HISTORY 101-I01 

U.S. History to 1865

Spring 2006


Instructor:      Dr. Squy G. Wallace

                        Room: 1050 Chilton Circle

                        Phone: 775.753.2171

                        E-mail:  SQUYW@GWmail.gbcnv.edu

                        Website:  http://www.gbcnv.edu/library/courselinks/wallace.htm


Office Hours:             9:30 – 11:00 and 1:00 – 2:00 Monday & Wednesday and other times as needed.


Introduction:  Welcome to U. S History 101 I01.  U. S. History 101 covers the period of time from discovery to the Civil War.  This is an exciting and fascinating period of the formative years of nation’s history.  After you complete this course you will be able to:


·          Compare and contrast the pre-Columbian Native American cultures.

·          Describe and discuss the early colonial settlements in America.

·          Describe the conflicts between the colonists and England that led to Revolutionary War for Independence.

·          Compare and contrast the Articles of Confederation to the Constitution.

·          Compare and contrast the views of Federalists and the Jeffersonians.

·          Describe the impact of expansion and immigration after the War of 1812.

·          Discuss the Monroe Doctrine and its impact on foreign policy.

·          Discuss the impact of the major Supreme Court decisions from 1803 to 1824.

·          Describe slave conditions in the antebellum South.

·          Explain how the rise of evangelicalism and the Second Great Awakening led to the reform movements of 1830 to 1860.

·          Discuss the concept of “Manifest Destiny” and its impact on expansionism.

·          Discuss the events leading to the Compromise of 1850.

·          Discuss the events leading to the sectional crisis of 1860.

·          Describe the Union strategy to win the Civil War.


Required Texts for this course:


America Past and Present (Brief 6th Edition) by Divine et al.


A Midwife’s Tale The Life of Martha Ballard, Based on Her Diary, 1785 - 1812 by

            Ulrich, Laurel Thatcher


Company Aych Or, a Side Show of the Big Show by Sam Watkins


HISTORY 101-I01 

Here’s the mechanics of how this courses works.  First of all, although this course is conducted solely through WebCT, IT IS NOT A SELF-PACED COURSE.  This means that assignments, quizzes, tests, and reports must be submitted before the posted closing dates.  Unlike resident courses, you will not be able to submit late assignments in this course.  A LATE ASSIGNMENT IS A MISSED ASSIGNMENT AND RECEIVES NO CREDIT!  All assignments, quizzes, tests and reports must be submitted through WebCT assignment drop boxes.  DO NOT E-MAIL ME YOUR ASSIGNMENTS, I CANNOT PUT THEM IN YOUR DROPBOX, ONLY YOU CAN DO THAT.   All assignments, quizzes, tests, and reports have submission dates posted.  I will try to open the submission dates early so you will have ample time to submit your work; however, I can not extend the closing dates.  Check your E-mail frequently.  I will E-mail changes and updates to everyone in class.


If you have not taken a WebCT course over the Internet, here are some tips that will help you:


1.  Successful students submit their work well before the closing date.  Don’t wait until 11:00 PM of the day work is due to submit your assignments or take quizzes/unit tests. 


2.  If you are submitting a response to an essay question, save your work frequently.  Some Internet Service Providers terminate user connections if data is not transmitted every 10 or 15 minutes.


3.  This course requires more self-discipline than regularly schedule resident courses.  Since there are no scheduled classes meeting times, you will have to schedule your time to study and submit your work. 


4. Skipping assignments, quizzes, or tests will lower your grade and make it difficult for you to complete the course.  Check assignment dates early in the week and ensure that you meet the schedule.


To learn the most from this course you should follow these learning steps for each chapter:


1.  Read the Chapter Introduction and Overview to get an idea of what the chapter is all about.


2.  View the PowerPoint slides.  (Some students print out the slides and use them as a note taker when they read the chapter.)


3.  Read the assigned Chapter in the America Past and Present.  Take notes on the topics for future study and review.


4.  If you have questions, post them on the Discussion Board.  I will try to answer them a promptly as possible.


5.  Complete the quiz for the chapter before the closing date.  The quizzes consist of 10 Multiple Choice questions randomly drawn from a very large question database. Each time you take the quiz you will encounter a different set of ten multiple choice questions.  You may take the quizzes an unlimited number of times.  Your latest score will be retained in the grade book.  (A word to the wise, this question database is also used to create the unit tests so the more times you take the quizzes the better prepared you will be for the unit test.)


