HIST 465 – Expanding the History of the United States: Beginnings to 1877
TTHU 9:00am – 10:30am | UGLC 106 | Fall 2018

Contact Information & Office Hours
Melissa Hutson
Office: MLASB 123F | Office Hours: MWF 2:00pm to 5:00pm

Course Description
This introductory survey on the history of the United States until 1877 will cover the major political, social, cultural, and environmental changes and themes that occurred up until 1865. Students will be presented with predominant narratives regarding European first contact with Native Americans, colonization, expansion, industrialization, and slavery, and through lecture and discussion will be encouraged to challenge and problematize these narratives. We will learn about the histories of groups and individuals that shaped larger trends in history, and examine primary sources (diaries, letters, newspaper clippings, etc.) and secondary sources (book and textbook), empirical data, theory, oral histories, and more.  

Course Outcomes
By the end of the semester, students will have improved their analytical, writing, and speaking skills, and will have formed their own interpretation of history with an informed historical understanding of the past. 

Course Assessment & Grade Breakdown
The course will consist of lecture on Tuesdays and half of class on Thursdays, and a primary source evaluation second half of class Thursday. The primary source evaluation sheet along with a printout of the primary source will be handed out at the beginning of class, discussed during class, and collected at the end. Students will be given two midterm exams, one synthetic essay assignment, and one final exam.  

  • Primary Source Evaluation – 20% 
    • 10% - Worksheet Contributions 
    • 10% - Attendance 
  • Midterm Exam #1 – 20% 
  • Midterm Exam #2 -  20% 
  • Synthetic Essay – 20% 
  • Final Exam – 20% 


  • Primary Sources: 
    • New primary source provided before every Thursday class 
  • Secondary Sources: 
    • Foner, Eric. Give Me Liberty! An American History. New York, NY: W.W. Norton & Company, 2017. 

Attendance will be a part of your primary source evaluation grade. As with any university course, success depends on consistent attendance 

Academic Integrity & Scholastic Dishonesty
The University policy is that all suspected cases or acts of alleged scholastic dishonesty must be referred to the Dean of Students for investigation and appropriate disposition. Any student who commits an act of scholastic dishonesty is subject to discipline. Scholastic dishonesty includes, but is not limited to cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts. Each student is responsible for notice of and compliance with the provisions of the Regents’ Rules and Regulations, which are available for inspection electronically at https://www.utsystem.edu/offices/board-regents/regents-rulesand-regulations. All students are expected and required to obey the law, to comply with the Regents’ Rules and Regulations, with System and University rules, with directives issued by an administrative official in the course of his or her authorized duties, and to observe standards of conduct appropriate for the University. A student who enrolls at the University is charged with the obligation to conduct himself/herself in a manner compatible with the University's function as an educational institution. Any student who engages in conduct that is prohibited by Regents’ Rules and Regulations, U. T. System or University rules, specific instructions issued by an administrative official or by federal, state, or local laws is subject to discipline, whether such conduct takes place on or off campus or whether civil or criminal penalties are also imposed for such conduct. 

Accommodations need to be requested two weeks before the beginning of the semester 

  • Students that need advanced planning such as the hiring of interpreters or books-on-CD, readers, accessible classroom, etc. should request accommodations one month before the beginning of semester 
  • Reasonable accommodations are provided only to students with known disabilities who are registered with the office of CASS. 
  • Type of accommodation provided is determined by degree of barrier and/or limitation and are provided to allow equal access and opportunity to students with disabilities; for that reason, each student is given individual consideration 
  • Requests for changes or additional services must be referred to the Director of CASS for review to determine if accommodation requested is reasonable and appropriate 

Final determination of an appropriate and reasonable accommodation is made by the Director of CASS in collaboration with faculty, academic deans or chairs, when necessary. CASS does not mail faculty letters. It is the student’s responsibility to make a request every semester. The student should make appointments to meet with each professor to deliver the letters and discuss the accommodations that will be necessary in each class. It is important that the student provide accommodation letters to his/her instructors at the beginning of each semester to discuss disability-related needs for those classes. 

