"24. Which leads me to add one remark: That the number of purely white people in the world is proportionably very small. All Africa is black or tawny. Asia chiefly tawny. America (ex clusive of the new comers) wholly so. And in Europe, the Span iards, Italians, French, Russians and Swedes are generally of what we call a swarthy complexion ; as are the Germans also, the Saxons only excepted, who with the English make the principal body of white people on the face of the earth. I could wish their numbers were increased. And while we are, as I may call it, scouring our planet, by clearing America of woods, and so making this side of our globe reflect a brighter light to the eyes of inhabitants in Mars or Venus, why should we in the sight of superior beings, darken its people? why increase the sons of Africa, by planting them in Ameri ca, where we have so fair an opportunity, by excluding all blacks and tawneys, of increasing the lovely white and red? But perhaps I am partial to the complexion of my Country, for such kind of partiality is natural to Mankind."
Wednesday, December 3, 2014
Ben Franklin quote from Observations Concerning the Increase of Mankind...
Tuesday, October 21, 2014
Schedule, Midterm through End of Semester
US History for Int’l Students / Andrews – Fall 2014 ~
Midterm through End of Semester
October 20
Writing Workshop for Research Paper
DUE: Nothing – enjoy your midterm break!
October 22
The Civil War & Reconstruction
DUE: EV Chapters 14, 15 & 16 – read the
sections that pique your interest… spend no more than 2 hours reading
October 24
The West & Industrial America
DUE: EV Chapter 17 OR Chapter 18 (choose one)
~~~~~~~~~~
October 27
Writing Workshop for Research Paper
DUE: Draft of paper
October 29
Immigration & the lives of immigrants
DUE: EV Chapter 19
October 31
Progressive Era
DUE: EV Chapter 21
~~~~~~~~~~
November 3
War, Change & Depression
DUE: EV Chapter 23 OR
Chapter 24 (choose one)
November 5
America Post WWII
DUE: WW Chapter 27
November 7
Peer review of Research Paper
DUE: Draft of Research Paper
~~~~~~~~~~
November 10
The 60s and Civil Rights Movement
DUE: EV Chapter 28
November 12
Primary sources of the Civil Rights Era
DUE: Research Paper
November 14
Primary sources of the Civil Rights Era
DUE: Primary source reading posted to website
~~~~~~~~~~
November 17
A time of upheaval
DUE: EV
Chapter 29
November 19
Conservative politics in America
DUE: EV Chapter 30
November 21
Perceptions of the US from abroad
DUE: Bring and be
prepared to discuss an article about perceptions of the US held by people of
other nations at the end of the 20th or early 21st
century.
~~~~~~~~~~
November 24
Peer-led workshop in preparation for Final Exam.
DUE: Review all notes and readings
November 26
Semester review and preparation for the Final Exam
DUE: Review all notes and readings
November 28 –
Thanksgiving Holiday
~~~~~~~~~~
December 1
Research project presentations
December 3
Final Exam
December 5
The Present
DUE: EV Chapter 31
Thursday, September 11, 2014
Friday, September 12 Study/Discussion Group meeting
Please form study / discussion groups of 3 or 4 students each. During our normal class time, or at another time between September 12 and September 14 if you prefer, meet with the group for one hour to share your thoughts and insights about the reading we have completed so far. This would be a good opportunity, for example, to elaborate on a blog post you made, to delve deeper into a subject area which you find interesting, or to bring up some aspect of the readings which we did not touch on in class.
There will be no regular class meeting on Friday, but you are welcome to use the classroom for your group to meet during that time.
Be sure to designate at least one person from your group to take notes on your discussion. Include the names of all members of your group in those notes, along with a line or two about where and when you met. I will collect your notes on Monday.
PA
There will be no regular class meeting on Friday, but you are welcome to use the classroom for your group to meet during that time.
Be sure to designate at least one person from your group to take notes on your discussion. Include the names of all members of your group in those notes, along with a line or two about where and when you met. I will collect your notes on Monday.
PA
Saturday, September 6, 2014
Schedule, Weeks 3-8
September 8
The bonds of empire; Enlightenment ideals
DUE: EV Chapter 4
September 10
Toward revolution
DUE: EV Chapter 5
September 12
Study / Discussion group meeting.
~~~~~~~~~~
September 15
Primary sources from the American Enlightenment
DUE: Quotes by Thomas Payne, Common Sense
and Book II. Of Laws
Directly Derived from the Nature of Government, from Montesquieu’s Spirit of Laws
September 17
A new nation is formed.
