History 151 – 027: American History to 1877

Distance Learning
Purdue University Northwest, Westville Campus
Department of History and Philosophy
Spring 2021
Dr. Mary Beth Fraser Connolly Extension: 5777
Office: SWRZ 210C Email: mbconnol@pnw.edu
Virtual Office Hours: Zoom Office Hours:
M, T, and W, 10am-12pm; https://purdue-edu.zoom.us/j/94053881435
or by appointment Meeting ID: 940 5388 1435
Passcode: 927114
Department Contact Information: Hammond Campus: CLO 215
History and Philosophy Department, Hammond Office Contact: Ms. Beth
Westville Campus: Tech 205 Simac: 219.989.2347 – basimac@pnw.edu
Westville Office Contact: Ms. Hadassah
Moore: 219.785.5485 – hadmoore@pnw.edu Department Webpage:
https://www.pnw.edu/history-philosophy/

Course Aims:
HIST 151: “American History to 1877” is a three-credit hour course designed to be a study of the
development of American political, economic, and social institutions from the early explorations
and colonial settlements through Reconstruction. This semester, we will take a topical approach
to the survey of American history. We will examine colonial life and the formation of the United
States government. We will next turn our attention to the growth of the nation geographically,
politically, and demographically. Next, we will look at the effect of the growing sectionalism in
the decade before the Civil War and finally we will look the consequences of the war itself on
the nation and Reconstruction.

Prerequisites:
There are no prerequisites for this course.

Required Text:
This course will utilize the online textbook, The American Yawp, from Stanford University Press,
edited by Joseph Locke and Ben Wright. Through this web-based text, we will read various
primary documents that accompany this text. Additional readings are assigned to enhance
selections from The American Yawp website. They are listed in the weekly reading. Students
will not be required to purchase any books for this class.

Essential Learning Outcomes:

Civic Knowledge: Familiarity with key historical struggles, campaigns, and social movements to
achieve the full promise of democracy and deep knowledge about the fundamental principles of
and central arguments about democracy over time as expressed in the United States.
 2

Written Communication: Clear and effective expression of knowledge based on relevant

historical evidence. Historical thinking such as contextualization, comparison, causation, and
argument demonstrated through writing
More Specifically:
 Explain the development of American institutions prior to 1877.
 Explain the development of the American economy and its effect on the development of
the United States prior to 1877.
 Understand the social or cultural implications of events during the major periods of
change in the U.S. prior to Reconstruction.
 Understand the complexity of historical knowledge and identify various historiographical
points of view.
 Analyze events, actions, and ideas for historical significance.
 Construct accurate and effective historical arguments.

Why Study History?

Why study history? The answer is because we
virtually must, to gain access to the laboratory of
human experience. When we study it reasonably
well, and so acquire some usable habits of mind,
as well as some basic data about the forces that
affect our own lives, we emerge with relevant
skills and an enhanced capacity for informed
citizenship, critical thinking, and simple
awareness.1

These words from historian Peter Sterns challenge us

to consider the idea that history is vital to our present and future lives. We can develop “habits
of the mind” and “relevant skills” that make us, simply put, better human beings. That is a tall
order for a history class, like an introductory survey. Sterns also tells us that history “harbors
beauty.”2

We study history to:

▪ Help us understand our times and “how we got here.”

▪ Help us understand ourselves and our communities.
▪ Help us develop valuable skills demanded by employers
▪ Help us satisfy our basic human curiosity.3

We do not exist in a vacuum, nor did our current age spring from nowhere. Studying history
requires us to read thoroughly, develop the ability to process information, and enhance our

1
Peter Sterns, “Why Study History?” The American Historical Association, https://www.historians.org/teaching-
and-learning/why-study-history, accessed January 12, 2020.
2
Sterns.
3
Michael J. Connolly, “Why We Study History,” (Westville, IN: Purdue University Northwest, 2020).

HIST 151: American History to 1877 Spring 2021

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writing and speaking skills. Whether or not you continue to study history formally, your time in
this class will enhance your effectiveness in your future careers.

Yet, what about those matters of beauty, curiosity, and better human beings? Taking a history
course does more than give you skills to get a job. The outcomes of studying history, however,
are not easily quantified, nor are they immediate. To be curious about the past, enables us to
know how and why our societies work today.

