History 103



POLS 101 
History 102 
History 103 
History 104 
History 106 


 Centralia Public Library

Office: HB 214; Phone: 545-3344; Email: jsulcer@kaskaskia.edu; Home Page: www.kaskaskia.edu/jsulcer/


COURSE DESCRIPTION                     

An introductory examination or survey of the development of American political concepts, social changes, intellectual growth, economic philosophies, and religious institutions from the discovery of America by the Europeans through the end of the Civil War in 1865.


Kennedy, David, & Bailey, Thomas. THE AMERICAN PAGEANT: VOLUME I. D.C. Heath, 2000.


(A)   To gain knowledge about the relationships of the varied groups of people that have affected the United States.

(B)   To develop comprehension of the complex interrelationships that produced the American nation.

(C)   To gain the ability to analyze and synthesize the social, political, economic, and religious problems in American history.

(D)   To acquire a knowledge of the terminology commonly used in American history.

(E)   To gain the knowledge of the development of America.

(F)    To develop an awareness of the major interpretations and theories that relate to United States history.

(G)   To be able to interpret specific historical writing in American history.


(A)  Student should be able to understand the relationships of the varied groups of people that have affected the United States.

(B)  Student should be able to comprehend the complex interrelationships that produced the American nation.

(C) Student should be able to analyze and synthesize the social, political, economic, and religious problems in American history.

(D) Student should have a wide understanding of terminology commonly used in American history.

(E)  Student should gain knowledge of the major events in the development of America.

(F)  Student should be aware of the major interpretations and theories relating to American history.

(G) Student should be able to understand specific historical writings in American history.

(H)  Student should be able to interpret primary sources by analyzing their historical contexts.


The grading scale is: A=100-90, B=89-80, C=79-70, D=69-60, F=59-0. Borderline grades will be determined by the additional element of class participation. Student grades will be derived from an average of:

Exam 1 (25%); Exam 2 (25%); and a Final Exam (35%)

The examinations will cover all material presented in the classroom as well as assigned readings. The format of the exams will include multiple-choice, true/false, matching, listing, identification/short essays, and essay questions. If – because of a legitimate, serious, and excused reason - a student is unable to take an exam at the required time and date, the make-up exam will involve a greater amount of essay materials, with no opportunity for extra credit. The final is comprehensive, including material from Exams 1 and 2.

Term Paper (10%) DUE DATE: Friday February 4

Information about this paper is provided at the end of the handout.

Quizzes/Readings/Attendance/Participation (5%)

Several quizzes will be assigned over the course of the semester. Several readings will be assigned, with a written and/or oral grading component. Occasional assignments will count as quiz grades. The lowest quiz score will be dropped. Excessive absences will lead to a subtraction of grade points. At the end of the course, the instructor will assign a grade in this area, based on the quiz scores, completed assignments, attendance, and class participation.

Extra Credit (up to +5%)

Students will have an opportunity to earn up to five percentage points of extra credit. More information will be forthcoming.


Cheating of any kind will not be tolerated. This includes plagiarism, purchasing of tests & research papers, using information or work that was not your own, etc. To plagiarize is to take and use ideas and passages from another's work, while representing them as your own. Students caught involved in any of the aforementioned will be subject to sanctions determined by the instructor ranging from warnings, grade reduction, and failure or withdrawal from the course or referral to the college administration for further action.


Generally my classes operate with a relaxed atmosphere. I encourage and reward positive class participation. Students who have questions are always encouraged to ask. Negative behavior, including cheating, sleeping, working on other assignments, talking, habitually coming in late, regularly absent from class, and engaging in other offensive behavior, is grounds for being dropped or given a lower grade. Students will be warned once to correct such behavior, then asked to leave.


Students - not the instructor - are responsible for their work. The student has the responsibility to complete all assigned material. Students have a maximum time of two weeks to make up missed materials. All late work will be penalized.

Students - not the instructor - are responsible for their success. College policy requires attendance to be taken at each class meeting. Each student is expected to attend all classes and be on time. Effective communication, inside and outside of official classroom time, is vital to make the learning experience a success. An important part of college life involves personal responsibility. The student has the responsibility to withdraw from the class when the student decides to quit working. This is accomplished through the office of student services. A student who disappears without explanation will receive a failing grade.