Book Reports.  You will notice that book reports are due on and, 2006.  Here are the submission guidelines:


1.  Use either APA or MLA style formats for your paper.  I have a link on my website which gives you detailed guidance on the MLA format.  See the information at: http://www.gbcnv.edu/library/courselinks/wallace.htm


2.  Submit your report through the WebCT drop box before the due date.


3.  Submit your report in MS Word.  DO NOT submit your paper in WordPerfect, MS Works, or other word processing program.  I can open and read ONLY MS Word documents (.doc file).  If I can’t read your document, you get NO CREDIT for your work.  If you have questions about this requirement please contact me well in advance of the submission date.


4.  All submissions must be your original work.  Read and heed the GBC statement on academic dishonesty on page 27 of the General Catalog and the discussion on plagiarism at the end of this syllabus.  The penalties are severe and will be enforced.


5.  Your grade will be based on content, language usage, grammar, spelling, and format.  (Here is a word to the wise, run spell check on your report BEFORE you submit it.  Also, I recommend having someone proofread your work before it is submitted.)  Call and make an appointment with the Academic Success Center at least three weeks before your report is due to get help with your report.  You may also submit your report to the Academic Success Center online for their review and feedback. 


6.  I have posted an “A” book report for your review.  Read it BEFORE you start your report.


Unit Tests.  There are three unit tests in this course.  Unit Test 1 covers Chapters 1 – 5; Unit Test 2 covers Chapters 6 – 10; and Unit Test 3 covers Chapters 11 – 15.  Each test will consist of 70 Multiple Choice and True/False questions and one essay question.  The Multiple Choice and True/False questions are randomly selected from a large pool of questions from each chapter.  The essay question will be drawn from the chapter readings and your notes for each chapter.  The Multiple Choice and True/False questions will comprise 70 points of your unit score and the essay question will comprise 30 points of the test.  Each section is timed as indicated and must be taken separately.  Once you start a section, the timer starts ticking.  So make sure you have sufficient time to complete each section when you start the test and you will not be interrupted by outside distractions such as family, work, or other personal matters.  You will be able to take Unit tests ONCE and only once.  There are no “retakes” or “redoes” possible!


Evaluation and Grades:

Final grades for this course will be computed as follows:

o       Three exams, each 20%                                                                       60%

o       Book Reports                                                                                      20%

o       Quiz grades                                                                                         20%









































Below 59.44



If you have questions do not hesitate to post them on the bulletin board, e-mail them to me, or contact me on the phone.




Schedule for HIST 101 Section IO1, Spring 2006 (This is a guide only and may be changed.)





Check WebCT for dropbox open and close dates



Course Introduction, Overview



New World encounters, Chapter 1



The English Colonies, Chapter 2



Putting Down Roots, Chapter 3



Experience of Empire, Chapter 4



The American Revolution, Chapter 5



First Test covering Chapters 1 -5



The Republican Experiment, Chapter 6



Democracy in Distress, Chapter 7




1st Book Report due








Second Test Covers Chapters 6-10







2nd Book Report due











Finals Week

Third test (Final Exam) covers Chapters 11-15



History 101 – General Education Objectives


Objective 1:  Communication Skills – Strong


Communication skills are of critical importance in History 101 and the class strongly meets this objective through a variety of methods.  First, students develop acute listening and oral communication skills.  Not only do students have to assimilate a great deal of information from the historical narrative presented by the instructor (lecture is the basic format of the class) but also listen effectively to each other as questions are raised and discussions stimulated by their peers.  In these discussions students hone their oral communication skills as they grapple with new ideas.  Second, students sharpen their reading skills through the required texts and short supplemental readings left to the instructor’s discretion.  Historical textbooks are not easy reading and require a college level reading ability to digest the vast amounts of information and distill it into a usable form.  Third, students will learn writing skills.  While each of my assignments vary, this element is always present in various forms: short free writes, short answer questions that require the ability to know not only the facts but also the significance of an event or person, large essay questions on the examinations that require the ability to synthesize vast amounts of material and present it in a concise essay format, book reviews, and formal papers.


Objective 2:  Critical Thinking – Strong/Moderate


Critical thinking is a vital process that students must develop in this class.  Reasoning and independent thought are significant parts of this class because students are required to examine this era of American history and interpret it.  In class discussions, examinations, and papers students are asked to analyze and critically examine historical actors and their actions.  Many of these events are ambiguous and have different interpretations, so students must come to some sort of awareness that for some issues there are not simple answers and that all interpretations are not of equal merit.  This is what historians do.  Quantitative ability and scientific understanding are dealt with to some degree, though scientific understanding is the stronger of the two.  Scientific discovery and development play a vital role in the historical process and the history of science and the theoretical underpinnings of the scientific method are dealt within the narrative of the coure.  Quantitative ability is addressed to some degree through the broad us of statistics as historical evidence.  Students are made aware of the strengths and weaknesses of statistics through the examination of historical examples such as voting, immigration, settlement, and economic growth patterns.