Format and Expectations:

This is an online course, offered asynchronous, meaning we will not have a set time to meet
online every week. All of our activities and your work will be conducted through Brightspace.
This class runs on Central Time (CST) and the Brightspace class site is programmed for all
assignments to open and close on CST. Make sure to change your time zone in Brightspace to
CST, so as not to be confused when assignments are due.

 Students must familiarize themselves with Brightspace and have access to a reliable
computer to complete assignments. While technology enables us to conduct this class
entirely online, it also can fail us when we least expect. Do not wait until the last
minute to complete assignments. If you have technical difficulties with Brightspace
and/or your PNW email, contact the Office of Instructional Technology (OIT).

 Communication is key to the overall success of this class. Check into Brightspace
regularly, set up your account to receive email notifications when a new announcement is
posted, and check your PNW email regularly for updates for this class.

The class is a combination of mini-lectures and small-group discussion work for each topic we
cover. The reading schedule is listed below and students must keep up with their assigned
reading to understand and participate effectively.

Students must complete all readings the week they are assigned. Each week will contain several
chapters from our online textbook, as well as primary documents to read. It is strongly advised
that, as you read the text and the primary documents, you take notes on what you read.

Students will engage with the readings and lectures to:

 Write four primary document analyses.

 Take a chapter quiz each week.
 Post to the discussion forum.
 Take a midterm and final exam essay, each covering the first and second half of the
semester respectively.

To be successful in this class, students must:

 Complete all assignments.
 Take notes on lectures and readings.
 Participate in discussions.

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Course Requirements and Policies:

Writing Assignments: Any and all writing assignments must follow the guidelines of the writing
prompts, plus follow the rules of grammar. This is a history course and therefore students will
use the style guide appropriate to format their papers, including the use of footnotes for citations.
This is The Chicago Manual of Style.4 Students who use parenthetical citations (MLA or
APA) will lose points.

Students can consult the handout on Brightspace, the PNW Writing Center, and the Purdue
OWL. Students can also ask the professor any questions they have about paper formatting. All
writing assignments will be submitted to Brightspace through Turnitin, the plagiarism software
checker.
▪ Document Analyses: Students will complete four document analyses before the end of
the semester. For each analysis, students will be given a choice of document to analyze.
These consist of reading a primary document and answering specific questions about
them. All answers must be in complete sentences, using proper grammar.
▪ Midterm and Final Exams: Students will write two extended essay exams, formatted as
a paper following the guidelines provided on the prompts. The Midterm will cover
material from the start of the semester through Week Nine due March 14, 11:30pm and
the Final will cover material after spring break, from Week Eleven through Week Sixteen
and will be due May 5, 11:30pm.

Chapter Quizzes: For each chapter assigned from the textbook, The American Yawp, there will
be a chapter quiz consisting of multiple choice and true/false questions.

Discussion Forum: Throughout the semester, a discussion thread will be posted to the forum to
which all students must respond.

Grades:
Chapter Quizzes 20%
Document Analyses 20%
Discussion Forum 10%
Midterm Exam 25%
Final Exam 25%

A+ 97-100 B 83-86 C- 69-72 F 0-58

A 93-96 B- 79-82 D+ 67-68
A- 89-92 C+ 77-78 D 63-66
B+ 87-88 C 73-76 D- 59-62

What do the grades mean?

4
This style guide is the standard for history as well as many other disciplines. If you are interested in study history,
you will need to be familiar with this guide. See The University of Chicago Press Editorial Staff, The Chicago
Manual of Style, 17th Edition, (Chicago: University of Chicago Press, 2017). History majors at Purdue University
Northwest are assigned Kate L. Turabian, A Manual for Writers of Research Papers, Theses, and Dissertations,
Ninth Edition, (Chicago: University of Chicago Press, 2018). Turabian based her manual on CMS and provides help
with research and writing.

HIST 151: American History to 1877 Spring 2021

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A – Outstanding student achievement, far above average university-level work in meeting course
requirements.
B – Above-average student achievement at the university-level in meeting course requirements.
C – Average university-level achievement that meets course requirements.
D – Below-average student achievement that barely meets course requirements.
F – Failure of the course requirements, which means that course work was poor and not worthy
of credit or was not completed at all.