Lecture  1:   Introduction

Lecture  2:   America Before Columbus

Lecture  3:   European Contact

Lecture  4:   English America- Southern Colonies

Lecture  5:   English America- Northern Colonies

Lecture  6:   English America- Middle Colonies

Lecture  7:   Slavery in America

Lecture  8:   British American Society

Lecture  9:   New France & New Spain

Lecture 10:  Imperial America

Lecture 11:  The Road to Revolution

Lecture 12:  Revolutionary War, 1775-1783

Lecture 13:  Revolutionary Era Politics

First Exam


Lecture 14:  Confederation America

Lecture 15:  Philadelphia Convention 

Lecture 16:  The Federalist Era, 1788-1800

Lecture 17:  Jeffersonian Democracy

Lecture 18:  The Corps of Discovery

Lecture 19:  The War of 1812

Lecture 20:  Sectionalism and Economic Growth

Lecture 21:  The Era of Good Feelings

Lecture 22:  American Diplomacy, 1817-1825                   

Lecture 23:  Election of 1824

Second Exam


Lecture 24:  Jacksonian Era

Lecture 25:  Political Events, 1836-1844

Lecture 26:  National Expansion

Lecture 27:  Mexican War

Lecture 28:  The South, Slavery, and Sectionalism

Lecture 29:  The North, Immigration, and Industrialization

Lecture 30:  Religion and Society

Lecture 31:  Crisis of the 1850s

Lecture 32:  Election of 1860

Lecture 33:  The War Between the States (I)

Lecture 34:  The War Between the States (II)

Lecture 35:  1865

Final Exam


I will be available before and after class, during my scheduled office hours on campus, and available for meetings at other times that are mutually convenient. I will attempt to help each student with problems as they arise.

HISTORY TERM PAPER Spring Semester 2005

Your Assignment

Interview an older person about a specific event or set of events. Please name your source, and give at least a brief biography of the person. Disclose your relationship to the person. Explain why they were important, and why you chose the person as well as the significance of the event(s). Write a report summarizing your findings. Examples: The attack on Pearl Harbor (a specific event); The Cold War (a set or series of events).


Your term paper should be at least three pages typed. The paper should follow a standard style. Papers must be typed and double-spaced, using only 10 or 12 point type, except for the title page which may be in a larger font. Include a separate title page which includes the title of your paper, your name, the class number, and the date. Include a separate bibliography page with all relevant information on your sources. Pages should be stapled together.


History papers are based on historical information.  The source of that information must be cited. At least one letter grade will be deducted from papers which do not follow this standard.  Please use a standard style.


At minimum, the use of six sources is required. Any combination of legitimate sources, such as books, newspaper/magazine articles, computer information resources, and television programs, is acceptable. Papers having less than six sources will be penalized 10% for each shortfall.

Organizing and Conducting the Interview

When preparing to conduct the interview, try to plan ahead to know what topic you want to focus on. Examine at least three sources beforehand to familiarize yourself with the topic at hand. Prepare a list of questions for the interview. Put the simplest questions, like biographical data, at the beginning, and the more complex or sensitive questions at the end. You need not follow this list exactly as other questions will arise during the interview. Interviews are generally improved by giving the interviewee a list of your questions beforehand.

Some tips to make your interview as thorough, accurate, and successful as possible:

·        Know as much as you can about the interviewee before you go to the interview.

·        Arrange to conduct the interview in a place and time comfortable for the interviewee, away from noise and distractions.

·        Be polite and respectful.  Be sure the interviewee understands what will be done with the interview, and be careful to protect his/her privacy and rights.

·        Start your interview with simple biographical information.

·        The use of recording equipment- audio or video- can enhance the experience and make writing your paper easier. Keep in mind that some people are nervous about being recorded. This recording could become an important piece of family history.

·        Be aware that there can be subject areas out of your reach. Do not alienate the interviewee by pressing too hard for information he or she does not want to share.

·        Interviewing can be a stressful and tiring process.  Be careful, especially with older subjects, to watch for fatigue. 

·        Say “thank-you” and/or send a thank-you note to your interviewee.  Remember that they are assisting you.


Your paper should be written carefully with attention to the subject matter, style, spelling, and punctuation. Papers are expected to be clear and coherent, of college-level quality. Sources should be cited within the paper. Your paper should be grammatically correct and free of typographical errors. Papers with large numbers of errors will be returned for correction. Carefully proofread your paper, and then have a friend proofread for you. Use your spell check program, your grammar check program, and even a dictionary. Ask for help (as early as possible) from the instructor if you need it. Students who have concerns regarding their writing skills are urged to seek assistance, beginning with the Success Center, which provides a variety of academic services to all students.


Please proofread your paper carefully:

Avoid all contractions in formal writing. Be especially careful with the usage of its/it's: "Its" is a possessive form of "it." "It's" is a contraction for "it is."

Cite all sources within the text.

Avoid tense shifts. Ordinarily, history papers should be written in the past tense, since history is the study of the past.


      Evaluation & Grading Criteria

      (The paper is worth 10% of your total grade)











This paper is due Friday February 4, 2005 @ 10:00 AM

If I have not received a paper the STUDENT will be DROPPED FROM THE CLASS.


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