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HSTA 101/103: American History IUniversity of Montana, Department of History—Fall 2019—Urey Lecture Hall (ULH) 101 Lecture: M/W/F 10-10:50pm; Discussion

Sections: T/W/R (Times & Places Vary) Course Moodle

Instructor and TA Information Instructor: Professor Kyle G. Volk Email: kyle.volk@umontana.edu Per UM policy, email communications between students and faculty (including

Teaching Assistants and Discussion Leaders) must be conducted via UM email accounts. Please check your official UM email account regularly and use it for all academic correspondence.

Office: Liberal Arts (LA) 260 Office Hours: Mondays, 12:15-2pm and by appointment

Teaching Assistants (TAs)/Discussion Leaders:Bob Lambeth (robert.lambeth@umontana.edu) ~ Office: Corbin 351~Office HRs: W, 11-11:45; R 10-10:45 Michael Larmann (michael.larmann@umontana.edu)~Office: Corbin 352~ Office HRs: W, 11-12:30pm Hayden Nelson (hayden1.nelson@umconnect.umt.edu) ~ Office: Corbin 352~Office HRs: M, 1-3pmJolie Scribner (jolie.scribner@umontana.edu) ~ Office: Corbin 344~Office HRs: W, 11-12:30pm

Course Description and Goals:This course surveys the history of the United States from the opening of the Atlantic World to the post-Civil War era. It provides students with a firm grounding in early American history with which to base future study. Topics include contact and colonization; Atlantic slavery, commerce, and the rise of the British empire; imperial crisis and revolution; the U.S. constitutional founding and the birth of American empire; market revolution and reform; sectionalism, Civil War, and emancipation. Introducing students to what it means to“think historically” and fostering the development of critical thinking skills through the interpretation of primary and secondary sources are key course goals.

Learning Outcomes: An overview of the general narrative, major themes, and key interpretive

questions in early American history

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Exposure to key skills of the historical profession, including critical engagement with primary and secondary sources; identifying continuity and change over time; and the development of original, interpretive arguments supported by evidence and analysis

Enhancement of such cognitive abilities as critical reading, historical thinking, and analytical writing

Enrichment of communicative abilities, including asking creative, thoughtful questions about sources; exchanging ideas with colleagues; and writing clearly and persuasively about complex issues

General Education Requirement:This course satisfies both the Group VI: Historical and Cultural Studies (H) requirement and the Group IX: Democracy & Citizenship requirement of the University of Montana’s General Education Program. To satisfy these two general education requirements, students must earn a C- or better in the course.

Required Texts (available for purchase at the UM Bookstore or elsewhere): Kyle G. Volk and Patrick Mulford O’Connor, eds., Empire, Capitalism, &

Democracy: The Early American Experience (Cognella, 2018) [ISBN: 978-1516524198]

This book contains the readings and discussion questions you will need for your weekly discussion sections. In addition to the UM Bookstore, you can purchase this book directly from the publisher through the Cognella website.

Randy J. Sparks, The Two Princes of Calabar (Harvard, 2004) [ISBN: 9780674032057]

This book will serve as the basis of our discussions during Weeks 3 and 4. The material contained within this book will be a major part of the first mid-term exam. In addition to the UM Bookstore, you can also purchase this directly from the publisher or through such online outlets as Amazon.com.

Twelve Years a Slave (2013), film directed by Steve McQueen

This modern film will serve as the basis of our discussion during Week 12. You will be required to watch this film in advance of your discussion section. A DVD version of this film is available at UM’s Mansfield Library. I will also screen the movie on campus (Urey Lecture Hall 101) on November 6th beginning at 7pm. Alternatively, you can access, purchase, or rent this film through such online outlets as Amazon.com or Netflix. Be aware that some of these alternate options will come with a slight cost.

**This course does not require students to read a traditional textbook. Each week, however, chapters of relevant textbooks are available on the course’s MOODLE page. These optional readings supplement course lectures and are especially geared for students who require further background knowledge of early American history.

Keys to Success: Faithfully attend all lectures and your weekly discussion section. Diligently take notes (during lectures and discussion section) and review your

notes outside of class. Participate actively, intelligently, and respectfully in discussion sections. This

means both talking with andlistening to your classmates and the discussion leader. Neither dominate nor disappear from discussions.

Carefully prepare for class, particularly your discussion section. Thoroughly complete assigned readings prior to class. Take time to think about each reading in its specifics, in its entirety, and as it relates to lectures and other course readings. Fully consider the discussion questions (“Fundamentals” and

“Analysis and Interpretation”) that are included in the Volk/O’Connor (Empire, Capitalism, and Democracy) book. Prepare tentative answers in advance of your discussion section. Identify passages in the sources that support your conclusions.