Academic Integrity:
Academic Integrity is a core value of our community. Academic honesty and appropriate
classroom behavior are the responsibility of each PNW student. Students are expected to be
familiar with the university’s Academic Integrity Policy and possible sanctions for breach of this
policy. Academic dishonesty in any class assignment may result in an F for the entire
course.

If a student is uncertain what academic dishonesty is after reading the university’s Academic
Integrity Policy, please ask the professor and/or the Dean of Students.

If you are unaware of what plagiarism is, find out what it is. Ignorance of what constitutes
plagiarism is not an acceptable excuse. You can learn more here: https://plagiarism.org/.

Students with Disabilities:

Students who may need accommodations to address barriers caused by documented disabilities
under the Americans with Disabilities Act or Section 504 of the Rehabilitation Act need to
register with the Disability Access Center (DAC) to receive accommodations. To request and
receive accommodations, students schedule an appointment with the DAC to initiate review and
approval of supporting documentation showing their disability, the barriers it causes, and the
recommended accommodations. If documentation is approved, the DAC will email a letter to
the student’s current semester faculty members outlining the accommodations needed to ensure
accessibility. Accommodations will be provided from the date the letter originates from the
DAC. It is important to register as soon as possible as accommodations are not retroactive. The
DAC is located at the Westville Campus in the Technology Building (TECH) 101 and at the
Hammond campus in the Student Union & Library Building (SUL) 341. The DAC can be
reached at (219) 989-2455 or emailing: dac@pnw.edu.

Student Mental Health and Wellbeing:

Purdue University Northwest is committed to supporting and advancing the mental health and
well-being of our PNW students. During the course of their academic careers, students often
experience personal challenges that contribute to barriers in learning, such as drug/alcohol
problems, strained relationships, chronic worrying, persistent sadness or loss of interest in
enjoyable activities, family conflict, grief and loss, domestic violence, difficulty concentrating,

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problems with organization, procrastination and/or lack of motivation. Students also sometimes
come to college with a history of learning difficulties (e.g., any form of special education),
experience difficulties succeeding in a subject (e.g., math, reading), or have experienced some
form of trauma be it emotional or physical (e.g., head injury). These mental health concerns can
lead to diminished academic performance and can interfere with daily life activities.

If you or someone you know has a history of mental health concerns or if you are unsure and
would like a consultation, a variety of confidential services are available. The Counseling Center
is in Gyte 05 in Hammond and TECH 157 in Westville. You can also reach us at (219) 989-
2366 or on the Counseling website or consult the National Suicide Prevention Hotline at (800)
273-TALK or on the web.

Non-Discrimination:
Purdue University Northwest prohibits discrimination against any member of the University
community based on race, religion, color, sex, age, national origin or ancestry, genetic
information, marital status, parental status, sexual orientation, gender identity and expression,
disability, or status as a veteran. Any student who believes they have witnessed or experienced
discrimination are encouraged to report the incident to the Office of Equity, Diversity &
Inclusion in Lawshe 231, Hammond or call (219) 989-2337 or in Schwarz 25, Westville or call
(219) 785-5545. Additional information can be found on the Diversity website.

Emergency Preparedness:
When you are on campus for a class, you will note that an information sheet, with instructions
for various types of possible emergencies, is posted in each room. These emergencies include
criminal activity, severe weather, fire, medical emergencies, and noises sounding like
gunshots. Students are strongly encouraged to review this instruction sheet carefully and
acquaint themselves with these important guidelines. PNW will hold annual drills to prepare for
emergencies such as severe weather, active shooter, and fire. It is strongly encouraged that all
students participate in these drills in an effort to strengthen our emergency preparedness efforts.

COVID-19 Preparedness:
To keep our students, faculty, staff, and community safe, students are required by the University
to maintain social distancing and face covering protocols established by the Director of Public
Safety. (Face coverings must cover both nose and mouth.) These are required while students are
on campus or participating in University-sponsored activities. These same protocols will be
followed in the classroom environment. Because of the importance of these protocols to the
safety of the University community, failure and refusal to comply with the protocols will be
treated as “obstruction or disruption of a University activity” as defined in the Code of Conduct.

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While our class is not meeting face-to-face, students should utilize available
cleaning supplies in the classroom to disinfect their desks, tables, and chairs
before class begins if they are in a classroom, or any work area if you are on
campus. Full cleaning and disinfecting by facilities staff will occur nightly.