Objective 3:  Personal and Cultural Awareness – Strong


History 101 deals with all four elements in this objective to a significant degree.  This forces students to develop a strong sense of the individual in society.  Students are urged to see history from different perspectives (such as race, class, and gender) and to understand that different groups of people can interpret historical events very differently because of their different experiences and values.  This course obviously engenders a sense of the past, but it also produces a sense of accountability.  We explore the ramifications of past actions, such as the so called “Columbian Exchange,” Indian Removal, slavery and the Civil War, and evaluate the outcomes.  Finally, this course develops an appreciation of fine arts by stressing human creativity in high as well as popular culture.  As for cultural development, this era of American history produced, arguably, the most incredible creative outburst in our history:  Whitman, Poe, Thoreau, Emerson, Irving – to name a few of the giants of the age.  A true American Renaissance!


Objective 4:  Personal Wellness – some degree


History 101 meets the personal wellness objective to some degree by exploring reform movements that have significantly altered our society.  The so-called “Benevolent Societies” pioneered improvements in everything from public education (Horace Mann) to mental health (Dorthea Dix).  Again, the Columbian Exchange is a stark example of the devastating impact disease can have on an entire civilization. 



Objective 5:  Technological Understanding – strong


History 101 fulfills the technological understanding objective because of the emphasis in the class on using technology as a writing and research tool.  Students are encouraged to complete writing assignments using computer word processing and Internet research.  In addition, there may be some use of supplemental primary source readings that are available on the Internet.  By encouraging students to become more computer and Internet literate, this class encourages technological understanding.  Also one section of this course will be offered by interactive video.


Plagiarism – AVOID IT!


(With thanks to the Dr. Robert Griswold, University of Oklahoma)


Each student at Great Basin College is supposed to know what plagiarism is and to be aware that to plagiarize the work of another person is a serious academic offense.  This handout will give you some formal definitions of plagiarism but more important, it provides you with some concrete examples of writing which meet the definition of plagiarism so you can avoid plagiarism.


What is Plagiarism?[1]


Plagiarism: the representation of the words or ideas of another as one's own, including:


1.  Directly quoting from another work without letting the reader know that the words are not your own.  In this case, the writer generally fails both to use quotation marks around the quoted passages and to mention the name of the original author of the words.


2.  Paraphrasing without attribution is another common form of plagiarism.  In this case, the student paraphrases the original passage, but the student does not give credit to the original author from whose work the paraphrase derived.


3.  Plagiarism can also be committed when a student paraphrases with or without attribution and in so doing uses much of the original wording, thereby passing off the original prose as the student's own.


4.  A more tricky case of plagiarism involves students who use entirely their own words but borrow the ideas, arguments, facts, or reasoning of another without giving attribution.  Such cases do not involve general knowledge--The Civil War started in 1861--but rather material that is not part of general knowledge but rather comes from the special efforts of the original author.


5.  Another form of plagiarism, which is simply fraud, is the submission of work under your name which is not yours.  Such work could be by another student, friend, or family member or by a company that writes papers for hire.  A number of companies on the Internet sell papers to students, and buying such a paper and submitting it as your own is a serious breach of academic honesty and a vile form of plagiarism.


In short, plagiarism consists of failure to give proper credit for ideas and writings that come from others, but some concrete examples will help clarify its meaning.


In order to avoid even unintentional plagiarism, here are two good rules to follow:


1.  Place anything you copy verbatim from another writer--whole sentences, phrases, a single distinctive word--within quotation marks and identify the source of the quotation, normally in a footnote or an endnote.


2.  Always give credit for ideas that are not your own.  If you are summarizing the basic idea of an article you have read, give credit to the author for those ideas in a footnote or endnote.  You should do this even if you do not use any of the author's original words in writing your summary.  If you are uncertain whether or not to cite an author, the safest course to follow is to offer a citation.

As a rule, avoid an extensive use of quotations.  Papers should never be long quotations strung together with a few words of your own.  Use quotations only for the telling phrase, the unbeatable metaphor, the perfect description, or the controversial point of view that deserves expression in the original.  Most of what you take from other sources should be paraphrased, and it is at this point that many students get into trouble.  When paraphrasing, you must be certain that you express the ideas from your source in your own words.  You cannot change a few conjunctions or articles, throw in or cut out a few words here and there, alter the syntax a bit and pretend that it is your writing.  It is not.  The structure and most of the phraseology remains that of the author, and your paraphrase is a kind of plagiarism.  One basic rule might help: never take five consecutive words from a source without placing them within quotation marks.  Even fewer words, of course, should be placed in quotation marks if these words are distinctively the authors.


The following example will help you better understand plagiarism and thus avoid it: below you will find a quotation, followed by an improper and a proper example of paraphrasing.