DUE: EV Chapter 6
September 19
US Founding documents
DUE: Declaration of Independence (in EV Appendix),
and the US Constitution
~~~~~~~~~~
September 22
First decades; sections assigned for Wednesday
DUE: EV Chapter 7
September 24
Student-led discussions
DUE: EV Chapter 8
(choose, read & present one of the 4 sections)
September 26
Expansion and change
DUE: EV Chapter 9
~~~~~~~~~~
September 29
Democratic politics, religious revival and reform
DUE: EV Chapter 10 (Monday Group only)
October 1
Technology, culture and everyday life
DUE: EV Chapter 11 (Wednesday Group only)
October 3
The Old South and slavery
DUE: EV Chapter 12 (Friday Group only)
~~~~~~~~~~
October 6
Workshop for analytical paper
DUE: Federalist
Papers #10, http://avalon.law.yale.edu/18th_century/fed10.asp
October 8
Immigration
DUE: EV Chapter 13
October 10
Review session for Midterm Exam
DUE: Analytical paper
~~~~~~~~~~
October 13
Midterm Exam – written portion
October 15
Midterm Exam – non-written portion
October 17 – Midterm Break
Thursday, August 28, 2014
Syllabus
HST 1020-01,
US History for International Students (3 units) Patricia Andrews, MA
Fall 2014—MWF
9:00 am http://USHISFall2014.blogspot.com
Cuvilly 1 pandrews@ndnu.edu
Course Summary
This
course will survey the history of the United States from its origins to the Obama
presidency. Major themes we will explore include founding principles and
values, human migration and diversity, social and political conflict,
territorial growth, native and natural inheritance, and the evolving role of
the US in the world today.
Texts
Boyer,
et. al. The Enduring Vision: A History of
the American People, concise 7th edition
Additional
readings as assigned in class
Learning
Outcomes
Students will…
1. Demonstrate knowledge of the
political, economic, social, natural, spiritual, intellectual and artistic
experiences of the human and non-human beings which have inhabited the US over
time; recognize the influence of broader global and natural forces and identify
their connections to local and national developments (PLO 1, ILO CT, ILO MVE)
2. Understand how decisions
made in the past continue to shape American society & discourse (PLO 2, ILO
CT)
3. Demonstrate familiarity with
the historical literature and conflicting interpretations of the past (PLO 3,
ILO CT)
4. Weigh and interpret evidence
and present a sustained argument supported by historical evidence (PLO 4, ILO
WC)
5. Demonstrate ability to
effectively communicate historical knowledge / reasoning orally & in
writing (PLO 5, ILO WC)
Requirements
Consistent attendance and reading are
essential to college success. In-class quizzes and assignments will assess
students’ preparation on a regular basis.
1) Students will produce a
minimum of 32 pages of written work. All formal papers must be submitted in MLA
format. An Online Reading Journal will be kept on a weekly basis as readings
are completed. This will be kept online using blogger.com. Turning papers in
late is better than not turning them in at all; however, please note that late
papers will be penalized.
2) Note-taking is an essential
academic skill. Students are expected to keep appropriate and effective records
of what transpires during each class session.
3) Oral communication
opportunities develop confidence and skill in public speaking. These will include informal communication in
class discussions, impromptu speaking and storytelling opportunities, formal
presentations and additional opportunities as assigned in class.
4) Attendance and participation
are required.
5) Plagiarism: Don’t do it!
Plagiarized work will get the failing grade it deserves.
6) History courses require that
you spend considerable time reading and writing. Please plan your study time
accordingly and let me know if you are concerned about falling behind in these
areas.
Note to
Students with Disabilities
NDNU complies
with Section 504 of the Rehabilitation Act. Students who have a disability that
might affect academic performance are encouraged to confer with the instructor
at the beginning of the semester and to contact Dr. Crane in the Program for
Academic Support & Services (PASS) (650-508-3670; mcrane@ndnu.edu). To receive accommodations, students must
register with the PASS office.
Evaluation
A total of 1000 points is
possible, broken down into the categories below. Students are encouraged to keep
track of their progress on a regular basis throughout the semester.
Exams 2 @ 50
points = 100 Analytical Essay 1 @ 100 points = 100
Attendance 40 days @ 5 points = 200 Online Reading Journal 1 @ 200 points = 200
Participation 40 days @ 5 points = 200 Research Project 1 @ 200 points = 200
Academic
Honesty
Academic honesty is a
cornerstone of our values at NDNU. If any words or ideas used in an assignment
submission do not represent your original words or ideas, you must cite all
relevant sources and make clear the extent to which such sources were used.
Words or ideas that require citation include, but are not limited to, all hard
copy or electronic publications, whether copyrighted or not, and all verbal or
visual communication when the content of such communication clearly originates
from an identifiable source. Consult the NDNU Student Handbook regarding
consequences of misrepresenting your work.
Average Student Workload Expectations: Class time
consists of 45 hours and students are expected to attend. Students are expected
to engage in approximately 90 hours of out-of-class homework over the fifteen
weeks, or approximately six hours per week. Course assignments are made in
accordance with this expectation.
Workload Distribution: Hours in Class 45
Readings 45
Written Assignments 40
Exam Preparation 5
Program Learning Outcomes – History
- demonstrate
knowledge of the political, economic, social, religious, intellectual, and
artistic experiences of peoples around the world over time; recognize the
influence of global forces and identify their connections to local and
national developments
- understand how
decisions made in the past continue to shape society and political
discourse
- demonstrate
familiarity with the historical literature and with conflicting
interpretations of the past – historiography
- weigh and
interpret evidence and present a sustained argument supported by
historical evidence; use the tools of social science research –
statistical and qualitative – in formulating a research topic, collecting
and analyzing evidence, and presenting results
- demonstrate
the ability to effectively communicate historical knowledge and reasoning
orally and in writing
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