As we navigate through this unprecedented time, your face-to-face classes are

starting with remote course delivery. Depending on circumstances that may
arise, students need to be prepared to continue taking a course while switching to
a different modality. The University will do its best to communicate such
changes with at least a 24 to 48-hour notice.

If you feel any symptoms, please stay at home. If you become unwell, you will not be penalized
for putting your health and those around you first, rather, such consideration is encouraged and
praised. If you test positive for COVID-19, please contact Colin Fewer, Dean of Students at
219.989.4141 or through email at fewer@pnw.edu.

Communication with your professors is key to navigating our online learning environment.
I cannot help, if I do not know there is a problem.

Classroom Environment and Civility:

Purdue University Northwest places a priority on student learning. We value inherent worth and
dignity of every person, thereby fostering a community of mutual respect. We believe that in
order to achieve these ideals, all Purdue University Northwest students are expected to uphold
the following:
1. Respect faculty, staff, fellow students, guests, and all university property, policies, rules,
and regulations;
2. Take responsibility for one’s choices and actions;
3. Accept consequences of one’s inappropriate choices and actions;
4. Communicate in a professional and courteous manner in all forms, and at all times,
whether verbal, non-verbal or written.

When students contact the professor by email, they must use a formal
greeting, clearly and briefly articulate their purpose for writing, and
sign their correspondence with their complete name.

For more information, please see the university’s Classroom Civility Policies.

Zoom Etiquette:
Because Zoom meetings will serve as our “virtual classroom space” for study sessions and office
hours, the same classroom civility policies apply. While this class does not meet virtually,
remember for your classes that do when others are speaking, please mute your microphone.
We encourage your active engagement in Zoom discussions and request that you use the “hand
raise” function to allow the instructor to facilitate a respectful conversation. Please arrive to your
Zoom sessions a few minutes early to allow the instructor time to get all members of the course
admitted.

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Course Engagement during COVID19:

Student engagement in coursework and class activities is essential for learning and student
success. Additionally, to comply with federal mandates related to financial aid, the university is
required to track attendance and engagement in course activities. Your attendance and
engagement in the course may be defined and tracked in different ways. Meaningful
engagement in a course may include attending live class sessions (in person or remotely),
engaging with learning materials, participating in learning activities, completing assessments,
and interacting with classmates and/or the instructor.

Logging into the course site in Brightspace alone does not constitute meaningful
engagement in a course. You are expected to be actively engaged in the course activities as
explained in the course syllabus.

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Weekly Readings and Assignments

The following are the weekly assignments, including readings, discussion forums, quizzes, and
midterm and final exams. The schedule of assignments is subject to change.

Week One:
January 11 - 17 Introduction to the Class
▪ View the Welcome Materials on Brightspace at “Start Here.”
▪ Review of syllabus and course expectations on Brightspace.
View the “Getting to Know the Syllabus” video and take the
Syllabus Quiz, due January 18, 11:30pm.
▪ View “Why Study history? How does a historian work?”

The “New World” and European Settlement

Collision of Cultures
▪ View: “Collision of Cultures” lecture.
▪ Read chapter 2, “Colliding Cultures,” The American
Yawp.
▪ Chapter Quiz due January 17, 11:30pm.
Week Two:
January 18 Martin Luther King, Jr. Day – No classes. Opportunity for
Students:
▪ Martin Luther King Jr. Community Event: Working Together
– Building Harmony

January 19 – 24 European Settlement and Colonial Life

▪ View: “Regionalism and Colonial Development”
lectures.
▪ Read chapter 3, “British North America,” The American
Yawp.
▪ Read: Primary Document, TBD.
▪ Chapter Quiz due January 23, 11:30pm.
▪ Post to the Discussion forum by January 23, 11:30pm.
Week Three:
January 25 – 31 The Development of Colonial Life Continued
▪ View: “Colonial Life” lectures.
▪ Read chapter 4, “Colonial Society,” The American Yawp.
▪ Read “Jonathan Edwards Revives Enfield, Connecticut,
1741,” The American Yawp.
▪ Chapter Quiz due January 31, 11:30pm.
▪ Document Analysis One due January 31, 11:30pm

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Week Four: The American Revolution: Was it so Revolutionary?