For more information, contact: 
The Center for Accommodations and Support Services (CASS)  
Union East Bldg. Room 106  
E: cass@utep.edu  | P: (915) 747-5148 | F: (915) 747-8712 

Civility Statement
Please be courteous to the other students in your class and leave your cell phones in your bag unless otherwise instructed. No headphones will be worn in class. Be mindful of the fact that this is a learning environment and students are here to learn, not be distracted.  

Week 1: Beginnings
Tuesday, August 30
Readings: Chapter 1 “A New World”

Thursday, September 1
Interpreting Primary Sources Workshop: http://nationalhumanitiescenter.org/pds/amerbegin/contact/text7/requirement.pdf

Week 2:  Exploration and Imperialism 
Tuesday, September 6
Readings: Chapter 2 “Beginnings of English America, 1607 – 1660”

Thursday, September 8
Primary Source Evaluation: https://www.loc.gov/resource/cph.3a17442/

Week 3: Colonization
Tuesday, September 13
Readings: Chapter 3 “Creating Anglo-America, 1660 – 1750”

Thursday, September 15
Primary Source Evaluation: https://www.loc.gov/item/rbpe.03302600/

Week 4: Slavery and Empire 
Tuesday, September 20
Readings: Chapter 4 “Slavery, Freedom, and the Struggle for Empire, to 1783”

Thursday, September 22
No primary source evaluation; we will discuss the format of the Midterm next week, as well as my expectations. You must bring at least two questions you have about any topics we have learned that you wish me to elaborate on and discuss. This will be your participation grade for today.  

Week 5: Revolution
Tuesday, September 27
Reading: Chapter 5 “The American Revolution, 1763 – 1783”

Thursday, September 29
Midterm 1

Week 6: Defining Liberty
Tuesday, October 4
Readings: Chapter 6 “The Revolution Within”

Thursday, October 6
Primary Source Evaluation: https://www.masshist.org/digitaladams/archive/doc?id=L17760331aa

Week 7: Nation Building
Tuesday, October 11
Readings: Chapter 7 “Founding a Nation, 1783 – 1791” 

Thursday, October 13
Readings: Chapter 8 “Securing the Republic, 1791 – 1815”
No primary source evaluation; today we will have an “Essay writing workshop” in which we will discuss how to develop your thesis sentence, essay structure, grammar, as well as my expectations for your paper. By the end of the class you will create a draft thesis sentence which you will turn in; this will be your participation grade for today.  

Week 8: World Democracy 
Tuesday, October 18
Readings: Chapter 9 “The Market Revolution, 1800 – 1840”

Thursday, October 20  
Readings: & Chapter 10 “Democracy in America, 1815 – 1840”
Synthetic Essay Due
Week 9: Slave Culture & Negotiating Freedom
Tuesday, October 25
Readings: Chapter 11 “The Peculiar Institution”

Thursday, October 27
Primary Source Evaluation: https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1014&context=etas

Week 10: Abolitionism and Feminism 
Tuesday, November 1
Readings: Chapter 12 “An Age of Reform 1820 – 1840”

Thursday, November 3
No primary source evaluation; we will discuss the format of the Midterm next week, as well as my expectations. You must bring at least two questions you have about any topics we have learned that you wish me to elaborate on and discuss. This will be your participation grade for today.  

Week 11: Reform and Division 
Tuesday, November 8
Readings: Chapter 13 “A House Divided, 1840 – 1861”

Thursday November 10
Midterm 2

Week 12: Civil War 
Tuesday, November 15
Readings: Chapter 14 “A New Birth of Freedom: The Civil War, 1861 – 1865”

Thursday, November 17
Primary Source Evaluation: http://www.lettersofnote.com/2012/01/to-my-old-master.html

Week 13: Reconstruction
Tuesday, November 22
Readings: Chapter 15 “’What is Freedom:’ Reconstruction 1865 – 1877”

Thursday, November 24
Primary Source Evaluation: https://dp.la/primary-source-sets/the-freedmen-s-bureau/sources/112

Week 14: Course Overview 
Tuesday, November 29
No primary source evaluation; we will discuss the format of the final exam , as well as my expectations. You must bring at least two questions you have about any topics we have learned that you wish me to elaborate on and discuss. This will be your participation grade for today.  

Tuesday, December 6
Final Exam