Take useful notes while reading and review them prior to class. Meet with your TA/Discussion Leader and/or the instructor in office hours to

discuss the material. Extensively prepare for the 3 exams.

Course Requirements:1. Active, Engaged Learning; Attendance & Decorum

A.) Missing lecture will be at your own peril but be advised that the one day you miss may cover a significant portion of the exam. Again, diligent note taking is imperative to your success.

B.) It should go without saying that respectful and courteous behavior (to your classmates, teaching assistants/discussion leaders, and the instructor) is required at all times. Disruptive or disrespectful behavior will be reflected in your grade. Turn off all cell phones and other electronic devices that might distract you

and others. Laptop computers, tablets, and other such electronic devices are not

permitted in either the lecture hall or discussion sections. Please see me should you have special needs.

Please do not send text messages or carry on conversations with others in class.

Do not record class sessions (audio, video, or otherwise) and do not take pictures in class. C.) Missing discussion sections will adversely affect your Quiz & Participation Grade. (see below) D.) Come to your discussion section with the readings in hard copy (a.k.a. bring the books with you).

Failure to do so will adversely affect your grade.

2. Graded Assignments:A.)Reading Quizzes (10%) – The teaching assistants will administer short and

simple quizzes at the beginning of discussion sections to ensure that students are keeping up with the reading and properly preparing for discussion. Material for the quiz questions will be drawn from each week’s Discussion Section Reading. Students can use any separate notes they have taken for these quizzes (including notes written on the discussion question pages of the Volk/O’Connor text) but cannot refer to the original texts.

B.) Discussion Participation (15%) – Participation in discussion sections is a critical component of this course. Discussion leaders will assess your participation based on quality (and to a lesser extent, quantity). Measures of quality include (but are not limited to) the following:

Responding directly to the question at hand and/or to your classmates’ comments

Making your own, original responses but also—and importantly—mustering direct and targeted textual evidence (typically, quotations) from the readings to support your claims

Unpacking, in your own words, the direct textual evidence you muster. In other words, don’t simply read passages from the documents. Instead, explain how your textual selection supports the point(s) you are attempting to make.

Embracing complexity and nuance. When studying and interpreting the past, answers are rarely simple. Work to make clear contributions, but don’t shy away from complexity.

Taking intellectual risks, raising questions, and, when appropriate, suggesting multiple avenues of interpretation (again, grounded in historical evidence). History is rarely cut and dry so don’t be afraid to explore more than one possible answer and interpretation.

Being willing to be persuaded by strong evidence and keen analysis. If you like what your colleague is saying, say so and explain why and/or add support to her/his claims. Take note that it is okay—and often quite good—to change your mind in whole or in part.

Respectfully disagreeing (or adding wrinkles and complexity), especially by offering alternate interpretations grounded in evidence and analysis. If you aren’t persuaded by your colleagues’ contributions or think they need more specificity or complexity, say so. But be sure to back up your intervention with evidence and analysis.

C.) 3 In-Class Exams, each corresponding to one of the three sections of the course (20% first mid-term exam; 25% second mid-term exam; 30% final exam—75% total) Please note that exams are not

cumulative but instead will focus on each individual section of the course (e.g. the “final exam” will focus only on the content presented in the third and final section of the course).

Academic Honesty:All students must practice academic honesty. It should go without saying that all the work you do in this course should be your own. Plagiarism, cheating, or any other instances of academic misconduct will result in a failing grade in this course. The academic dean will also be notified and offenses could result in expulsion. All students need to be familiar with UM’s Student Conduct Code. If you have questions, please ask the instructor or your teaching assistant before turning in an assignment.

Students with Disabilities:Students with documented disabilities will receive reasonable modifications in this course. Your responsibilities are to request them from me with sufficient advance notice and to be prepared to provide verification of disability from Disability Services for Students (DSS). Please speak with me after class or during my office hours to discuss the details. For more information, visit the DSS website .

*** Schedule of Lectures, Discussion Sections, and Readings ***

Section I: The Opening of the Atlantic World

WEEK 1 (8/26-9/1): Welcome! ~and~ Old Worlds & New WorldsM (8/26) – Introductions & OverviewW (8/28) – The Old “New World” & the Exploratory Impulse F (8/30) – Columbian Moment, Colombian Exchange

T/R Discussion Section Reading –

Volk/O’Connor, p. ix-2. WEEK 2 (9/2-9/8) ~

Colonial FoundationsM (9/2) – No Class – Labor DayW (9/4) – English Colonization & the Starving Time F (9/6) – Puritans in the Atlantic World

T/R Discussion Section Reading – Volk/O’Connor, p. 3-12.