The quotation: "Most of the time a child who knew no English would be placed in a "sink-or-swim," total-immersion class when first entering school.  After six months a student who did not "sink" would graduate to a class appropriate to his or her ability to cope with English.  Bilingualism was not an option, and as a result many of the children schooled under this policy recall that their initial experiences were intensely traumatic." (1)


1.  Selma Berrol, "Immigrant Children at School," in John Cary, et al., eds., The Social Fabric: American Life from the Civil War to the Present,  8th ed., vol.2 (New York: Longman, 1999): 111.


Paraphrasing that would be considered plagiarism: Much of the time, children who knew no English would find themselves in a "sink-or-swim" immersion class when entering school.  After a half-year, students who did not sink would join a class suitable to their ability to deal with English.  Bilingualism was not permitted, and therefore many children under this policy remember that they found school initially intensely traumatic.  (1)


1.  Selma Berrol, "Immigrant Children at School," in John Cary, et al., eds., The Social Fabric: American Life from the Civil War to the Present, 8th ed., vol.2 (New York: Longman, 1999): 111.


Proper paraphrasing:  Immigrant children who could not speak English often found schools a hostile environment. "Bilingualism," as Selma Berrol has observed, "was not an option," and thus immigrants often remembered their school days as anxious, frustrating times. (1)


1.  Selma Berrol, "Immigrant Children at School," in John Cary, et al., eds., The Social Fabric: American Life from the Civil War to the Present, 8th ed., vol. 2 (New York: Longman, 1999): 111.


The author of the improper example of paraphrasing does cite the Berrol argument, but the writing too closely tracks the original to escape the charge of plagiarism.  While many words are changed, many are not, and the structure, phrasing, and vocabulary too closely resemble the original.  Such a student would be guilty of committing plagiarism.  The second example is a true paraphrase.  Berrol's ideas are summarized accurately but in the writer's own words, and Berrol is properly quoted where appropriate via the use of quotation marks.  Note that the entire statement is covered by footnote 1.


Plagiarizing ideas:


Another form of plagiarism involves using your own language but appropriating someone else's ideas as your own.  Suppose, for example, you had been asked to write a paper on the experience of  immigrant children in American schools at the turn-of-the-century.  If you properly paraphrased Berrol (as above in the "proper" example) but gave her no credit in a footnote or endnote, you would be pretending that this analysis was based on your research, that these were your conclusions, and that these were your own ideas about immigrants and schooling.  But such is not the case.  Your words are really a proper paraphrase of Selma Berrol's ideas, conclusions she reached after extensive research on the history of immigrant children in U.S. schools.


Taking notes and avoiding plagiarism:


One of the easiest ways to fall into the trap of plagiarism--deliberate cheating aside--is to write your paper while you have library books and journals or the photocopies of such lying next to your computer.  If you write directly from the original authors' works, you may indulge, quite innocently, of improper paraphrasing, but such behavior is plagiarism nonetheless.  One of the best ways to avoid plagiarism is to take careful notes, preferably on note cards or note slips.  On your note card, place quotation marks around all material you copy verbatim. Check to make sure you have copied this material accurately, and write down the page number and the source on the note card.  Read carefully the material you wish to paraphrase, then close the book or journal and write your paraphrase.  By not looking at the original source while you paraphrase it, you should avoid the temptation of relying too heavily on its sentence structure and vocabulary.  If an author uses a particularly memorable or apt phrase, put that in your summary with quotation marks around it and the page number beside it.


A final word:


Plagiarism is a serious violation of academic integrity and is to be avoided at all costs.  Outright cheating--i.e. using another student's paper, buying a paper on the Internet, copying long passages of an article verbatim and passing this work off as your own work--is the most egregious violation of the rule against plagiarism and also the easiest to catch.  But even students with no ill intent can sometimes commit plagiarism, most often by incorrectly paraphrasing another author's ideas, sentence structure, and/or vocabulary.  In general, remember that your paper should be comprised of your ideas, your interpretations, and your arguments.  It should never consist of a string of long, undigested block quotations linked together with a few well-placed conjunctions.  Likewise, it should not consist of a string of improperly paraphrased paragraphs or a series of unattributed ideas that originated with another author.  You can refer to other sources and quote them where appropriate, but remember that plagiarism is most likely to happen when your paper emphasizes the ideas of others rather than your own.  Give credit where credit is due, when in doubt provide the reader a citation, and remember that plagiarism in any of its forms is a serious breach of academic honesty.




[1]  Title 2 of the University and Community College System of Nevada CODE, Chapter 6, section 6.2, (q) states, Acts of academic dishonesty, including but limited to cheating, plagiarism, falsifying research data or results, or assisting others to do the same is prohibited activity.  For these definitions and the systems disciplinary procedures and your rights see the GBC general catalog 2005 - 2006, pages 26 30.