February 1 – 7

From Colonies to States

▪ View: “Seeds of Rebellion” lectures.
▪ Read chapter 5, “The American Revolution,” The
American Yawp.
▪ Chapter Quiz due by February 7, 11:30pm.
▪ Post to the Discussion forum by February 7, 11:30pm.
Week Five:
February 8 – 14 From Colonies to States continued
▪ View “Formation of a New Government” lectures.
▪ Read chapter 6, “A New Nation,” The American Yawp.
▪ Read Primary Document, TBD.
▪ Chapter Quiz due by February 14, 11:30pm.
Week Six:
February 15 – 21 The Federalists and the Life in the Early Republic
▪ View “Federalists and the Early Republic” lectures.
▪ Read chapter 7, “The Early Republic,” The American
Yawp.
▪ Chapter Quiz due by February 14, 11:30pm
▪ Post to the Discussion forum by February 21, 11:30pm.

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Growing Pains of a New Nation:

Week Seven: Territorial, Industrial, and Political Expansion
February 22 – 28

Economic Growth and Early Industrialism

▪ View “Economic Growth and Early Industrialism” lectures.
▪ Read chapter 8, “The Market Revolution,” The American
Yawp.
▪ Read Primary Document, TBD.
▪ Chapter Quiz due February 28, 11:30pm.
▪ Document Analysis Two due February 28 by
11:30pm.
Week Eight:
March 1 – 7 Rise of Nationalism and Sectionalism
▪ View “Nationalism and Sectionalism” lectures.
▪ Read chapter 9, “Democracy in America,” The American
Yawp.
▪ Chapter Quiz due by March 7, 11:30pm.
▪ Post to the Discussion forum by March 7, 11:30pm.

March 5 Founder’s Day

▪ In observance of Founder’s Day celebrations, no classes
starting at or after 12:00 p.m. (noon).
Week Nine:
March 8 – 14 Jacksonian America
▪ View “Jacksonian America” lectures.

Midterm Essay due March 14, 11:30pm

Week Ten: Spring Break

March 15 – 21 No Class

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Week Eleven:
March 22 – 28 Antebellum Culture and Reform
▪ View “Moralizers and Modernizers” lectures.
▪ Read chapter 10, “Religion and Reform,” The American
Yawp.
▪ Read Primary Document, TBD.
▪ Chapter Quiz due by March 28, 11:30pm.
▪ Post to the Discussion forum by 11:30pm.
Week Twelve:
March 29 – April 4 Cotton, Slavery, and the Old South
▪ View “The Old South” lectures.
▪ Read chapter 11, “The Cotton Revolution,” The American
Yawp.
▪ Chapter Quiz due by April 4, 11:30pm.
▪ Document Analysis Three due by April 4, 11:30pm.

Week Thirteen: A House Divided, the Civil War, and Reconstruction

April 5 – 11

Growth of West, Texas, and the Mexican War

▪ View “Empire of the West” lectures.
▪ Read chapter 12, “Manifest Destiny,” The American Yawp.
▪ Read Primary Document, TBD.
▪ Chapter Quiz due by April 11, 11:30pm.
▪ Post to the Discussion forum by 11:30pm.

April 9 Last day to drop spring classes.

Week Fourteen:
April 12 – 18 Growing Sectional Conflict
▪ View “The Gathering Storm” lectures.
▪ Read chapter 13, “The Sectional Crisis,” The American Yawp.
▪ Chapter Quiz due by April 18, 11:30pm.

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Week Fifteen:
April 19 – 25 The Civil War
▪ View “The Civil War” lectures.
▪ Read chapter 14, “The Civil War,” The American Yawp.
▪ Read Primary Document, TBD.
▪ Chapter Quiz due by April 25, 11:30pm.
.
Week Sixteen:
April 26 – May 2 Reconstruction
▪ View “Reconstruction” lectures.
▪ Read chapter 15, “The Reconstruction,” The American Yawp.
▪ Chapter Quiz due by May 2, 11:30pm.
▪ Document Analysis Four due by May 2, 11:30pm.

Week Seventeen:
May 3 – 8 Finals Week
▪ Final Exam Essay due by May 5, 11:30pm.

HIST 151: American History to 1877 Spring 2021