**Begin reading for next week: Volk/O’Connor, 13-14 and Randy J. Sparks, The Two Princes of Calabar, 1-69

WEEK 3 (9/9-9/15) ~ Rebellion, Slavery, & Atlantic TradeM (9/9) – Tobacco, Rebellion, & the American Paradox W (9/11) – The Slave Trade & the Middle PassageF (9/13) – The Fur Trade & the Transformation of Native America

T/R Discussion Section Reading – Volk/O’Connor, 13-14; Sparks, Two Princes of Calabar, 1-69.

WEEK 4 (9/16-9/22) ~ Enlightened 18th C. EmpiresM (9/16) – Uniting the British Empire W (9/18) – The Enlightened Atlantic F (9/20) – Empires in Conflict

T/R Discussion Section Reading – Volk/O’Connor, 15-16; Sparks, Two Princes of Calabar, 70-147.

WEEK 5 (9/23-9/29) ~ Exam WeekM (9/23) – No Lecture – Study Day – TAs hold extra office hours, 10am-12noon W (9/25) – No Lecture – Study Day – TAs hold extra office hours, 10am-12noon F (9/27) – In-Class Mid-Term Exam I

T/R Discussion Section – Exam Preparation

Section II: Revolutionary America

WEEK 6 (9/30-10/6) ~ The Contested American RevolutionM (9/30) – Imperial Crisis & the Origins of Revolution W (10/2) – Beyond Ideas: Social Roots of Revolution F (10/4) – Opponents of Revolution

T/R Discussion Section Reading – Volk/O’Connor, 18-27.

WEEK 7 (10/7-10/13) ~ The Contagion of LibertyM (10/7) – Creating the American Republics W (10/9) – The Contagion of LibertyF (10/11) – The Contagion of Liberty Continued

T/R Discussion Section Reading – Volk/O’Connor, 29-44.

WEEK 8 (10/14-10/20) ~ Revising the RevolutionM (10/14) – “The Critical Period” & the Origins of the U.S. Constitution W (10/16) – Making Sense of the U.S. ConstitutionF (10/18) – American State, American Empire

T/R Discussion Section Reading – Volk/O’Connor, 45-58.

WEEK 9 (10/21-10/27) ~ Building a Nation & an EmpireM (10/21) – National Politics & the Problem of Dissent W (10/23) – An Empire of Liberty?F (10/25) – Crisis and Rebirth of the Republic

T/R Discussion Section Reading – Volk/O’Connor, 59-71.

WEEK 10 (10/28-11/3) ~ Exam WeekM (10/28) – No Lecture – Study Day – TAs hold extra office hours, 10am-12noon W (10/30) – No Lecture – Study Day – TAs hold extra office hours, 10am-12noon F (11/1) – In-Class Mid-Term Exam II

T/R Discussion Section – Exam Preparation

Section III: A House Dividing

WEEK 11 (11/4-11/10) ~ Market Revolution & the Antebellum NorthM (11/4) – Making Sense of the “Market Revolution” W (11/6) – Home, Religion, & ReformF (11/8) – Radical Abolitionists

T/R – Discussion Section Reading – Volk/O’Connor, 72-88.

Wednesday (11/6) Evening Film Viewing (7-9:30pm) of Twelve Years a Slave in ULH101

WEEK 12 (11/11-11/17) ~ Antebellum Slave SocietyM (11/11) – NO CLASS – Veteran’s DayW (11/13) – The Slave MarketF (11/15) – The Proslavery Argument

T/R Discussion Section Reading – Volk/O’Connor, 89-91; View Twelve Years a Slave

WEEK 13 (11/18-11/24) ~ The Impending CrisisM (11/18) –The Rise of American DemocracyW (11/20) – Manifest Destiny & the Impending Crisis F (11/22) – Crisis of the 1850s

T/R Discussion Section Reading – Volk/O’Connor, 93-104.

WEEK 14 (11/25-12/1) ~ The Secession CrisisM (11/25) – Secession Crisis & the Coming of the Civil War W (11/27) – NO CLASS – ThanksgivingF (11/29) – NO CLASS – Thanksgiving

T/R – No Discussion Sections This Week – Thanksgiving Break

WEEK 15 (12/2-12/8) ~ The World the Civil War MadeM (12/2) – The Transformation of the Civil War W (12/4) – Casualties of WarF (12/6) – The World the Civil War Made

T/R Discussion Section Reading – Volk/O’Connor, 105-118.

FINALS WEEK (12/9-12/13)

Final Exam: Thursday, December 12th – 8-10am