSC Policy: Any form of academic dishonesty is subject to the disciplinary actions set
forth in the Student Code of Conduct. Cheating, plagiarism or any other
misrepresentation of work is prohibited. Students who are found to be in violation of this
standard may receive severe sanctions, including a failing grade in their respective course
and depending on the circumstances, possible expulsion from Eastern Florida State
College.

In general terms, plagiarism is the adoption or incorporation of another’s ideas without

proper attribution of the source. It is more simply defined as taking the writings of
another person or people and representing them to be one’s own. Please note that access
to or obtaining information/copying assignments provided from sources like CHEGG,
Course Hero, Accounting Tutor, or any other online applications that purport to offer the
answers to exercises or instructor materials for courses, may be considered CHEATING,
and any instances that can be substantiated will be treated as such.

Students who have any questions or concerns regarding plagiarism need to ask their
instructor or Associate Provost for assistance before a plagiarism problem arises.

To avoid plagiarism, students should always credit the sources used when writing an essay,
research paper, or other assignment and in accordance with the appropriate style manual or
format required in your course. Confirm with the instructor the appropriate format to use. If
you are directed to use the MLA or APA format, please review the following URL for more
information: http://libguides.easternflorida.edu/melbournewritingcenter
Additional information may be found in the Academic Catalog and Student Handbook.

SAIL:
Faculty at EFSC are innovative and may utilize additional resources and technology
(including recording devices) above and beyond the required course materials to enhance the
instructional experience. EFSC strives to provide equitable access a the same academic and
instructional level for all students and is committed to ensuring access for students with
documented disabilities. A person with a disability may qualify for reasonable
accommodations. SAIL (Student Access for Improved Learning) ensures that reasonable
accommodations are provided for students with documented disabilities that significantly
impact major life functions. While personal services and personal aides cannot be provided,
reasonable accommodations will be arranged to assist a student with a disability based on
documentation provided by the student. For more information about accommodations and
the resources available to students with disabilities, students are encouraged to go to the
website or visit a SAIL office on any campus.

Classroom Behavior/Code of Conduct:

• Be respectful. Differing opinions may be expressed in the course of classroom
discussions. Feel free to disagree, but do so in a dignified, adult manner. Refrain
from ridicule, thus showing respect to one another and yourself.
• Academic Dishonesty will not be tolerated. “Academic dishonesty includes
conduct aimed at making false representations with respect to a student’s
academic performance.” Any student found cheating (this includes plagiarism of
written work) will be given a failing grade for the course. Keep in mind that while
collaboration with fellow students can be a valuable learning method, it is NOT
the same as COPYING someone else’s work! This again constitutes cheating and
will be treated accordingly.
• Review EFSC’s Student Code of Conduct, in the Student Handbook, for additional
information regarding unacceptable behavior/actions and their consequences.

Important Dates to Remember (also see the official Academic Calendar online):
• August 17 First day of the semester
• August 20 Add/Drop ends
• August 23 Course Introduction Quiz due
• September 7 Labor Day Holiday
• September 7-13 Unit One Exam Window open
• September 27 Critical Thinking Essay due
• October 5-11 Unit Two Exam Window open
• October 29 Withdrawal Deadline
• November 2-8 Unit Three Exam Window open
• November 11 Veteran’s Day Holiday
• November 22 History “Interview” due
• November 25-29 Thanksgiving Holiday
• December 7-11 Final Exam Week
• December 17 Commencement
Course Outline and Calendar (subject to revision):
Week Date Topic Chapter

UNIT ONE: THE OLD WORLD MEETS THE NEW

Week 1 8/17-23 Ancient “America” 1
Week 2 8/24-30 Conquest 2
Week 3 8/31-9/6 Establishing Colonies 3-4
Week 4 9/7-13 Life in Colonial America 5
Exam One: Chapters 1-5

UNIT TWO: REVOLUTIONALY AMERICAN AND BEYOND

Week 5 9/14-20 Anglo-American Conflict 6-7
Week 6 9/21-27 The American Revolution 7
Week 7 9/28-10/4 Governing Attempts 8
Week 8 10/5-11 The New Republic 9
Exam Two: Chapters 6-9

UNIT THREE: THE NATION DEVELOPS

Week 9 10/12-18 Jefferson’s Impact 10
Week 10 10/19-25 Age of Jackson 11
Week 11 10/26-11/1 Economics & Reform 12
Week 12 11/2-8 Antebellum South 13
Exam Three: Chapters 10-13

UNIT FOUR: A HOUSE DIVIDED

Week 13 11/9-15 Manifest Destiny 12 (p 333-47)
Week 14 11/16-22 Impending Crisis 14
Week 15 11/23-29 Civil War/ 15
Week 16 11/30-12/6 Reconstruction 16
Exam Four: Chapters 12, 14-16

Final Exam Week (12/7-11) COMPREHENSIVE FINAL EXAM, Chapters 1-16

*A more detailed calendar of topics is available online

*The complete 2020-2021 Academic Calendar may be found on EFSC’s Homepage

*If there are any special circumstances that will impact your ability to participate fully in
this class, see me as soon as possible. Students must register with SAIL (Student Access
for Improved Learning) prior to being granted any special accommodations.